This Module aims to transform students from unconscious to conscious thinkers. Research is only defensible if it designed. Research is effectively a series of choices. The module seeks to show students that choices are unavoidable and what is at stake when choices are made. The module stresses the logical process of research design, instead of the frequently technical emphasis of research methods courses.
Students should be able to critique any piece of research in terms of whether it was consciously designed or not, and, if consciously designed, in terms of whether the choices made were good ones. Every student should be able explain and defend their own research as a series of choices.
1. Conscious Thinking V “Well Informed Commentary”
This class argues that an academic is not somebody who “knows a lot”.
Rather she is somebody who knows how, and how difficult it is, to create
knowledge. This can only be done by careful, and carefully described, research
design.
2. Philosophies of Social Science.
Students need to be aware of the deep philosophical roots of different approaches
to research design. They do not need to be able to discuss these differences
in any detail but should acknowledge that all approaches are based on conscious
trade off.
3. Empirical Indicators of Theoretical Concepts – Validity and Reliability
Measurement is the first challenge of research design. Researchers need
to be able to translate their concepts into indicators that can be found
in the real world. They need to strive for, and decide how to balance, validity
and reliability. Validity is the extent to which the indicator actually
does measure the concept of interest. Reliability is the extent to which
subsequent reapplying the same procedure will produce the same measure.
4. Descriptive v Causal Inference
Both description and explanation are important and difficult goals of research.
Explanation is more ambitious and usually will require a different research
design to description.
5. Sampling
This class explains the rationale behind random sampling as well as the
perils of intentional sampling. The main emphasis is on obtaining variation
on the explanatory variable but issues such as sample selection bias and
endogeneity will also be raised.
6. Choosing between qualitative and quantitative approaches
Four classic ways of comparing qualitative and quantitative approaches are
levels of measurement, number of observations, statistical tests and thick
versus thin analysis.
7. Conclusions – Sensible Limits and Tentative Extensions
Sensibly designed research can draw real but, limited, conclusions. Real
conclusions can be supplemented with imaginative, but rigorously circumscribed,
extensions. Good research ends with a promising hypothesis.
8-11. Workshop of Student Presentations
Classes three to seven will invite students to apply the (relatively) abstract
discussion to one or two recommended articles. In the workshops, each student
will be expected to defend their research proposal as a series of research
design choices.
Workshop presentation: 100% (pass/fail)
