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Магистерская программа «Бизнес и политика в современной Азии»

Research Seminar

2021/2022
Учебный год
ENG
Обучение ведется на английском языке
3
Кредиты
Статус:
Курс обязательный
Когда читается:
1-й курс, 1-4 модуль

Преподаватель

Course Syllabus

Abstract

The course offers an introduction to the practice of social scientific research on a graduate level. Considering the interdisciplinary character of the MA program and the diverse background of the student body, the course aims to familiarize students with international standards of linking empirical and conceptual approaches, data-collection, academic writing, and communicating research results. The course comprises of three major parts. First (sessions 1-4 and 14-15), the formal and logistical sides of scholarly inquiry and academic writing are addressed. Second (sessions 5-13), students will be familiarized with major epistemic and methodological concepts and will receive an introduction to the major research design strategies in social sciences. Finally (sessions 16-21), students will present their term paper proposals, followed by a workshop-style discussion in the class.
Learning Objectives

Learning Objectives

  • The main goal of the research seminar is to teach research methodology, analysis and review methods, scientific literature, methods and means of professional presentation and special information.
  • The main goal of the research seminar is to teach research methodology, analysis and review methods, scientific literature, methods and means of professional presentation and special information.
Expected Learning Outcomes

Expected Learning Outcomes

  • becomes familiar with the essential features of academic publishing procedures
  • becomes familiar with the essential features of academic publishing procedures
  • has a firm grasp on the essential practical guidelines of research design and planning
  • has a firm grasp on the essential practical guidelines of research design and planning
  • has avenues of applying research skills outside academia
  • has avenues of applying research skills outside academia
  • is able to confidently mobilize external sources in their research, fully aware of the boundaries between sound academic writing and plagiarism or academic dishonesty
  • is able to confidently mobilize external sources in their research, fully aware of the boundaries between sound academic writing and plagiarism or academic dishonesty
  • is able to effectively communicate their research results
  • is able to effectively communicate their research results
Course Contents

Course Contents

  • The fundamental features of academic research and genres of academic writing
  • The fundamental features of academic research and genres of academic writing
  • Research ethics and the use of supporting tools
  • Research ethics and the use of supporting tools
  • Avoiding the “So what?” question: puzzles, problems and research questions
  • Avoiding the “So what?” question: puzzles, problems and research questions
  • A practical guide to planning research: term papers, thesis outlines, PhD proposals
  • A practical guide to planning research: term papers, thesis outlines, PhD proposals
  • Ontology, epistemology, and methodology
  • Ontology, epistemology, and methodology
  • Major research traditions
  • Major research traditions
  • Inferential vs descriptive studies
  • Inferential vs descriptive studies
  • Case study strategies
  • Case study strategies
  • A quick guide to accommodating quantitative research in your design?
  • A quick guide to accommodating quantitative research in your design?
  • Qualitative data collection strategies
  • Qualitative data collection strategies
  • Set-theoretic methods
  • Set-theoretic methods
  • Process-tracing
  • Process-tracing
  • Pluralistic traditions, mixed methods? Navigating between epistemic and methodological traditions
  • Pluralistic traditions, mixed methods? Navigating between epistemic and methodological traditions
  • Communicating in academic contexts: presentations and conference discussions
  • Communicating in academic contexts: presentations and conference discussions
  • The use of research skills in non-academic contexts
  • The use of research skills in non-academic contexts
  • Presentation workshop (6 sessions)
  • Presentation workshop (6 sessions)
  • Position paper
  • Position paper
  • Literature review
  • Literature review
  • Presentation
  • Presentation
  • Written exercises
  • Written exercises
Assessment Elements

Assessment Elements

  • non-blocking Position paper
    The position paper shall be a problem-based, argumentative text demonstrating the student’s capacity to identify academically relevant problems, finding avenues to tackle it, and communicating her/his arguments in a persuasive, transparent, and succinct manner. The position paper should also demonstrate the student’s firm understanding on the differences between epistemic and methodological traditions. The position paper’s extent shall not exceed 1,000 words, including foot/endnotes, excluding the bibliography.
  • non-blocking Position paper
    The position paper shall be a problem-based, argumentative text demonstrating the student’s capacity to identify academically relevant problems, finding avenues to tackle it, and communicating her/his arguments in a persuasive, transparent, and succinct manner. The position paper should also demonstrate the student’s firm understanding on the differences between epistemic and methodological traditions. The position paper’s extent shall not exceed 1,000 words, including foot/endnotes, excluding the bibliography.
  • non-blocking Literature review
    The literature review should be a narrative text demonstrating the student’s ability to identify the relevant sources for her/his research, to identify various positions and debates in the relevant literature, and to situate her/his own research within these debates. The literature review’s extent shall not exceed 600 words, including foot/endnotes, excluding the bibliography.
  • non-blocking Literature review
    The literature review should be a narrative text demonstrating the student’s ability to identify the relevant sources for her/his research, to identify various positions and debates in the relevant literature, and to situate her/his own research within these debates. The literature review’s extent shall not exceed 600 words, including foot/endnotes, excluding the bibliography.
  • non-blocking Term paper proposal
    The term paper proposal should be a preliminary outline on the student’s major research project within the program, the MA thesis. The proposal’s extent shall not exceed 1,000 words, including foot/endnotes, excluding the bibliography, and should reflect on the student’s research question, methodological choices, and logistical plans. The presentation should outline this written proposal in an accessible fashion; beyond presenting their works, students will also have to comment on other research proposals in a constructive way.
  • non-blocking Term paper proposal
    The term paper proposal should be a preliminary outline on the student’s major research project within the program, the MA thesis. The proposal’s extent shall not exceed 1,000 words, including foot/endnotes, excluding the bibliography, and should reflect on the student’s research question, methodological choices, and logistical plans. The presentation should outline this written proposal in an accessible fashion; beyond presenting their works, students will also have to comment on other research proposals in a constructive way.
  • non-blocking Written tasks
    The written tasks are short exercises, following up on specific aspects of a given class, e.g. discerning cases of academic dishonesty and plagiarism, transgressing boundaries in academic genres, etc. Depending on the discussions within the class sessions, 2-4 of these will be assigned throughout the semester, always touching upon specific practical matters.
  • non-blocking Written tasks
    The written tasks are short exercises, following up on specific aspects of a given class, e.g. discerning cases of academic dishonesty and plagiarism, transgressing boundaries in academic genres, etc. Depending on the discussions within the class sessions, 2-4 of these will be assigned throughout the semester, always touching upon specific practical matters.
  • non-blocking In-class participation
    In the class participation component, the following qualities can result in a maximal grade: • frequency and concision of class participations • originality of class contribution • connection between preparation materials and class contributions • contribution to class discussion dynamics • participation in maintaining an inspiring class environment
  • non-blocking In-class participation
    In the class participation component, the following qualities can result in a maximal grade: • frequency and concision of class participations • originality of class contribution • connection between preparation materials and class contributions • contribution to class discussion dynamics • participation in maintaining an inspiring class environment
  • non-blocking Presentation
    The presentation should outline written proposal in an accessible fashion; beyond presenting their works, students will also have to comment on other research proposals in a constructive way.
  • non-blocking Presentation
    The presentation should outline written proposal in an accessible fashion; beyond presenting their works, students will also have to comment on other research proposals in a constructive way.
  • non-blocking Exam
  • non-blocking Exam
Interim Assessment

Interim Assessment

  • 2021/2022 1st module
  • 2021/2022 1st module
  • 2021/2022 2nd module
    0.2 * Exam + 0.1 * In-class participation + 0.15 * Literature review + 0.15 * Position paper + 0.15 * Presentation + 0.15 * Term paper proposal + 0.1 * Written tasks
  • 2021/2022 2nd module
    0.2 * Exam + 0.1 * In-class participation + 0.15 * Literature review + 0.15 * Position paper + 0.15 * Presentation + 0.15 * Term paper proposal + 0.1 * Written tasks
  • 2021/2022 3rd module
  • 2021/2022 3rd module
  • 2021/2022 4th module
    0.2 * Exam + 0.1 * In-class participation + 0.15 * Literature review + 0.15 * Position paper + 0.15 * Presentation + 0.15 * Term paper proposal + 0.1 * Written tasks
  • 2021/2022 4th module
    0.2 * Exam + 0.1 * In-class participation + 0.15 * Literature review + 0.15 * Position paper + 0.15 * Presentation + 0.15 * Term paper proposal + 0.1 * Written tasks
  • 2022/2023 1st module
  • 2022/2023 1st module
  • 2022/2023 2nd module
  • 2022/2023 2nd module
  • 2022/2023 3rd module
  • 2022/2023 3rd module
Bibliography

Bibliography

Recommended Core Bibliography

  • Bob Hancké. (2009). Intelligent Research Design : A Guide for Beginning Researchers in the Social Sciences. OUP Oxford.
  • King, G. (DE-588)135604311, (DE-627)568593324, (DE-576)166299405, aut. (1994). Designing social inquiry scientific inference in qualitative research Gary King; Robert O. Keohane; Sidney Verba.

Recommended Additional Bibliography

  • Eco, U., Farina, G., & Mongiat Farina, C. (2015). How to Write a Thesis. Cambridge, Massachusetts: The MIT Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=963778
  • Henry E. Brady, & David Collier. (2010). Rethinking Social Inquiry : Diverse Tools, Shared Standards: Vol. 2nd ed. Rowman & Littlefield Publishers.
  • Landman, T. (2008). Issues and Methods in Comparative Politics : An Introduction (Vol. 3rd ed). Milton Park, Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=222321
  • The Oxford handbook of political methodology / ed. by Janet Box-Steffensmeier . (2008). Oxford [u.a.]: Oxford Univ. Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edswao&AN=edswao.253060168