Degree | Type | Year | Semester |
---|---|---|---|
2500262 Sociology | OB | 3 | 2 |
None.
The subject Qualitative Analysis must be understood in continuity with the previous ones and it has like fundamental objective the understanding and application of methods and techniques of qualitative analysis a various areas of sociological research. However, these are not treated in a way Timely and isolated, but framed in a research process and in a methodological perspective coherent that integrates theorization, data production and analysis / interpretation. The realization of a Research work with abductive logic will be geared towards achieving this goal. Specifically, the students will do an ethnographic observation work that includes all phases abductive of the investigation, from the collection of data to the construction of an ideal type, going through the construction of the observation card and the analysis of both discourse and practice.
Topic 1. Introduction. Methodological perspectives in qualitative research and differentiating axes. General aspects of design. The qualitative spiral.
Epistemological principles: reflexivity, pragmatism and intersubjectivity.
Topic 2. General aspects of qualitative analysis methods. Materials subject to qualitative analysis. Inductive, deductive and abductive dynamics. Discourse as a product and discourse as a process. Levels of analysis: concepts, dimensions and indicators.
Topic 3. Tools for field work: data collection and analysis. Field notes Observation card Interview script
Topic 4. The analysis of the data From the thematic analysis of content to the generation of categories. Analytical and interpretative principles of Grounded Theory Procedures and phases. Open, axial and selective. Evaluation criteria and controversies of the WG.
Topic 5. Other methods of analysis Structural analysis Critical analysis of the discourse
Topic 6. The formalization of qualitative analysis (this topic will only be given if the faculty invests the necessary resources to update the software).
The use of computer tools in qualitative analysis. The ELAN and Atlas.ti programs. Textual and conceptual levels of analysis. The creation of the typological grill and ideal types
Teaching dynamics combines a practical orientation with the necessary theoretical reflection It accompanies the application of the methods and techniques treated. With regard to teaching in the classroom, the plenary sessions are based on the exhibition of contents, open to the active participation of the students and to the introduction of small practical dynamics. On the other hand, in the practical sessions and there will be three types of activities: guidance general research work; analysis of compulsory bibliography texts and practices a the computer room. The autonomous work of the student will be oriented to the realization of a research work that It applies the theoretical and empirical contents worked on the subject.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
ATLAS.ti Workshop | 6 | 0.24 | 2, 1, 17, 5, 13, 20, 19 |
In class Tasks | 10 | 0.4 | 2, 1, 17, 3, 5, 4, 12, 13, 14, 6, 7, 8, 11, 15, 20 |
Theoretical Sessions | 15 | 0.6 | 3, 13, 6, 7, 8, 11, 15 |
Type: Supervised | |||
Compulsory team office hours | 2 | 0.08 | 17, 3, 4, 13, 7, 18, 11, 20 |
Type: Autonomous | |||
Final project (objectives, observation template, interview script, analysis and conclusions). | 20 | 0.8 | 2, 1, 17, 16, 3, 5, 4, 13, 14, 6, 7, 18, 8, 11, 20, 19 |
Preparation of the final conclusions | 10 | 0.4 | 17, 5, 4, 13, 6, 7, 18, 8, 11, 15 |
There are requirements to pass this subject:
- Do the exercise on the left and deliver the evidence.
- Do the practice of reading seminars.
- Deliver when the partial and final deliveries of the group work (theme, timeline,initial question, observation footing, interview script, oral presentation, written work with individual conclusions). If there are students interested, there is the possibility, prior agreement with the professor, to do a work related to Learning and Service (ApS), with a project oriented to solve a real need in a community.
- Do the individual observation hours required by the group's teacher. The observations have to take place in two differentiated social scenarios, following in a generic phase and one specifically, according to the calendar dates. The field notes model will be followed explained in class.
- Correct the field notes according to the template the generic observation of a companion or companion
This subject has no final or partial exam. Regular participation will be assessed at class sessions of theory and practices, as well as work done with readings. It will be enhanced active participation in class with partial deliveries that will culminate in teamwork written and oral. If the deliveries are not fulfilled or the work does not reach a minimum of 4, the subject will be considered suspended.
Un not presented will only be possible if the student communicates to the teacher who leaves her class the first two weeks of the subject, or if all deliveries have been fulfilled with more than 4 minus one. Remember that it is not possible to change the group if it has not been previously approved by the faculty in the second week of the course. In case of change, the person interested party must have attended from the first day to the classes of the subject.
Seminar questions should be handed in at the beginning of the class, and delivered to you work the day marked on the program in the mailbox before 6 in the afternoon. DONOT ACCEPT PAPERS WITHOUT A NAME OR TERM.
Plagiarism is a crime and a prey. Plagiarism without quoting from direct or indirect form involves FAILING THE SUBJECT.
You dedicate time and money to come to class. Therefore, the use of the mobile, of the laptop on the Internet, of the tablet and other electronic devices in the classroom is not allowed.
To participate in the recovery the students must have been previously evaluated to a minimum of Two thirds of the total grade of the subject or module. Evaluation activities not exceeded may be reviewed during the recovery evaluation period if they have had a minimum of 3.5 on average. Field notes and partial job deliveries are not recoverable In the case of students who repeat this subject, there is the possibility, prior agreement with the Professor, to agree on a single evaluation from the elaboration of the work.
In the event of a student committing any irregularity that may lead to a
significant variation in the grade awarded to an assessment activity, the
student will be given a zero for this activity, regardless of any
disciplinary process that may take place. In the event of several
irregularities in assessment activities of the same subject, the student
will be given a zero as the final grade for this subject.
In the event that tests or exams cannot be taken onsite, they will be
adapted to an online format made available through the UAB’s virtual
tools (original weighting will be maintained). Homework, activities and
class participation will be carried out through forums, wikis and/or
discussion on Teams, etc. Lecturers will ensure that students are able to
access these virtual tools, or will offer them feasible alternatives.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Breaching Experiment | 5 | 5 | 0.2 | 10, 8, 15 |
Complete the reading tasks | 20 | 16 | 0.64 | 17, 16, 3, 5, 10, 6, 18, 8, 15 |
Fieldnotes I & II | 25 | 25 | 1 | 17, 16, 3, 5, 4, 12, 13, 14, 10, 7, 18, 9, 11, 20 |
Final project (objectives, observation template, interview script, analysis and conclusions). | 50 | 41 | 1.64 | 2, 1, 12, 14, 10, 9, 19 |
COMPULSORY REFERENCES
Corbin, J. & Straus, A. (1990). Grounded Theory Research: Procedures, Canons, and
Evaluative Criteria, Qualitative Sociology, 13(1), 3-23.
Emerson, R; Fretz, R. & Shaw, L. (2011). Writing Ethnographic Fieldnotes. The University of
Chicago Press. (Chapters 1 & 2).
Goffmann, E. (1974/1989). On feldwork, Journal of Contemporary Ethnography, 18: 123-132.
Lareau, A. (1996). Common Problems in Fieldwork: A Personal Essay. In Lareau, A. & Shultz,
J. Journeys through Ethnography. Realistic accounts of fieldwork. Boulder: Westview Press.
Mauss, M. (1936/1971). El concepto de la técnica corporal en Sociología y antropología.
Madrid: Tecnos.
RECOMMENDED REFERENCES
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Berthomé, F; Bonhomme, J, Delaplace, G. (2012) Preface: Cultivating unertainty, Journal of
Ethnographic Theory 2 (2): 129–37.
Bolíbar, M. (in press). Macro, meso, micro: broadening the ‘social’ of social network analysis
with a mixed methods approach, Quality & Quantity, DOI: 10.1007/s11135-015-0259-0.
Bourdieu, P.; J.C. Chamboredon y J.C. Passeron. 2000. Le métier du sociologue. Paris:
Mouton.
Burguess, R. (Ed.) (1084/2006) Field Research: A Sourcebook and Field Manual. London:
Routledge.
Burawoy, M. (1998). The Extended Case Method, Sociological Theory, 16:1-27.
Charlwood, A.; C. Forde, I. Grugulis, K. Hardy, I. Kirkpatrick, R. MacKenzie y M. Stuart. 2014.
“Clear, rigorous and relevant: publishing quantitative research articles in Work, employment
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Charmaz, K. (2006). Constructing Grounded Theory. London: Sage.
Cicourel, A. 2006. “The interaction of discourse, cognition and culture”. Discourse
Studies, 8(1): 25–29. 52
Franzosi, R. 2004. From words to numbers: narrative, data and social science. Cambridge:
Cambridge University Press.
Flyvberg, B. (2011) "Case Study", in Norman K. Denzin & Yvonna Lincoln, eds, The Sage
Handbook of Qualitative Research, Thousand Oaks, Ca:Sage (Chapter 17), pp. 201-2016.
Garfinkel, H. 2006. Seeing sociologically: The routine grounds of social action. Boulder:
Paradigm Publishers.
Glaser, B.; Strauss, A.; Strutzel, E.(1968) The Discovery of Grounded Theory; Strategies for
Qualitative Research. Nursing Research, 17 - Issue 4 – 364
Goffman, E. 1983. “Presidential address: the interaction order”. American Sociological Review,
48(1): 1–17.
Harper, D. (2002). Talking about pictures: a case for photo elicitation, Visual
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Valida
Hanneman, R. & Riddle, M. (2005). Introduction to social network methods. University of
California, Riverside (published in digital form at http://faculty.ucr.edu/~hanneman/ ).
Harrington, B. (2003). The Social Psychology of Access in Ethnographic Research, Journal of
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Hesse-Biber, S. 2010. “Qualitative approaches to mixed methods practice”, Qualitative Inquiry,