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Магистерская программа «Бизнес и политика в современной Азии»

Research Seminar

2022/2023
Учебный год
ENG
Обучение ведется на английском языке
3
Кредиты
Статус:
Курс обязательный
Когда читается:
1-й курс, 1, 2 модуль

Course Syllabus

Abstract

1 y. 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. 2 y. The primary aim of the course is to facilitate the thesis writing process of second-year MA students, in three principal parts. First, core issues around academic writing are addressed, ranging from academic integrity to the clear and persuasive manner of communicating research results (sessions 1-5). Second, critical issues in thesis-writing projects, such as data collection, trade-offs in research design, or case selections strategies are discussed (sessions 6-12). Third, students will discuss their thesis projects in a workshop format (sessions 13-18).
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.
Expected Learning Outcomes

Expected Learning Outcomes

  • 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 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 effectively communicate their research results
  • identifies the essential genres of academic writing
Course Contents

Course Contents

  • The fundamental features of academic research and genres of academic writing
  • Research ethics and the use of supporting tools
  • Avoiding the “So what?” question: puzzles, problems and research questions
  • A practical guide to planning research: term papers, thesis outlines, PhD proposals
  • Ontology, epistemology, and methodology
  • Major research traditions
  • Inferential vs descriptive studies
  • Case study strategies
  • A quick guide to accommodating quantitative research in your design?
  • Qualitative data collection strategies
  • Set-theoretic methods
  • Process-tracing
  • Pluralistic traditions, mixed methods? Navigating between epistemic and methodological traditions
  • Communicating in academic contexts: presentations and conference discussions
  • The use of research skills in non-academic contexts
  • Term paper workshop 1
  • Term paper workshop 2
  • Term paper workshop 3
  • Term paper workshop 4
  • Term paper workshop 5
  • Term paper workshop 6
  • Position paper
  • Literature review
  • Presentation
  • Written exercises
  • The fundamental features of academic research and genres of academic writing (2nd year)
  • Avoiding the “So what?” question: puzzles, problems and research questions (2nd year)
  • A practical guide for thesis writing (2nd year)
  • Writing a PhD application (2nd year)
  • An introduction to the basics of academic publishing (2nd year)
  • Trade-offs and pitfalls (2nd year)
  • Essentials of quantitative research (2nd year)
  • Case selection strategies (2nd year)
  • Qualitative data collection: essentials (2nd year)
  • Qualitative data collection: workshop (2nd year)
  • Communicating in academic contexts: presentations and conference discussions (2nd year)
  • The use of research skills in non-academic contexts (2nd year)
  • MA thesis workshop 1 (2nd year)
  • MA thesis workshop 2 (2nd year)
  • MA thesis workshop 3 (2nd year)
  • MA thesis workshop 4 (2nd year)
  • MA thesis workshop 5 (2nd year)
  • MA thesis workshop 6 (2nd year)
  • Reaction paper (2nd year)
  • Literature review (2nd year)
  • Presentation (2nd year)
  • Written exercises (2nd year)
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 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 research presentation
    The research presentation should outline the core elements of the student’s term paper, focusing on the following elements: the research question and its academic justification; core methodological choices; key data; expected result and scholarly potential. The presentation should be between 10-15 minutes-long, and an opportunity for subsequent open discussion is provided following each presentation.
  • non-blocking written exercises
    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 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 exam
  • non-blocking question essay (2y)
    The research question essay should be a 400-600 words-long (including foot/endnotes, excluding bibliography) explication of the student’s central research question in her/his MA thesis, reflecting on its justification, academic relevance, and feasibility.
  • non-blocking reaction paper (2y)
    The reaction paper has to explicate how the methodological considerations introduced in one of the mandatory or optional – or mutually agreed – readings contributes to her/his MA thesis. The reactions paper should be 600-800 words-long, including foot/endnotes, excluding bibliography.
  • non-blocking thesis presentation (2y)
    The presentation should be a preliminary proposal on the student’s major research project within the program, the MA thesis. Beyond presenting their works, students will also have to comment on other research proposals in a constructive fashion.
  • non-blocking discussing another thesis presentation (2y)
    The presentation should be a preliminary proposal on the student’s major research project within the program, the MA thesis. Beyond presenting their works, students will also have to comment on other research proposals in a constructive fashion.
  • non-blocking participation in the general class sessions (2y)
    In both class participation components, 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 participation in thesis workshop sessions (2y)
    In both class participation components, 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
Interim Assessment

Interim Assessment

  • 2022/2023 3rd module
    0.15 * position paper + 0.3 * research presentation + 0.1 * written exercises + 0.2 * exam + 0.15 * literature review + 0.1 * class participation
  • 2023/2024 3rd module
    0.3 * thesis presentation (2y) + 0.1 * participation in thesis workshop sessions (2y) + 0.1 * participation in the general class sessions (2y) + 0.1 * discussing another thesis presentation (2y) + 0.2 * reaction paper (2y) + 0.2 * question essay (2y)
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