- Identifying a research topic and research question;
- Writing a research proposal;
- Choosing a field site;
- Gaining entry and access to the field;
- Researchers’ roles and responsibilities;
- Ethical concerns in social scientific research;
- Taking, organizing, coding and analyzing field notes;
Writing up the report.
Vertical Tabs
Course Learning Outcomes
|
Learning Outcomes Upon the completion of this course a student: |
Teaching Methods |
Assessment Methods |
|
1, 10 |
1,2,3 |
|
1,9,10 |
1,2,3 |
Course Flow
|
Week |
Topics |
Study Materials |
|
|
1 |
Syllabus Overview and Introduction to the Course |
Course Syllabus |
|
|
2 |
INTRODUCTION TO FIELD RESEARCH |
*) Wysocki, D. K. (2001). “Field Research, Narrative Analysis, and Interviewing” CH. 9 (213-216) in Readings in Social Research Methods.*) Frankfort-Nachmias and D. Nachmias. (1996). “Qualitative Research” Chapter 12 (pp. 280-285) in Research Methods in the Social Sciences.*) Babbie, E. (2000). “Qualitative Field Research” Chapter 10 (pp. 275-300) in The Practice of Social Research. |
|
|
3 |
SELECTING A RESEARCH TOPIC |
*) Frankfort-Nachmias and D. Nachmias. (1996). “The Practice of Field Research” Chapter 12 (pp. 286-294), and “Blue-Collar Community: An Example of Field Research” (296-298) in Research Methods in the Social Sciences. |
|
|
4 |
WRITING A PROJECT PROPOSAL |
*) Pajares, F. (2007). Elements of a Proposal. *) Fong, P.W.L. (2011). Some Hints on Writing A Term Project Proposal *) White, T. (2006). Principles of Good Research and Research Proposal Guide |
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|
5 |
GAINING ENTRY TO THE FIELD AND ACCESS TO DATA |
*) Hammersley, M. and P. Atkinson (1995). “ Access” Chapter 3 (pp. 54-79) in Ethnography. *) Stack, C. (1996). “Doing Research in the Flats” pp. 21-25 in Smith, C.D. W. Kornblum (eds.) In the Field: Readings on the Field Research Experience. *) Duneier, M. (2001). “Introduction” pp. 4-14 in Sidewalk.
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|
6 |
ETHICAL CONCERNS IN FIELD RESEARCH |
*) Hammersley, M. and P. Atkinson (1995). “ Ethics” Chapter 10 (pp. 263-287) in Ethnography. *) Frankfort-Nachmias and D. Nachmias. (1996). “Ethics in Social Science Research” Chapter 4 (pp. 75-96) in Research Methods in the Social Sciences. *) Goodall, H.L. (2000). “The Ethics of Writing Ethnography” Chapter 5 (pp. 153-154) in Writing the New Ethnography. *) Wysocki, D. K. (2001). “Problems of Ethics in Research” pp. 68-75 in Readings in Social Research Methods. |
|
7 |
DATA COLLECTION IN QUALITATIVE RESEARCH: OBSERVING AND WRITING FIELDNOTES |
*) Emerson, R.M., R. I. Fretz, L.L. Shaw (1995). “Fieldnotes in Ethnographic Research” Chapter 1 (pp. 1-16) in Writing Ethnographic Fieldnotes. *) Goodall, H.L. (2000). “Representing Ethnographic Experiences: From Fieldwork to Fieldnotes to Stories” Chapter 3 (pp. 83-92) in Writing the New Ethnography. |
|
8 |
DATA COLLECTION IN QUALITATIVE RESEARCH: OBSERVING AND WRITING FIELDNOTES - continued |
*) Emerson, R.M., R. I. Fretz, L.L. Shaw (1995). “In the Field: Participating, Observing, and Jotting Notes” Chapter 2 (pp. 17-34) in Writing Ethnographic Fieldnotes. *) Hammersley, M. and P. Atkinson (1995). “ Recording and Organizing Data” Chapter 7 (pp.175-186) in Ethnography. |
|
9 |
INTERVIEWS |
*) Holstein, J.A. and J.F. Gubrium (1995). “Introduction” (pp. 1-6); “The Active Interview in Perspective” (pp. 7-18), and “Rethinking Interview Procedures” (pp. 73-80) in The Active Interview. *) Berg, B. L. (1998). “The Ten Commandments of Interviewing” pp. 87-90 in Qualitative Research Methods for the Social Sciences.
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|
10 |
DATA ANALYSIS |
*) Emerson, R.M., R. I. Fretz, L.L. Shaw (1995). “Processing Fieldnotes: Coding and Memoing” (pp. 142-168) in Writing Ethnographic Fieldnotes |
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11 |
DATA ANALYSIS – continued |
In-Class Exercise of Data Analysis |
|
12 |
FIELD RELATIONS AND ROLES |
*) Hammersley, M. and P. Atkinson (1995). “ Field Relations” Chapter 4 (pp.80-99) in Ethnography. *) Whyte, W.F. (1996). “Doing Research in Cornerville” pp. 73-85 in Smith, C.D. W. Kornblum (eds.) In the Field: Readings on the Field Research Experience. |
|
13 |
FIELD RELATIONS AND ROLES - continued |
*) Hammersley, M. and P. Atkinson (1995). “ Field Roles” (pp.99-123) in Ethnography. *) Emerson, R.M., R. I. Fretz, L.L. Shaw (1995). “Reflections:Writing and Ethnographic Marginality” (pp. 35-38) in Writing Ethnographic Fieldnotes. |
|
14 |
STUDENT PRESENTATIONS |
Individual Presentations of Students’ Field Research |
|
15 |
STUDENT PRESENTATIONS |
Individual Presentations of Students’ Field Research |
Recommended Sources
|
Textbook |
Textbook Compiled by the Instructor Based on Several Sources on Conducting Field Research |
|
Additional Resources |
- |
Material Sharing
|
Documents |
|
|
Assignments |
Research Proposal; Interview Transcripts; Interview Codes |
|
Exams |
Term Paper |
Assessment
|
IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
|
Assignments |
3 |
80 |
|
Presentation |
1 |
20 |
|
Total |
|
100 |
|
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
|
40 |
|
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
|
60 |
|
Total |
|
100 |
|
COURSE CATEGORY |
Expertise/Field Courses |
Course’s Contribution to Program
|
No |
Program Learning Outcomes |
Contribution |
|||||
|
1 |
2 |
3 |
4 |
5 |
|||
|
1 |
To raise individuals who are proficient in research methods in social sciences, and competent in carrying out sociological research. |
x |
|||||
|
2 |
To raise individuals who develop an interdisciplinary perspective by way of taking courses not only in the field of sociology but also those offered by different faculty and departments. |
x |
|||||
|
3 |
To raise individuals who have a firm grasp of the main topics and issues of the society in Turkey. |
x |
|||||
|
4 |
To raise social scientists who are competent in “sociology of organizations and institutions”, one of the major areas of sociology. |
x |
|
||||
|
5 |
To raise social scientists who are competent in “political sociology and social change”, one of the major areas of sociology. |
x |
|
||||
|
6 |
To raise social scientists who are competent in “social inequalities/stratification”, one of the major areas of sociology. |
x |
|
||||
|
7 |
To raise social scientists who are competent in “culture and society”, one of the major areas of sociology. |
x |
|||||
|
8 |
To raise social scientists who have a command of the history of and the theories in social sciences. |
x |
|||||
|
9 |
To raise individuals who have the skill of expressing themselves well, verbally and in writing, and who are knowledgeable in the main requirements of academic writing. |
|
|
x |
|||
|
10 |
To raise individuals who are capable of developing projects in different parts of the world, working for international organizations. |
x |
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ECTS
|
Activities |
Quantity |
Duration |
Total |
|
Course Duration (Including the exam week: 15x Total course hours) |
15 |
4 |
60 |
|
Hours for off-the-classroom study (Pre-study, practice) |
15 |
6 |
90 |
|
Assignments |
3 |
5 |
15 |
|
Presentation |
1 |
2 |
2 |
|
Term Paper |
1 |
18 |
18 |
|
Total Work Load |
|
|
185 |
|
Total Work Load / 25 (h) |
|
|
7,4 |
|
ECTS Credit of the Course |
|
|
7 |