50241 Theory and Method

Faculty of Humanities and Social Sciences: Social Inquiry
Credit points: 8 cp
Result Type: Grade, no marks

Handbook description

This subject extends Introduction to Social Inquiry by more formally introducing a suite of methodologies commonly used in critically understanding the social world through the practice of research. The aim of this subject is to familiarise students with differing qualitative and quantitative research methodologies and methods which engage researchers in contrasting ways of knowing and representing the social world. As a basic overview of the professional toolkit of the social researcher, the subject examines a range of rationales for research knowledge production including survey research, action research, ethnography and biography. These methodologies are examined for the knowledge assumptions which underpin them and the differing empirical scope and political purchase they promise. At all points students are engaged in reflexively 'theorising' the practice of social research, and also specifically engage key theoretical concepts as they analyse interview data produced as part of the practical activity of the subject.

Subject objectives/outcomes

The content and activities of Theory and Method have been designed:

To enable students to develop the beginnings of a methodological 'toolkit' for exploring and interrogating the world through the practice of social research.
To encourage a critical approach to the practice of social research by assessing the knowledge assumptions and forms of representation different research methodologies imply.
To familiarise students with the ethical, political, and practical problematics of research.
To facilitate a collaborative approach to the practice of research.
To encourage students to critically engage theory and empirical data.

Contribution to graduate profile

The knowledge acquired and the researching skills developed in the course of successfully completing this subject will contribute to having students achieve the Faculty's desired graduate profile. This subject will help develop more observant and sharp-minded individuals, improve the quality of graduates' analytic thinking, assist graduates to develop as well-informed and inquiring people, equip graduates with useful research-skills, enhance the social consciousness of graduates, and stimulate graduates towards a greater commitment to social justice.

Teaching and learning strategies

This subject has a one hour lecture and two hour tutorial format. Involvement with the subject material will be through engaging in set and wider readings, class discussion, leading tutorial discussion, critical research analysis, and group and individual work on constructing theoretically-informed analyses of interview data.

Content

Social research: Theory and method
Quantitative research: The power of numbers
Qualitative research: The power of depth analysis
Survey Research
Action Research
Ethnography
Biography
Analysing biographic narratives: Working with transcripts
Analysing biographic narratives: Gendered selves
Analysing biographic narratives: Placed selves
Analysing biographic narratives: Cultured selves
'Calling all social researchers!': Research skill development in Social Inquiry.

Assessment

ASSESSMENT OVERVIEW

TASK	ASSESSMENT
Critical research review	40%

Group presentation of thematic analyses	Compulsory

Individual interview analysis	60%

Assessment 1: Critical research review

Objectives	a, b
Value	40%
Due	Week 7
Task	A critical review of two pieces of social research – one employing a qualitative research approach and one employing a quantitative research approach – which focus on a similar topic area.
Purpose	This task requires you to locate two pieces of social research on a similar topic but which utilise different research approaches. The aim of this task is encourage you to think about the very different kinds of knowledge which can be produced about the same research issue and to start getting you used to critically assessing the different ways in which this knowledge is constructed and with what different effects.
Structure	Select a specific topic of interest and search for short examples of both qualitative and quantitative research (such as journal articles or short monographs) which report on this topic. Develop an account of the contrasts between the two pieces of research, identifying the aims of the research, the research methods used, and the key conclusions drawn. What do the researchers take as the object/s of their research interest? What different kinds of research data do the two pieces of research deliver? What different dimensions of the topic area does the research focus on? What is the differing nature and value of the conclusions drawn in the research? Your review should be 1500 words max, and adhere to the HSS referencing guidelines set out on the BELL website.
Submission	In your tutorial.
Assessment criteria	Appropriate selection of two pieces of social research on a similar topic Ability to succinctly identify and review key elements of scholarly research Critical contrast of qualitative and quantitative forms of research knowledge Quality of written expression, including referencing.

Assessment 2: Group presentation of thematic analyses

Objectives	d, e
Value	Compulsory
Due	Weeks 12 and 13
Task	Group presentation of thematic analyses of interview data
Purpose	Having conducted and transcribed biographic interviews before the break, in Weeks 10, 11, 12 and 13, we will be working in class to develop an analysis of the key themes which characterise participants' narratives about their lives. We will work in groups which may evolve around the identification of similar themes in class members' interviews. The purpose of the group work and presentation is to collaboratively develop skill in data analysis and to share insights about differences and resonances between interviews.You will need to think carefully about the ethical protocols discussed in Week 7 and make sure you deal with your data respectfully in both group work and class presentation.
Structure	Each group will have 20 minutes to present, with 10 minutes of question time. Emphasis will be on a thematic rather than descriptive account of the groups' biographic data.
Submission	In class presentations.
Assessment criteria	Sustained input to group discussion and participation in the actual presentation.

Assessment 3: Individual interview analysis

Objectives	c, d, e
Value	60%
Due	Week 14
Task	To produce a thematic analysis of one biographic interview.
Purpose	Following preliminary analysis in class, you are now being asked to present a full account of your individual biographic interview drawing out the specific themes which characterise your participant's narrative about his or her life path. The interview research task as a whole will involve you in the practical process of conducting your own piece of qualitative research and in learning how to make critical sense of and report qualitative research data drawing on relevant theoretical concepts.
Structure	Please follow a basic essay format in presenting your analysis. You are not being asked to present a full 'research report' or biography, just the critical analysis of a single biographic interview. Your essay must be no longer than 2500 words. If you are undertaking Theory and Method 50241, your word limit is 3000 words.
Submission	In your tutorial.
Assessment criteria	Transcription of one biographic interview Theoretically informed thematic analysis of interview data Presentation of a coherent analytical narrative Clarity of written expression, including referencing.

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

The 'Book of Readings' for the Subject is the recommended text.

The following are some additional useful references:

Seale C (ed), Researching society and culture, London, Sage, 1998.

Geyer F and Scweitzer (eds), Alientation: problems of meaning, theory and method, London, RKP, 1981.

Crow G, Comparative sociology nd social theory: beyond the three worlds, Basingstoke, Macmillan, 1997.

Kingery W D (ed), Learning from things: method and theory of material culture studies, Washington, Smithsonian, 1996.

Layder D, New strategies in social research, Cambridge, Polity, 1993.

Seidman S (ed), The postmodern turn: new perspectives on social theory, Cambridge, CUP, 1994.

Silverman D (ed), Qualitative research: theory, method and practice, London, Sage, 1997.

Clark A W, Social Science: introduction to theory and method, Sydney, Prentice-Hall, 1983.

Evan W, The sociological quest: an introduction to the study of social life, Sydney, Allen and Unwin, 1995.

Ritchie D, Doing oral history, New York, Macmillan, 1994.