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CULT 413 RESEARCH METHODOLOGY IN CULTURAL STUDIES
Full Course Title:
Research Methodology in Cultural Studies
Istraživačka metodologija u kulturološkim studijama
Course Code:
Course Level/BiH cycle:
CULT 413
1st Cycle (Bachelor of Arts)
ECTS credit value:
6
Student work-load:
(Table with hours for: Lectures; Exercise; Other; Individual learning)
For the whole semester:
Length:
Faculty/School/Department:
Lectures
Tutorial /
Practical training
e.g.
Project
Individual
learning
TOTAL
45
15
30
60
150
One semester
FASS; Cultural Studies (CULT)
Course leader:
Assist. Prof. Dr Tuba Boz
Contact details:
Office:
e-mail:
Office hours:
Phone:
Site:
IUS main campus building
Host Study Program:
Cultural Studies (CULT)
tboz@ius.edu.ba
Course status:
Pre-requisites:
None
Access restrictions:
None
Assessment:
Presentations, group activities, consultations, quizzes, exams and take-home exams.
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Date validated:
Course aims:
Learning outcomes:
Indicative syllabus content:
February 2012
The aims of this course are to:
1. To introduce students to ethnographic research;
2. To ensure that students are given proper knowledge of various quantitative and
qualitative data collection methods;
3. To introduce students to different ways of viewing the world;
4. To introduce students to the significance and techniques of interdisciplinary research;
5. To enrich student critical thinking, interpreting and understanding cultural symbols;
6. To introduce students to the importance of ethics in research.
On successful completion of this course IUS student will be able to:
1. To conduct ethnographic research;
2. To use various and appropriate quantitative qualitative data collection methods;
3. To think and discuss about culture critically and creatively;
4. To employ interdisciplinary approached when conducting research;
5. To recognize and design their research with ethical considerations.
This course is designed to introduce and equip Cultural Studies students with the fundamentals
of ethnographic and qualitative research methods. The main themes to be dealt with may
include: Lives and Lived Experiences; Investigating Cultural Producers and Cultural Consumers;
Quantitative Research; Qualitative Research, Ethnography, Interviewing, Analyzing Discourse,
Text and Pictures, Engaging with History and Engaging, Engaging with Memory and Ethics in
Research.
Teaching occurs via lectures, seminars and tutorials, individual and team- work in-class activities.
Learning delivery:
Assessment Rationale:
Assessment Weighting:
Essential Reading:
Recommended readings:
In order to provide solid undergraduate foundation in Cultural Studies Program and to enable
students to develop a critical and evaluative understanding of culture with the socio-political
environment, and to demonstrate commitment and diligence at any time, different assessment
methods are proposed for this module. Therefore, appropriate and diverse assessment methods
include field-work project, presentations, group activities, consultations, exams and take-home
exams with the aim to help students to stay focused and active, and fully benefit from the
module.
Attendance and participation 5%
Field-work project 20%
Midterm exam 25%
Presentation 10%
Final exam 40%
1. Pickering, Michael (ed.) Research Methods for Cultural Studies. Edinburgh: Edinburgh
University Press, 2008.
2. Brewer, D. John. Ethnography. Buckingham: Open University Press, 2000.
3. Messenger D. Maire and Mosdell, Nick. Practical research methods for media and
cultural studies: making people count. Edinburgh: Edinburgh University Press, 2006.
4. Stokes, C. Jane. How to do media & cultural studies. London: Sage Publications, 2003.
5. Bouma, Gary. & Ling, Rod. The research process. Fifth ed. New York: Oxford, 2004.
Additional/recommended reading:
1. Clough, P. and Nutbrown, C. (2007) A Student’s Guide to Methodology, 2nd edition,
London: Sage.
2. Creswell, J.W. (2008) Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, 3rd edition, Thousand Oaks, CA: Sage
3. Hollway, W. and Jefferson, T. (2000) Doing Qualitative Research Differently: Free
Association, Narrative and the Interview Method, London: Sage.
4. Dadds, M. and Hart, S. (eds) (2001) Doing Practitioner Research Differently, London:
Routledge Falmer.
5. McNiff, J. (2000) Action Research in Organisations, London: Routledge.
6. Schmuch, R. (ed.) (2008) Practical Action Research: A Collection of Articles, 2nd edition,
Thousand Oaks, CA: Corwin Press.
7. De Vaus, D.A. (2001) Surveys in Social Research, 5th edition, London: Routledge.
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8.
Lance, C.E. and Vandenberg, R.J. (eds) (2008) Statistical and Methodological Myths and
Urban Legends, New York: Routledge Academic.
9. Letherby, G. (2003) Feminist Research in Theory and Practice, Buckingham: Open
University Press.
10. Atkinson, P. (1992) The Ethnographic Imagination, London: Routledge.
11. Dey, I. (1998) Grounding Grounded Theory: Guidelines for Qualitative Inquiry, San
Diego: Academic Press.
12. Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research: Grounded Theory
Procedures and Techniques, Newbury Park, CA: Sage.
Intranet web reference:
Important notes:
Students have to make sure to avoid plagiarism or even the vague possibility of plagiarism. Note
that copying from the internet or even taking ideas from internet sources without proper citation
is also a form of plagiarism, not only copying from paper based texts. Students are expected to
paraphrase the arguments whenever possible and add proper citations from the original text.
Each final essay will be checked against anti-plagiarism software.
Failing to gain at least 30% from each assignment results in failing the course (that is students are
expected to undergo each of the four assignment forms (class participation, position paper, oral
presentation, final essay). Absence from class is allowed only with strong reason. Students are
allowed one “free miss” but more than one absence without documentation will negatively affect
the grade.
Quality Assurance:
At the study program Cultural Studies and the Faculty of Arts and Social Sciences special attention
is paid to quality assurance. A prerequisite for the application of quality assurance policy is to
develop awareness among academic staff, but also among students about the importance of
monitoring and improving the quality of teaching. It also implies an understanding that quality
monitoring is an evaluation of work, but the establishment of an institutional system with its full
implementation at all levels. Since the internal quality monitoring mission of the University or
Faculty within the University, this track will be given special attention, as follows:

Continuous improvement of policies and procedures for quality assurance due to the
specificity of the program,

Clearly established procedures and application of procedures in adoption of study
program in accordance with the guidelines. These procedures are established and there
is a need for further work on them,

Establishment of procedures for student evaluation and there is a need for its verbatim
and transparent application,

Selection of qualified and competent teaching staff,

Evaluation of efficiency of use of premises and equipment,

Regular information about the programs is done through the written and printed
materials,

Openness to external quality monitoring procedures established by the relevant
domestic and foreign institutions.
In addition to the above areas of quality assurance, students of IUS or a study program Cultural
Studies internally evaluate the quality of teaching and teachers in all courses at the end of each
semester. The evaluation is done electronically and anonymously. In addition, and evaluate the
quality of textbooks and instruments in the laboratory and used in practice. Academic staff
submitted an annual report on recent activities of the Vice-Rector for Education at the latest two
weeks after the final exam. The independent evaluator who is not a member of the academic
staff of Universities, administered evaluation questionnaire, and a member of the study program
(for each program separately) and Dean of the Faculty discusses the research findings as well as
student evaluations and together carried revising the plan for improving professional work.
Semesterally, the members of each program of study reviewed the sufficiency and adequacy of
available facilities, textbooks and teaching aids (instruments, technical equipment ...) and,
according to the findings of the report sent to the Dean, which contains proposals for the
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purchase or repair of existing equipment/aids. Program members also reviewed the adequacy of
program information available on the website of the University, and send their proposals and
suggestions in the form of a letter to the Dean.
Course Schedule:
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Week
1
Lesson
/ Date
Topics to be covered
How to define your project
How to choose a research
method
What personal characteristics
do the students have which
might help them complete
their research
What skills and experience do
the students have which
might help them in their
research
Summarizing your research
The “5 W’s” of your research
– What is my research?
– Why do I want to do the
research?
– Who are my research
participants?
– Where am I going to do the
research?
Class activities
Problems/
Assignments
(Homework)
Readings
Learning objectives
(After this lesson
student will be able to:)
Introduction to 1. Plan, define and
Research
summarize their project.
Methods – A 2. Choose and utilize a
practical
Defining the 5
research method.
W’s of a project guide for
3. Learn how to utilize
anyone
Summing up the undertaking a
their personal skills,
project in one
experience and
Research
sentence
characteristics which
Project
might help them in their
Discussing the
Pages 1-14
research.
sentence with
the tutor to
revise if there is
any confusion
Students will learn how to plan and summarize Planning and
their project.
summarizing a
Different research methods will be discussed. project
– When am I going to do the
research?
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2
How to decide upon a
methodology
Understanding the
methodological debate
(qualitative vs. quantitative
methodology)
Choosing a methodology
Examples of qualitative
research methodologies
Matching methodology with
topic
Action research
Ethnography
Feminist research
Grounded theory
Choosing a
methodology
and research
methods for a
project
Pages 15 - 26
1. Define various research
methods and
methodologies
2. Know the differences
between qualitative and
quantitative
methodology, their
strengths and
weaknesses
Choosing upon
qualitative or
quantitative
research
methodology
3. Decide upon a
methodology when
conducting a research
Defining why
and how the
research
methodology is
chosen
4. Match methodology
with the topic of
research
Matching
methodology
with the topic of
the project /
research
5. Use own intuition as a
pointer in conducting a
research
Using
triangulation as
a combination of
qualitative and
quantitative
inquiry
3
How to choose your research
Conducting an
example of a
Pages 27 –
1. Choose a research
method according to
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methods
Semi-structured interviews
Structured interviews
Conducting focus groups
Group interviews
Advantages and
disadvantages of the focus
group method
Using questionnaires
Undertaking participant
observation
Choosing your methods
Defining needs and means
Thinking about purpose
structured or
semi-structured
interview
39
Conducting an
example of a
group interview;
defining
advantages and
disadvantages
of the group
method
2. Conduct focus groups
and group interviews
3. Define advantages and
disadvantages of the
group method
4. Use questionnaires
Conducting
participant
observation
5. Undertake participant
observation
Defining end
and means of
the research
6. Define ends and means
7. Summarize the purpose
of the research
Summarizing the
purpose of the
project
4
Student presentations
5
How to conduct background
research
Using university websites in
conducting research
Defining research topics,
methods and needs
personality, likes,
dislikes, strengths and
weaknesses
Student presentations
Conducting
background
research for a
project
Defining
research topics,
methods and
Pages 40 - 47
1. Conduct background
research
2. Use websites in
research
3. Define research topics,
methods and needs
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Using interlibrary loans
needs
Primary research
Conducting
primary and
secondary
research for a
project
Secondary research
Filing and
labeling notes
from secondary
sources
Noting details for
bibliography
4. Use interlibrary loans
5. Define primary and
secondary research
6. Conduct primary and
secondary research
7. Assess information from
secondary sources for
relevance and accuracy
8. File and label notes
from secondary sources
so that the source can
be found again if
required
9. Note details for
bibliography in the final
report
6
Midterm exam
7
Choosing participants for a
research
Using sampling procedures
Probability samples and
purposive samples
Sampling techniques
Midterm exam
1. Choose participants for
Choosing a
Pages 48 - 56
a research
group of
participants for a
2. Use sampling
research
procedures
Using various
3. Define and utilize
sampling
purposive and
procedures and
probability sampling
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Choosing sample size
techniques
Utilizing
purposive and
probability
sampling in
research
Choosing
appropriate
sample size
8
How to prepare a research
proposal
The contents of a proposal
Aims and objectives of a
research proposal
Survey timetable
Research budget
What makes a good
proposal?
Reasons why research
proposals fail
Preparing a
research
proposal
Defining why a
particular
method/
methodology
was chosen
Working out
timetable and
budget
Conducting a
background
research
Defining
research aims
and objectives
techniques
4. Choose sample size
5. Use a mixture of
sampling techniques
within one project to
overcome
disadvantages of a
single technique
Pages 57 - 66 1. Prepare a research
proposal
2. Clearly define the title,
objectives and aims of a
research proposal
3. Conduct a unique
research or offer a new
insight / development
4.Conduct comprehensive
and thorough background
research and literature
review
4. Work out a survey
timetable, resources and
budget
5. Define useful policy and
practice implications
6. Demonstrate relevant
background knowledge
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and experience
9
How to conduct interviews
Recording methods –
advantages and
disadvantages
Using audio recording
equipment
Taking notes
How to develop an interview
schedule
Establishing rapport
Asking questions and probing
for information
Completing the interview
Practicing with
recording
equipment
Conducting a
pilot interview
Developing an
interview
schedule
Establishing
rapport
Asking open
question and
probe for
information
Pages 66-78
1. Conduct interviews
2. Utilize various recording
methods (audio
recording, visual
recording, note-taking,
box-ticking)
3. Define advantages and
disadvantages of each
recording methods
4. Record sensitive topics
5. Prepare for an
interview; overcome
nerves and focus the
mind
6. Develop an interview
schedule
7. Establish rapport
8. Ask questions and
probe for information
9. Complete the interview
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10
How to conduct focus groups
Asking questions
Seeking responses
Finishing the focus group
Recording equipment
Strategies for dealing with
awkward situations
Using audio recording
equipment
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Conducting a
Pages 79-89
pilot focus group
Preparing
questions
1. Conduct focus groups
2. Ask questions and seek
responses
3. Obtain and use
recording equipment
Practice using
audio equipment
4. Deal with awkward
situations
Practice
recruiting
participants
5.Choose a venue
Choosing a venue
6.Recruit participants
Recruiting your participants
7. Prepare for the focus
group interview
How to construct
questionnaires
Open and closed questions:
advantages and
disadvantages
Wording of questions
Using closed-ended questions
Avoiding leading questions
Length and ordering of
questions
Collecting personal
Constructing a
pilot
questionnaire
Using examples
of both open and
closed questions
Avoiding leading
questions
Paying attention
to wording,
length and order
of questions
Pages 90-104
1. Construct
questionnaires
2. Use open and closed
questions in
questionnaires
3. Define advantages
and disadvantages of
open and closed
questions
4. Define wording,
length and ordering of
questions
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information
Piloting the questionnaire
5.Collect personal
information
Obtaining a high response
Questionnaire design
6. Pilot the
questionnaire
7.Obtain a high
response
8. Design a
questionnaire
9. Avoid leading
questions
10.Collect personal
information
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How to carry out participant
observation
Gaining access
Practicing
participant
observation
Using gatekeepers
Creating a good impression
Acting ethically
Personal considerations when
entering the field
Collecting and analyzing
information
Field notes
IT equipment
Withdrawing from the field
Practicing
collecting,
analyzing and
organizing
information
Practicing using
IT equipment in
research
Pages 105114
1. Gain access to the
community of research
2. Create a good
impression
3. Act ethically within
the community
4. Prepare to interact
with different kinds of
people
6. Collect and analyze
information
7. Chose a method of
taking field notes
8. Develop
organizational skills;
systematically record
and store transcripts,
diagrams, plans, tapes
and recordings
9. Use IT equipment
10. Withdraw from the
field after finishing
research
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13
How to analyze your data
When to analyze data
Analyzing qualitative data
Formats for analysis
The qualitative continuum
Thematic analysis
Comparative analysis
Content analysis
Discourse analysis
The proves of qualitative data
analysis
Analyzing quantitative data
Computing software
Using computers for
qualitative data analysis ;
advantages and
disadvantages
Statistical techniques
Finding a connection
Measuring data: nominal
scales, ordinal scales, interval
scales, arithmetic mean
Producing a pilot Pages 115format for
133
analysis
Practicing
various methods
of analysis –
thematic,
content,
comparative and
discourse
analysis
Practicing data
measuring using
nominal scales,
ordinal scales,
interval scales
and arithmetic
mean
Practicing the
use of various
statistical
techniques and
data analysis
methods
1. Analyze qualitative
and quantitative data
2. Produce formats for
analysis
3. Define and use
various methods of
analysis – thematic,
content, comparative
and discourse analysis
4. Use computing
software for data
analysis
5. Define various
methods of measuring
data
6. Measure data using
nominal scales, ordinal
scales, interval scales
and arithmetic mean
7. Define and utilize
statistical techniques
8. Define and use
bivariate and
multivariate analysis
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How to report your findings
Remember the audience
Structuring reports
Reasons why reports fail
Writing journal articles
Making presentations : dos
and don’ts
Producing a
Pages 133structured report 148
according to the
guidelines set
forth in the
textbook
Producing an
example of a
journal article
Producing oral presentations
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How to be an ethical
researcher
Producing a pilot Pages 151 code of ethics
159
Anonymity and confidentiality
Recognizing overt and covert
research
Producing a code of ethics
Right to comment
The final report
Data protection
Producing a pilot
final report
1. Report findings
2. Structure reports
3. Write journal articles
4. Define the dos and
don’ts of presentations
5. Produce oral
presentations
1. Be an ethical
researcher
2. Respect anonymity
and confidentiality
3. Recognize and
define overt and covert
research
4. Produce a code of
ethics
5. Produce a final report
6. Protect data
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Final exam
Final exam
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