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Kurskod: 15QM057
Utbildningsnivå: Forskarnivå
Ämne:
Medie- och kommunikations- vetenskap
Högskolepoäng: 7,5
Giltig fr.o.m.: Hösten 2013
2013-06-10
Fastställdes den svenska kursplanen av prefekten
Third-cycle courses and study programmes shall be based fundamentally on the knowledge acquired by students in first and second-cycle courses and study programmes, or its equivalent. In addition to the requirements for first and second-cycle courses and study programmes, third-cycle courses and study programmes shall develop the knowledge and skills required to be able to undertake autonomous research (Higher Education Act, Chapter 1,
Section 9a).
The specific national intended learning outcomes for the doctoral degree and licentiate degree, as specified in the Higher Education Ordinance, can be found in appendix 1 of the general syllabus for the subject in question.
Knowledge and understanding
On completion of the course, students shall have furthered their knowledge on
- different methodological approaches to qualitative research and any problems associated with these,
- the data collection methods used in different interview formats and in connection with observational and document studies, and
- different forms for the analysis of qualitative data.
Competence and skills
On completion of the course, students shall be able to undertake advanced qualitative studies.
Judgement and approach
On completion of the course, students shall have the ability to
- critically review and evaluate different types of qualitative studies,
- evaluate, with an intersectionality perspective in mind, qualitative research, and
- assess their need for further knowledge and take charge of their own knowledge development.

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During the course, research design will be discussed based on different approaches to qualitative research. In relation to different methods for data collection and analysis, a range of methodological points of departure; the possibilities and limitations of different approaches; as well as the demands made on data collection depending on approach will be discussed. Qualitative approaches will be discussed and analysed from an intersectionality perspective. During the course, different types of interview studies, ethnography, netnography and document studies (text, image and multi-modal forms of expression) will be discussed.
Agar, M.H. (2008). The Professional Stranger: An Informal Introduction to Ethnography.
Bingley: Emerald Publishing (Chapter 1: Ethnography Reconstructed, pp. 1-50).
Androutsopulos, J. (2008). Potentials and Limitations of Discourse-Centred Online
Ethnography. Language @ Internet 5/2008.
Bowleg, L. (2008) “When Black + Lesbian + Woman ≠ Black Lesbian Woman: The methodological Challenges of Qualitative and Quantitative Intersectionality Research”, Sex
Roles (2008) 59, pp. 312-325. DOI: 10.1007/s11199-008-9400-z.
Creswell, J.W. (2007). Qualitative Inquiry and Research Design. London: Sage. (Chapter 3:
Designing a Qualitative Study, pp. 35-52).
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Method
Approaches. London: Sage (Chapter 1: The Selection of a Research Design, pp. 3-21).
Gobo, G. (2008). Doing Ethnography. London: Sage (Chapter 1: What is Ethnography? pp.
2-14; Chapter 2: Method or Methodology? Locating Ethnography in the Methodological
Landscape, pp. 15-32).
Karnieli-Miller, O., Strier, R. & Pessach, L. (2009) “Power Relations in Qualitative Research”.
Qualitative Health Research Vol. 19 No. 2, pp. 279-289. DOI: 10.1177/1049732308329306.
Kozinets, R.V. (2010) Netnography: Doing Ethnographic Research Online. London: Sage
(Chapter 1: Cultures and Communities Online, pp. 1-20, Chapter 4: The Method of
Netnography, pp. 58-72).
Krzyżanowski, M. (2010). The Discursive Construction of European Identities. Frankfurt am
Main: Peter Lang. (Chapter 2: Dimensions of Analysis, pp. 29-67).
Krzyżanowski, M. & Wodak, R. (2011) “Political Strategies and Language Policies: The ‘Rise and Fall’ of the EU Lisbon Strategy and its Implications for the Union’s Multilingualism
Policy”, Language Policy Vol. 10 No. 2, 2011, 115-136. DOI: 10.1007/s10993-011-9196-5. van Leeuwen, T.A. (2008). Discourse and Practice: New Tools for Critical Discourse Analysis.
Oxford: Oxford University Press. (Chapter 2: Representing Social Actors, pp. 23-54; Chapter
3: Representing Social Action, pp. 55-74).
Machin, D. (2007) Introduction to Multimodal Analysis. London, Bloomsbury. (Chapters on
Iconography, on Social Actors and on Typography).
Machin, D. (2004) “Building the World’s Visual Language: The Increasing Global Importance of Image Banks in Corporate Media”, Visual Communication Vol . 3 No. 3, pp. 316-336. DOI:
10.1177/1470357204045785.

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MacKinnon, C. (2013) “Intersectionality as a Method: A Note”, Signs Vol. 38 No. 4, Summer
2013, pp. 1019-1030. DOI: 10.1086/669570.
McCall, L. (2005) “The Complexity of Intersectionality”, Signs Vol. 30 No. 3. Spring 2005, pp.
1770-1800. DOI: 10.1086/426800.
Rose, G. (2012) Visual Methodologies: An Introduction to Researching with Visual Materials.
London: Sage.
Rubin, H. & Rubin, I. (2004) Qualitative Interviewing. The Art of Hearing Data. London:
Sage.
Silverman, D. (2001) Interpreting Qualitative Data. London: Sage.
Silverman, D. (2010). Doing Qualitative Research. London: Sage (Chapter 2: What you can and can’t do with qualitative research, pp. 5-15).
Ten Have, P. (2004) Understanding Qualitative Research and Ethnomethodology. London:
Sage (Chapter 1: Qualitative Methods in Social Research, pp. 1-13).
Wodak, R. & Krzyżanowski , M. (2008). Qualitative Discourse Analysis in the Social Sciences,
Basingstoke: Palgrave Macmillan. (Chapter 1: Introduction: Discourse Studies – Important
Concepts and Terms by R. Wodak, pp. 1-28).
Wodak, R. & Meyer, M. (2009). Methods of Critical Discourse Analysis. 2 nd Revised Edition.
London: Sage, (Chapter on The Discourse-Historical Approach by M. Reisigl and R. Wodak, pp. 87-121).
In addition:
A chapter on methodology from a doctoral dissertation of the student’s choice. Articles of approximately 300 pages may be added.
The course is taught through lectures and seminars. The language of tuition is English.
Students who have been admitted to a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted. After that, the right to receive tuition and/or supervision expires.
Students are examined through compulsory seminar attendance; oral and written presentations of assignments linked to the different themes of the course; and through a final individual written assignment.
A student may apply for exemption from a compulsory element of a course or study programme. If the course element in question according to the course syllabus may be completed in any other way, the examiner may, in writing, decide that the student be granted exemption from the compulsory element. If an exemption is granted, the student must instead complete a substitute assignment as determined by the examiner in the decision document.
The substitute assignment is to be assessed by the examiner. If a student’s application for exemption is rejected, the decision may be appealed (Higher Education Ordinance, Chapter 12,
Section 2).

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Examinations on research courses and study programmes are to be assessed with either of the grades ‘fail’ or ‘pass’ (Vice-Chancellor Decision no 181/2003, reg. no. CF 392-2003).
For the grade ‘pass’ to be awarded for the whole course, the student is required to successfully complete all examinations and compulsory elements, unless otherwise specified above.
Students who have failed an examination are entitled to a retake. Normally, retakes are offered a certain period of time after the first examination was held.
A student who has failed an examination twice for a specific course or course component is entitled to request, with the head of school, that another examiner be appointed to determine the grade.
Students who have been admitted to a research study programme at a higher education institution in Sweden, or to an equivalent programme abroad, meet the general entry requirements for admission to the course.
Priority will be given to students admitted to research study programmes at Örebro University.
Any available places after that will be offered to research students from other universities.
If a student at a higher education institution in Sweden has successfully completed a certain higher education course or study programme, the student is entitled to transfer the credits awarded for that course or study programme at another higher education institution. This does not, however, apply if there is a substantial difference between the courses or study programmes.
The same applies to students who have successfully completed a certain course or study programme at a university or other higher education institution in Denmark, Finland, Iceland or Norway or in signatory to the Council of Europe Convention of 11 April 1997 on the
Recognition of Qualifications concerning Higher Education in the European Region (Swedish
Treaty Series 2001:46), or at the Nordic School of Public Health (Nordiska högskolan för folkhälsovetenskap).
A student is entitled to transfer credits from a course or study programme other than that referred to above if the knowledge and skills that the student cites are of such a nature and of such an extent that they correspond on the whole to the course or study programme towards which the credits are to be recognised. A student may also be given credit for corresponding knowledge and skills acquired in a vocational or professional capacity.
The higher education institution shall assess whether credits can be given for the prior courses/study programmes or vocational/professional experience (Higher Education
Ordinance, Chapter 6, Sections 6-8).