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Qualitative Analysis

Code: 101149 ECTS Credits: 6
2024/2025
Degree Type Year
2500262 Sociology OB 3

Contact

Name:
Dafne Muntanyola Saura
Email:
dafne.muntanyola@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

None. 


Objectives and Contextualisation


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.


Competences

  • Applying the main quantitative and qualitative methods and techniques of social research to a specific topic.
  • Describing social phenomena in a theoretically relevant way, bearing in mind the complexity of the involved factors, its causes and its effects.
  • Designing a social research project by defining a comprehensive theoretical framework with clearly defined concepts, formulating consistent and significant hypothesis, choosing suitable investigation techniques for the adopted concepts, and analysing the empirical results obtained with those techniques.
  • Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
  • Developing self-learning strategies.
  • Enumerating the methodology and investigation techniques that support the main hypothesis about social relationships, the positions and practices of individuals in a social structure and the social changes.
  • Searching for documentary sources starting from concepts.
  • Students must be capable of assessing the quality of their own work.
  • Students must be capable of managing their own time, planning their own study, managing the relationship with their tutor or adviser, as well as setting and meeting deadlines for a work project.
  • Working in teams and networking in different situations.

Learning Outcomes

  1. Analysing a sample of interviews.
  2. Analysing the results of an observation.
  3. Defining concepts of analysis.
  4. Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
  5. Developing self-learning strategies.
  6. Explaining the methodological basis of these quantitative and qualitative methods and techniques.
  7. Formulating a hypothesis with these concepts.
  8. Identifying the main quantitative and qualitative methods and techniques.
  9. Indicating their dimensions, their possible quantitative indicators and the significant qualitative evidence in order to empirically observe them.
  10. Mentioning the main concepts of sociology.
  11. Obtaining conclusions from the information obtained with this tool.
  12. Preparing a script for an interview or a discussion group.
  13. Preparing an analytical tool that is significant to this hypothesis.
  14. Producing an observation plan.
  15. Relating them with the different approaches of sociology.
  16. Searching for documentary sources starting from concepts.
  17. Students must be capable of assessing the quality of their own work.
  18. Students must be capable of managing their own time, planning their own study, managing the relationship with their tutor or adviser, as well as setting and meeting deadlines for a work project.
  19. Using the appropriate software in order to analyse an interview or an observation.
  20. Working in teams and networking in different situations.

Content

 

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


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
ATLAS.ti Workshop 4 0.16 1, 2, 5, 13, 17, 19, 20
In class Tasks 10 0.4 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 14, 15, 17, 20
Theoretical Sessions 9 0.36 3, 6, 7, 8, 11, 13, 15
Type: Supervised      
Compulsory team office hours 2 0.08 3, 4, 7, 11, 13, 17, 18, 20
Type: Autonomous      
Final project (objectives, observation template, interview script). 30 1.2 1, 2, 3, 4, 5, 6, 7, 8, 11, 13, 14, 16, 17, 18, 19, 20
Preparation of the individual project 10 0.4 4, 5, 6, 7, 8, 11, 13, 15, 17, 18


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 an ethnographic project that It applies the theoretical and empirical contents worked on the subject.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active participation 5 0 0 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 13, 14, 15, 19
Complete the reading tasks and the breaching game 25 20 0.8 3, 5, 6, 8, 10, 15, 16, 17, 18
Fieldnotes I & II 25 25 1 3, 4, 5, 13, 14, 15, 17, 18, 19, 20
Individual report (analysis and conclusions) 15 10 0.4 1, 2, 3, 4, 5, 6, 10, 11, 15
Team project (Research question, objectives, methods observation template, interview script). 30 30 1.2 2, 3, 7, 9, 10, 12, 13, 14, 16, 18, 19, 20

This course has no final or partial exam.

Regular participation in the theory and practice class sessions, a minimum of 80% attendance, as well as the job done with the readings will be evaluated.

Active and constructive participation in class will be encouraged with partial assignments that will culminate in a written and oral team project, and an individual report.

All partial and final deliverables of the team ethnography project (topic, aims, observation scripts, interview script, oral presentation) and individual project (analysis and conclusions).

The student must complete the required hours of individual observation following the group instructions. The observations must take place in two different social settings, following a generic and a specific phase, according to the dates of the course calendar. The model of field notes explained in class must be followed.

To pass the course, all deliverables must be made on the day of the day with a minimum grade of 4. If the deliveries are not met or the work does not reach a minimum of 4, it will be considered a fail. Individual project will not be evaluated without having submitted the team project.

A no-show will only be possible if the student informs the teacher that he / she is dropping the class during the first two weeks of the subject, or if all the assignments have been completed with more than 4 minus one.

Remember that it is not possible to change groups if it has not been previously approved by the faculty in the second week of the course.

DELIVERABLES WITHOUT NAME OR AFTER DEADLINE WILL NOT BE ACCEPTED.

Plagiarism is a crime and a hoax. Plagiarizing someone’s ideas or phrases without quoting them directly or indirectly means FAILING THE COURSE. In the event that the student commits anyirregularity that may lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same CLASS, the final grade for this CLASS will be 0.

You spend time and money coming to class. Therefore, the use of mobile, laptop with wifi, tablet and other electronic devices in the classroom is not allowed.

Field notes and the poject deliverables are not recoverable.

This course does not accept AU.


Bibliography

 

 

 BIBLIOGRAPHY

Corbin, Juliet & Strauss, Anselm. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria, Qualitative Sociology, 13(1), 3-23. (revista electrònica disponible a la biblioteca)

Emerson, Robert; Fretz, Rachel & Shaw, Linda. (2011). Writing Ethnographic Fieldnotes. The University of Chicago Press. (Capítols 1 & 2). 

Goffman, Erving. (1974/1989). On fieldwork, Journal of Contemporary Ethnography, 18: 123-132. (revista electrònica disponible a la biblioteca)

Lareau, Annette. (1996). Capítol Common Problems in Fieldwork: A Personal Essay. A Lareau, A. & Shultz, J. Journeys through Ethnography. Realistic accounts of fieldwork. Boulder: Westview Press. (llibre disponible a la biblioteca)

Mauss, Marcel. (1936/1971). El concepto de la técnica corporal en Sociología y antropología. Madrid: Tecnos. (llibre disponible a la biblioteca)

 

OTHER REFERENCES

Alvarez-Uria, F. & Varela, J. (2009) Sociología de las instituciones. Madrid: Morata.

Álvarez-Uria, F. & Varela, J. (2004) Sociología, capitalismo y democracia. Madrid: Morata.

Banks, M. (2005). Visual Methods in Social Research. London, Sage.

Becker, H. (2014). What About Mozart? What About Murder? Reasoning from Cases. The University of Chicago Press.

Berthomé, F; Bonhomme, J, Delaplace, G. (2012) Preface: Cultivating unertainty, Journal of Ethnographic Theory 2 (2): 129–37.

Bolíbar, M. (2015). 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  &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, SociologicalTheory, 16:1-27.

Charlwood, A.; C. Forde, I. Grugulis, K. Hardy, I. Kirkpatrick, R. MacKenzie & M. Stuart. 2014. “Clear, rigorous and relevant:publishing quantitative research articles in Work, employment and society”, Work Employment & Society, 28(2): 155-167.

Charmaz, K. (2006). Constructing Grounded Theory. London: Sage.

Cicourel, A. 2006. “The interaction of discourse, cognition and culture”. Discourse Studies, 8(1): 25–29.
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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), 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(4): 364.

Goffman, E. 1983. “Presidential address: the interaction order”. American Sociological Review, 48(1): 1–17.

González-Abrisketa, Olatz( 2013). Cuerpos desplazados. Género, deporte, y protagonismo cultural en la plaza vasca. AIBR. Revista de Antropología Iberoamericana, 8(1): 83-110. 

Harper, D. (2002). Talking about pictures: a case for photo elicitation, Visual Studies, 17 (1): 13-26.

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 Contemporary Ethnography, 32: 592

Heath, S. B. (1993).The Madness(es) of Reading and Writing Ethnography. Anthropology and Education Quarterly, 24 (3): 256-268.

Hesse-Biber, S. 2010. “Qualitative approaches to mixed methods practice”, Qualitative Inquiry,16(6): 455–468.

Ibáñez, J. 1985. “Las medidas de la sociedad”, Revista Española de Investigaciones Sociológicas, 29: 85–128.

Lozares, C. 2003. “Valores, Campos y Capitales sociales”, REDESRevista hispana para el anál isis de redes sociales, 4(2).

Muntanyola Saura, D. (2014). Metodología(s). Perspectivas, prácticas y desafíos, Encrucijadas. Revista de ciencias sociales, 8, 18-56.

Rettie, R. 2009. “Mobi le phone communication: extending Goffman to mediated interaction”. Sociology 43(3): 421–438.

Stacey, J. (1988) Can There Be Feminist Ethnography? Wowen's Studies International Forum, 11, 1, 21.27.

Tavory, I. & Timmermans, S. (2009). Two cases of ethnography: Grounded theory and the extended case method, Ethnography, 10 (3):243-263.

Van Dijk, T. (2009) Critical Discourse Studies: A Sociocognitive Approach. In Wodak, R. and Meyer, M. (eds) (2002) Methods of Critical Discourse Analysis. London: Sage.

Velasco, Honorio & Díaz de Rada, Ángel (2006) La Lógica de la investigación etnográfica: un modelo de trabajo para etnógrafos de la escuela. Madrid: Trotta.

Wacquant, L. (2003). Ethnografeast: A progress report on the practice and promise of ethnography, Ethnography, 4, 1: 5-14.


Software

Atlas.ti i ELAN


Language list

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Catalan second semester morning-mixed
(PAUL) Classroom practices 51 Catalan second semester afternoon
(SEM) Seminars 1 Catalan second semester morning-mixed
(SEM) Seminars 10 Catalan second semester morning-mixed
(SEM) Seminars 51 Catalan second semester afternoon
(SEM) Seminars 510 Catalan second semester morning-mixed
(TE) Theory 1 Catalan second semester morning-mixed
(TE) Theory 51 Catalan second semester afternoon