Qualitative Methods For Development Studies
Qualitative Methods For Development Studies
Qualitative Methods For Development Studies
Course Instructors:
Sukriti Issar Tues 4-6:20pm, in Watson 112
Office Hours:
S. Issar: Mon 10am-1pm (sign up for a slot online) OR Tues 10am-12pm (walk-in)
All office hours are held in the Development Studies Office, Watson 124
Course description
The Development Studies thesis requires conducting original research (usually qualitative) through
field research, analysis of documents or analysis of datasets. In this course, students will learn to
design rigorous and imaginative research. The main learning goal is to understand the relationship
between research question, methods, and academic literature. What is an effective research question?
How do you find a good empirical case? How do you link question, method, and literature into a
coherent research proposal? These questions will be answered through lectures, how-to assignments,
deconstructing research papers, class debate, work-shopping of student writing, and reading
examples of BA theses. For their final assignments, students will write a 15-20 page prospectus
containing the research design and theoretical framework of their thesis.
The concrete objectives of the course are:
a. The use of the entire range of qualitative methodological instruments
b. The writing of a complete research proposal for the DS senior thesis.
The course meets once a week. Lectures, readings, and in-class discussions will focus around
critically analyzing research papers, sample theses, and the students own writing and experiences
conducting research. Topics will include writing up theory in conjunction with your data, building
analytical and theoretical arguments, developing theoretical ideas, organizing and structuring your
writing, editing and revising your own writing, correct citation procedures, and research ethics.
Readings include chapters or articles on research methods and empirical articles that serve as
exemplars. The course is loosely organized around the stages of research. Readings focus on
observational research, interviews, content analysis, case studies, components of a research study,
hypotheses and questions, and writing the literature review.
In order to ensure that students build hands-on research skills, the course requires participants to
carry out practical exercises for each of these qualitative methodological tools. For example, students
will conduct an interview, transcribe and analyze it, and write up the results in light of theory. Prior
to receiving interview assignments, the class is given training in conducting face-to-face interviews.
These assignments ensure that students find faculty advisors and have a developed thesis topic before
summer break (a period that can be used for data collection).
DEVL1500 ensures that students are fully aware of the ethical issues of conducting research with
human subjects. The course concludes with the presentation of senior thesis proposals at the Watson
Institute. All development studies concentrators are encouraged to participate in this public event.
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Requirements
Participation: This is a participatory course, oriented toward learning research skills and applying
these to your own project. Therefore you are expected to complete assignments and readings on time
as well as contribute to class discussion. Lectures and discussions are intended to supplement, not
replace, the readings. Upcoming topics will be previewed briefly at the conclusion of each class to
assist students in making the most of their reading.
Conferences: Bi-monthly individual conferences will be held during office hours. You must sign up
online for a 20-minute time slot. Conferences provide a valuable opportunity for you to receive
individual attention about your progress in finding a thesis topic, finding an advisor, and planning
fieldwork. Attendance at conferences is mandatory, and students are expected to be fully prepared
and to participate actively. Please email me 24 hours ahead of time if you cant make it to a
conference in order to reschedule.
Written Assignments: All written assignments should be formatted in double-spaced, 12 pt., Times
New Roman, 1 margin. Careful proofreading is a must. Please submit your assignments to Canvas.
Place your name and the assignment due date as the filename.doc. Submit all assignments as Word
documents this will make it easier for your instructor to give you in-text comments and revisions.
Late assignments will be penalized. If you have a disability and need accommodations for
assignments please speak with me about it.
1. February 10: Assignment 1: Observing Social Life 10/100 points (4-5 pages plus appendix
with field-notes). 10/100 points
2. March 3: Assignment 2: Prospectus Draft 1 finding your question (2-3 pages). 5/100 points
3. March 17: Assignment 3: Interviewing 10/100 points (4-5 pages plus appendix with
interview transcript).
4. April 7: Assignment 4: Content Analysis. (4-5 pages plus appendix with codes). 15/100
points.
5. April 21: Assignment 5: Prospectus Draft 2 finding the literature (5-10 pages, including at
least 5 readings for your topic).15/100 points
6. May 15: Assignment 6: Final Thesis Prospectus putting it together (15-20 pages). 30/100
points
7. Attendance, Class Participation, Writing Conferences and Thesis Progress Reports: 15/100
points
Plagiarism Policy
Plagiarism is the use of someone elses work or ideas without acknowledging them as the source.
This rule applies to all writing assignments in this course, and applies to both published sources (e.g.
books, research papers) and your data (e.g. newspaper reports, interviews). Plagiarism is seen as a
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serious violation of academic ethics and will be punished according to the regulations in force at
Brown University. Please do acknowledge your sources whenever your work has relied on the
written or spoken words or thoughts of others.
Readings: there are two required books. Other readings will be posted to Canvas.
Required readings: please purchase the following books:
1. Schutt, Russell K (ed.). 2009. Investigating the Social World: The Process and Practice of
Research. Sage Publications.
2. Booth, Wayne C., Colomb, Gregory G., and Williams, Joseph M., (2008) The Craft of
Research, University of Chicago Press.
COURSE SCHEDULE:
ASSIGNMENTS DUE SUNDAY BEFORE CLASS
Week 3 (Feb12 ): Key concepts in research design: topics, questions and hypotheses
**DUE: Assignment 1 (Feb 10): Observing Social Life
1. Chapters 3 and 4 From Topics to Questions and From Questions to Problems. In Booth,
Wayne C., Colomb, Gregory G., and Williams, Joseph M., (2008) The Craft of Research,
University of Chicago Press.
2. John W. Cresswell (2009), Research Design: Qualitative, Quantitative, and Mixed-
Methods Approaches, 3rd ed. (Sage Publications). (Read: Chapter 7, Research Questions
and Hypotheses)
3. Lee, Alexander. 2011. Who Becomes a Terrorist?: Poverty, Education, and the Origins of
Political Violence. World Politics, Vol. 63 (2): 203-245.
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Week 5 (Feb 26): Key concepts in research design: indicators, variables, sampling
1. Chapter 4: Conceptualization and Measurement; Investigating the Social World: The Process
and Practice of Research, edited by Russell K. Schutt.
2. Chapter 5: Sampling; Investigating the Social World: The Process and Practice of
Research, edited by Russell K. Schutt.
3. David Snow et al. 2007. Framing the French Riots: A Comparative Study of Frame
Variation, Social Forces, 86(2): 385-425 (read annotated version).
4. Chapter 1 (Introduction) of thesis by Sophie Fuchs (read annotated version).
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5. Coding Handout
Week 10 (April 2): Comparative analysis: case studies and comparative-historical research
1. Chapter 12: Historical and Comparative Research; Investigating the Social World: The
Process and Practice of Research, edited by Russell K. Schutt.
2. Flyvbjerg, Bent. 2006. Five Misunderstandings About Case-Study Research. Qualitative
Inquiry, 12: 2: 219-245.
3. Baiocchi, Gianpaolo, Patrick Heller and Marcelo Kunrath Silva. 2008. Making Space for
Civil Society: Institutional Reforms and Local Democracy in Brazil. Social Forces, Vol.
86 (3): 911-936.
4. Read chapters 1 and 2. Murphy, Joelle A. 2010. DS thesis. The nationalist neoliberalism
of your desires: The Case of Egypt.
Optional readings for comparative-historical research [if you are interested in this method]:
Riley, Dylan J. and Manali Desai. The Passive Revolutionary Route to the Modern World:
Italy and India in Comparative Perspective. 2007. Comparative Studies in Society and
History, Vol. 49(4):815847.
Mahoney, James. 2003. Long-Run Development and the Legacy of Colonialism in Spanish
America. American Journal of Sociology, Vol. 109 (1): 50-106.
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2. Posner, Daniel N. 2004. The Political Salience of Cultural Difference: Why Chewas and
Tumbukas Are Allies in Zambia and Adversaries in Malawi. The American Political
Science Review, Vol. 98, (4): 529-545.