Methods and Skills of Humanities and Social Sciences - Fall 2019 Shanghai University

Instructor: Tugrul Keskin                   

Office: East Campus, College of Liberal Art            

Office Hours: Wednesday 1:00 – 4:00 PM or by appointment

E-mail: mailto:tugrulkeskin@t.shu.edu.cn or Wechat: tugrulkeskin

Dale Wimberley, Professor, Virginia Tech.

CHEN Hao is an Associate Professor, Shanghai University.

YANG Chen, Assistant Professor, Shanghai University. 

(PLEASE include “Skills and Methods in Humanities and Social Sciences” in the subject line when you email me)      

Course Goals and Objectives

Welcome to Research Methods! This course examines how social scientists plan and conduct research. At the end of the semester, you should be better prepared to conduct your own research. Course readings will illustrate how different methods have been used in practice, as well as articles on the theory and methods of research. Students from other graduate programs should inquire with faculty in their own programs how this course integrates with their other courses.

The term project will involve the writing the literature review and design of a formal research paper. While the most of the readings in this course are from the academic literature, the course will emphasize these issues as a bridge between academic and applied sciences. 

The broad goals of this course are that, upon its successful completion, students should:

1.     be able to more effectively and critically read, understand, and evaluate research published in journals and books by social scientists

2.     understand fundamental relations between theory and method in social scientific research

3.     be better able to formulate and articulate answerable research questions and to develop appropriate empirical procedures to answer them, so as to be better prepared to successfully conduct and report research for theses/dissertations and for publication

4.     possess strong foundational knowledge for more advanced courses in research methods and data analysis courses which will help the student to more fully achieve the goals and objectives of this course – and for teaching oneself/adapting/creating additional techniques needed to carry out research

Accordingly, the specific objectives of this course are that the student be able

1.     to use principles of theory construction to link theory and research, so as to investigate research problems grounded in significant theoretical and practical issues

2.     to understand the logic of causation and the means by which various research techniques can decipher evidence about causal relationships

3.     to write clear, effective problem statements and clear, effective accounts of simple research

4.     to understand ethical problems involved in social research and apply appropriate ethical principles in research projects

5.     to understand the principles of conceptualization, measurement, and sampling

6.     to understand basic principles of experimental, survey, secondary data, and other quantitative research designs

7.     to understand basic principles and processes of carrying out historical and micro-level qualitative research

8.     to make sound choices of research techniques to apply in particular research situations; and to understand and apply knowledge of possible failures of and rectification for various research techniques

Course Philosophy:

The goal of this course is to enable students to write a methodologically guided research paper, article or thesis/dissertation. The success of this course depends on your continued and sustained reading and participation.  

The course will be based on a four-dimensional method of learning, and this includes inquiry and critical thinking; communication; the diversity of human experience; and ethics and social responsibility.  First, I would like you to critically analyze what you learn in this class or have learned so far through the media and education, because in today’s world, truth is a relative concept. Throughout human history, critical thinking is the one of the most important factors that has contributed to human development.  In order to become active, self-motivated, empowered learners and future leaders, you will need to have the ability to think critically, and therefore your criticism, feedback and suggestions are necessary. Second, I would like you to enhance your writing and oral communication skills in this course. Therefore, it is important to clearly elaborate your arguments in the class discussion as well as in the written assignments.

Third, we are each part of the human mosaic, and all have different experiences based on our social, political and economic differences. We can all learn from and respect each other and benefit from our diversity. Please try to learn from and understand those with different perspectives than you. Lastly, we need to learn that we are all part of this intellectual community and larger society, and all have social and ethical responsibilities to our family, community, classmates, and humanity. We live in a globalized world and therefore, we need to be aware of events in our community, and the world today. In order to enhance our knowledge, we must critically examine our social, political and economic environment in order to apply this knowledge to our experience.

Course goals and objectives:

This course’s goals are that when students successfully complete the course, they should:

1.   be able to more effectively and critically read, understand, and evaluate research published in journals and books by sociologists and other social scientists.

2.   understand fundamental relations between theory and method in social scientific research.

3.   be better able to formulate and articulate answerable research questions and to develop appropriate empirical procedures to answer them, so as to be better prepared to successfully conduct and report research for theses/dissertations and for publication.

4.   possess strong foundational knowledge for more advanced courses in research methods and data analysis – courses which will help the student to more fully achieve the goals and objectives of this course – and for teaching oneself/adapting/creating additional techniques needed to carry out research.

5.   possess basic practical skills and habits needed to facilitate thesis or dissertation research and to work effectively with others in your discipline.

Given the goals above, the specific objectives of this course are that the student will be able

1.   to use principles of theory construction to link theory and research, so as to investigate research problems grounded in significant theoretical and practical issues.

2.   to understand the logic of causation and the means by which various research techniques can decipher evidence about causal relationships.

3.   to write clear, effective problem statements and plans for simple research projects.

4.   to understand ethical problems involved in social research and apply appropriate ethical principles in research projects.

5.   to understand the principles of conceptualization, measurement, and sampling.

6.   to understand basic principles of experimental, survey, secondary data, and other quantitative research designs.

7.   to understand basic principles and processes of carrying out macrosociological/historical and micro-level qualitative research.

8.   to make sound choices of research techniques to apply in particular research situations; and to understand and apply knowledge of possible failures of and rectification for various research techniques.

9.   to more effectively cooperate with other students to facilitate each other’s scholarship.

Required Materials

1.     W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative Approaches W. Lawrence Neuman Seventh Edition. Boston: Pearson, 2014.

http://www.pearsonhighered.com/educator/product/Social-Research-Methods-Qualitative-and-Quantitative-Approaches/9780205615964.page  

2.     Umberto Eco. How to Write a Thesis. Massachusetts Institute of Technology, 2015.

3.     Mohammed A Bamyeh. Ways to write a good book review. International Sociology Reviews 2014, Vol. 29(2) 79–80.

4.     Thinking about Method: A Conversation with Talal Asad by Basit Kareem Iqbal. Qui Parle (2017) 26 (1): 195-218. https://read.dukeupress.edu/qui-parle/article-abstract/26/1/195/129671/Thinking-about-MethodA-Conversation-with-Talal

5.     Critical Thinking: A Literature Review. Emily R. Lai. Pearson, 2011. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf 

Supplementary Textbook Readings:

1.     Ethics in Scientific Research: An Examination of Ethical Principles and Emerging Topics  by Cortney Weinbaum, Eric Landree, Marjory S. Blumenthal, Tepring Piquado, Carlos Ignacio Gutierrez. RAND, 2019. https://www.rand.org/pubs/research_reports/RR2912.html

2.     Clyde W. Franklin, II, “Theoretical and Methodological Issues in Social Psychology,” Chapter 2 (pp. 26-71; read only through p. 46) in Theoretical Perspectives in Social Psychology.  Boston:  Little, Brown, 1982.  (“Franklin” in reading list.)

3.     Jeffrey Beall, “What the Open-Access Movement Doesn’t Want You to Know,” plus online comments. Academe [AAUP magazine], May-June 2015, http://www.aaup.org/article/what-open-access-movement-doesn%E2%80%99t-want-you-know.

4.     Earl Babbie, “The Logic of Survey Sampling” (Chapter 5), and selections from “Examples of Sample Designs” (Chapter 6, pp. 102-104, 107-117), Survey Research Methods, 2nd ed.  Belmont, California:  Wadsworth, 1990. (“Babbie” in reading list.)

5.     Russell K. Schutt, Chapter 2 excerpt (background of example used in Chapter 7), and Chapter 7, “Experiments.”  Investigating the Social World:  The Process and Practice of Research.  Thousand Oaks, California:  Pine Forge, 1996.  (“Schutt” in reading list.)

6.     VPI&SU Institutional Review Board (IRB), “VT Human Subject Protections Tutorial,” current version as of Fall 2016.  (“VPI&SU IRB Tutorial” in reading list.)

7.     Richard Lanham, The Longman Guide to Revising Prose.  Longman, 2006.  Preface and Chapters 1-2.  If you can find this book in a cheap used version online (be careful to get a 2006 or more recent edition), it would be even better than having the digital excerpt!  (“Lanham” in reading list.)

8.     James Mahoney, "Path Dependence in Historical Sociology."  Theory and Society 29:  507-548, 2000.  ("Mahoney" in reading list.)

Useful Websites:

1.     How to Write Your Thesis https://www.ldeo.columbia.edu/~martins/sen_sem/thesis_org.html

2.     Developing A Thesis https://writingcenter.fas.harvard.edu/pages/developing-thesis

3.     How to Write a Thesis Statement https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html

4.     Thesis Statements https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

5.     Guidelines for Writing a Thesis or Dissertation https://www.jou.ufl.edu/grad/forms/Guidelines-for-writing-thesis-or-dissertation.pdf

COURSE REQUIREMENTS AND POLICIES

Item                                                                                                    Weight (%)

Quizzes                                                                                              20.0

Weekly Group Class Presentations:                                               10.0

Term Project                                     2 Phases                                 20.0

Thesis Proposal (Phase 3)                                                                30.0

Attendance                                                                                        10.0                            

Class Participation                                                                           10.0

Quizzes: You will have 4 quizzes. The quizzes will have 10 questions from each week’s class readings and discussions. Each Quiz is worth 5 points and each question is worth 0.5 point. You will find the schedule of quizzes below. Please carefully review the quiz schedule. If you have schedule conflict, drop the class. If you have any questions or concerns, please do not hesitate to contact me directly. If you miss a quiz, this is your own responsibility; therefore, you need to be careful and pay attention to this syllabus. READ CAREFULLY!       

The Term Project is a research pre-proposal that you will write and revise in 2 drafts throughout the semester.  I will give written feedback on the first two drafts; you receive full credit for these phases as long as you respond thoroughly and conscientiously to the instructions.  Understand that I can’t give adequate feedback on drafts that aren’t “clean”; poorly written or poorly organized drafts tend to hurt your grade.  I’ll assign a grade to your final draft (“Phase 3” Thesis Proposal). The project's purpose is to help you integrate and demonstrate what you have learned from the entire course, as it relates to your own research interests.  It will also help move you along toward a thesis or dissertation.  I will provide detailed handouts in class to guide you in preparing it.  See the Course Outline for due dates.

Your Final thesis proposal must include the followings:

·      Clear Title of Your Thesis

·      Abstract (200-300 Words)

·      Clear Research Question (What is your argument?)

·      Clear Methodology

·      Literature Review

·      Bibliography (From Academic Resources, such as books, journal articles, other thesis and dissertations, academic presentations, etc.)     

Each thesis proposal is to show how methodological issues that are covered in the corresponding textbook readings (which inevitably idealize the process of research) play out in actual research.  Your presentation should engage the exemplar so as to help the course achieve this purpose.  Typically, your presentation will constitute most of the attention we give that particular exemplar in class.

To prepare your thesis proposal presentation,

1.     read the assigned exemplar and corresponding textbook materials, then

2.     draft a rough plan for your presentation, then

3.     meet with me to discuss your presentation several days beforehand, then

4.     make final revisions as needed.

Your weekly group presentation must

1.   focus entirely on the exemplar, informed by the other readings corresponding to the methodological topic the exemplar illustrates

2.   include a brief summary/review of the exemplar (about 5 minutes – not a detailed summary, just enough to "get everyone on the same page" and to focus on particular issues to set up the rest of your presentation)

3.   include a class activity which helps the rest of the class better master some of the methodological material in the exemplar (typically individual writing or group activity; 10-15 minutes)

4.   include class wide student sharing about the activity (10-15 minutes)

5.   be 30 minutes long in total (±5 minutes)

You will probably want to use handouts or PowerPoint (confirm your computer will work with this projector).

           

Weekly Group Class Presentations: Each week, three or four students will be assigned a weekly topic from the readings. These students will summarize the readings and prepare a content outline and 4-6 questions for the class, in order to come prepared to lead the class discussion for 30 minutes. Each student must always read the course materials before they attend class, and I expect you to participate actively in the class discussion. I strongly recommend that you present in earlier weeks rather than later in the semester, because you may not find the right time available to present, and will loose presentation points. Presentation dates are available on a first-come first-served basis. The timeline for weekly presentations will be provided in the first week of class. After we have filled in student names and finalized the weekly presentation schedule.

Participation is essential and comes in several forms: oral participation in class, group work in class, substantive contributions to the class listserv, and participation in 2- or 3-student “writing groups” we will establish. Each student will make an oral Class Presentation on one of the research exemplars listed later in the syllabus. You will choose your exemplar on the first-class day. Preparation includes reading the assigned materials for the class, drafting a plan for your presentation, meeting with me to discuss your plan during the previous week, and revising your presentation plan accordingly. You may want to use handouts or overhead transparencies to facilitate your presentation. Plan a 30-minute presentation consisting of (1) a brief summary/review of the exemplar (5-10 minutes), (2) a class activity, which helps the rest of the class better master some of the material from the exemplar (individual writing or group activity, 10-15 minutes), and (3) student sharing of their activity with the whole class (10 minutes).

Attendance: This should go without saying to graduate students, but be here!  Your direct engagement with the class will obviously affect your grade, as will class participation, in-class writing, etc.  If you miss class, please email me the reason for your absence – preferably in advance.  Legitimate reasons include significant illness, serious personal emergencies or responsibilities you can’t reschedule, major religious or ethnic holidays you observe, or important professional responsibilities such as attending a scholarly conference.  I may penalize your grade if you miss class for other reasons.  See “Late assignments” below for additional information about absences.

Late assignments will be accepted only under conditions of serious health or personal emergencies. If a planned class meeting or activity interferes with a major religious or ethnic holiday you observe, please alert me and I will accommodate your needs.

IMPORTANT NOTE

Graduate Honor System. The Graduate Honor Code applies to work assigned in this course. You may not work together except when I have specifically given you permission to do so.  Violations of the Graduate Honor Code include cheating, plagiarism, falsification, and academic sabotage. 

University-College-Department and Respect: The following should go without saying, but:  I strive to treat all students with respect at all times, and I expect the same from you – both for myself and for your fellow students.  If you don’t think you can follow this principle, or if it becomes apparent that you don’t or won’t, drop the class.  If you encounter disrespect from other students who are in this class, please alert me; I may not know otherwise, and when such problems are allowed to fester, they can seriously undermine the course for everyone.  Be aware that if you alert me to instances of sexual harassment, discrimination or sexual violence, I am required to report this information to designated university authorities.

PLEASE READ CAREFULLY! - Electronic Devices & Other Classroom Policies

Coming late to class and leaving early: Latecomers will not be accepted in the class, so be on time. If you are late for a class, please do not disturb your classmates and me and do not come at all. Please also do not send an email or call me regarding your class attendance. If there is a medical need, bring a letter from a doctor. Whatever the reason is, if you cannot come to class, this is your responsibility. If you miss more than 3 classes, you will not receive an attendance/participation grade. PLEASE DO NOT LEAVE EARLY EITHER! This is a class, not a coffee shop!

Laptop and cell phone policy: No electronic devices (including but not limited to laptops, cell phones, blackberries, etc.) are to be used in the classroom. This includes talking on the phone, texting, playing games, surfing the web, or any other inappropriate usage. Those caught using restricted devices will be asked to leave class. Lectures may not be recorded with audio or multi-media devices. Please turn your cell phone off before you come to class.

Responsibility: You and/or your parents pay tuition for this class; therefore, you have responsibility to yourself and/or your parents. Passing or failing the class is not the main objective, rather that you learn and improve your knowledge. Please read and try to understand the main concepts of this class. If you are having difficulty, please do not hesitate to see me and discuss your concerns!

Grades: Your grade for this course will be based on your performance on the following components, shown with their dates and respective weights:

No Laptops and cell phones will be allowed in this class.

If you have any questions regarding class related subjects, please do not hesitate to ask me.

Course Timeline

First Week September 9 Monday 13:05-16:45	·       Introduction to Course and overview syllabus ·       Term Project Phase 1 assigned:  Problem Statement. ·       Chapter 1 Why Do Research? Alternatives to Social Science Research What Research Involves: A Scientific Approach Varieties of Social Research Steps in the Research Process Why Learn How to Conduct Social Research ·       Chapter 2 What Are the Major Types of Social Research? Use and Audience of Research Purpose of Research Within or Across Case Single or Multiple Points in Time Data Collection Techniques 1 THE DEFINITION AND PURPOSE OF THE THESIS (Umberto Eco. How to Write a Thesis) ·       Term Project Phase 1 assigned:  Problem Statement.
Second Week September 11 Wednesday 9:00 – 12:00	·       Chapter 3 Theory and Research What Is Theory? Social Theory versus Ideology The Parts of Theory ·       Chapter 4 The Meanings of Methodology Philosophical Foundations The Three Approaches Positivist Social Science Interpretative Social Science Critical Social Science Feminist and Postmodern Research ·       Chapter 5 How to Review the Literature and Conduct Ethical Studies The Literature Review Ethics in Social Research 2 CHOOSING THE TOPIC (Umberto Eco. How to Write a Thesis) ·       Exercise 1 assigned:  Deductive Theory ·       Construction and Research Problem Formulation. ·       Writing Partners Selection form due
Third Week September 16 Monday 13:05-16:45	·       PhD Student David Perez-Des Rosiers’ dissertation proposal presentation: A constructivist foreign policy analysis of bilateral relations between states with divergent political processes: A case study of Canada-China      ·         ·       Part II Planning and Preparation ·       Chapter 6 Strategies of Research Design Triangulation Qualitative and Quantitative Orientations Toward Research Qualitative Design Issues Quantitative Design Issues Theory Construction and the Link between Theory and Research, continued:  Robert J.S. Ross and Kent C. Trachte, “Global Capitalism.”  Chapter 5 and selected background (from Chapters 1-3) in Ross and Trachte, Global Capitalism:  The New Leviathan.  Albany:  State University of New York Press, 1990. 3 CONDUCTING RESEARCH Quiz - 1
Fourth Week September 23 Monday 13:05-16:45	·       PhD Student Samuel Aron Issak’s dissertation proposal presentation: The Impact of Neo-liberal Globalization on Migration from Africa: The Case of Ethiopia, from 1991-2018 ·       Chapter 7 Qualitative and Quantitative Measurement The Need for Measurement Quanitative and Qualtitative Measurement The Measurement Process Reliability and Validity A Guide to Quantitative Measurement Scales and Indexes ·       Chapter 8 Qualitative and Quantitative Sampling Reasons for Sampling Sampling Strategies ·       Qualitative Research Design (also Field Research): Toni M. Calasanti* and Neal King, “Taking ‘Women’s Work’ ‘Like a Man’:  Husbands’ Experiences of Care Work.”  The Gerontologist, Vol. 47: 516-527, 2007. Finding and Reading Research Literature (Literature Reviews):  Angela Theresa Ragusa, “Social Change in the Media:  Gay, Lesbian, Bi, Trans and Queer (GLBTQ) Representation and Visibility in The New York Times.”  Unpublished doctoral dissertation, Department of Sociology, Virginia Polytechnic Institute and State University, 2003; Abstract, Contents, and pp. 1-30 only.  Some other very short readings may be added. 4 THE WORK PLAN AND THE INDEX CARDS (Umberto Eco. How to Write a Thesis) Term Project: Phase -1 Thesis Question: Please email me your thesis question, 200 – 300 Words with clear title, email me with word.docx to tugrulkeskin@t.shu.edu.cn Do not forget to include your full official name or your email will be disregarded!
Fifth Week September 25 Wednesday 9:00-12:00	·       Part III Quantitative Data Collection and Analysis ·       Chapter 9 Experimental Research Appropriate Technique A Short History of the Experiment Random Assignment Experimental Design Logic Internal and External Validity Practical Considerations Results of Experimental Research: Making Comparisons A Word on Ethics ·       Chapter 10 Survey Research A History of Survey Research The Logic of Survey Research Construction of the Questionnaire Types of Surveys: Advantages and Disadvantages Survey Interviewing The Ethical Survey ·       Conceptualization and Measurement: John N. Edwards, Theodore D. Fuller, Sairudee Vorakitphokatorn, and Santhat Sermsri, Household Crowding and Its Consequences, Boulder:  Westview, 1994.  Chapter 1, “Population, Crowding, and Human Behavior” (ALL); Chapter 3, “A Research Odyssey: Methodological Considerations,” ONLY pp. 48-49 (“The Survey”) and pp. 57-61 (“Major Scales and Measures”); skim Appendix A, “Questionnaire.” 5 WRITING THE THESIS (Umberto Eco. How to Write a Thesis)
Sixth Week October 7 Monday 13:05-16:45	·       MA Student Yelnaz Kembayeva’s thesis proposal presentation: Regional Integration and Central Asia: As a Case of Kazakhstan ·       Chapter 11 Nonreactive Research and Secondary Analysis Nonreactive Measurement Content Analysis Existing Statistics/Documents and Secondary Analysis Secondary Analysis of Survey Data Issues of Inference and Theory Testing Ethical Concerns ·       Chapter 12 Analysis of Quantitative Data Dealing with Data Results with One Variable Results with Two Variables More than Two Variables Inferential Statistics ·   Sampling:  William Gamson, excerpts from The Strategy of Social Protest, 2nd ed., Wadsworth, 1990.  Pp. 1-5, 14-27, 286-294. 6 THE FINAL DRAFT (Umberto Eco. How to Write a Thesis) Quiz - 2
Seventh Week October 14 Monday 13:05-16:45	·       Part IV Qualitative Data Collection and Analysis ·       Chapter 13 Field Research and Focus Group Research Understanding Field Research The Field Research Interview Data Quality Ethical Dilemmas of Field Research Focus Group Research ·       Experimental Design:  John B. Jemmott III, Loretta Sweet Jemmott, and Geoffrey T. Fong, “Abstinence and Safer Sex HIV Risk-Reduction Interventions for African American Adolescents:  A Randomized Controlled Trial.”  JAMA, Vol. 279 (May 20, No. 19), 1998, pp. 1529-1536. ·       Survey Design:  John N. Edwards, Theodore D. Fuller*, Sairudee Vorakitphokatorn, and Santhat Sermsri. Chapter 3, “A Research Odyssey:  Methodological Considerations” (including the few pages you previously read for Week 6).  In Household Crowding and Its Consequences, Boulder:  Westview, 1994.  Review Chapter 1 of this reading from Week 6, if you need it to remind you of the study’s context. 7 CONCLUSIONS (Umberto Eco. How to Write a Thesis) Term Project: Phase -2 Introduction, Methodology and Literature Review: Please email me Phase-2 thesis project, 1000 - 1500 Words with clear title, email me with word.docx to tugrulkeskin@t.shu.edu.cn Do not forget to include your full official name or your email will be disregarded! You should have three sections in Phase -2: ·       Introduction ·       Methodology ·       Literature Review
Eighth Week October 21 Monday 13:05-16:45	·       PhD Student Zeynep Beril Yolacan’s PhD proposal Presentation: What kind of ethical problems do deepfakes made using artificial intelligence cause inappropriate use? ·       Chapter 14 Historical-Comparative Research A Short History of Historical-Comparative Research Research Questions Appropriate for Historical-Comparative Research The Logic of Historical-Comparative Research Steps in Conducting a Historical-Comparative Research Project Data and Evidence in Historical Context Comparative Research Equivalence in Historical-Comparative Research Ethics ·       Secondary Data Sources: K. Jill Kiecolt*, “Satisfaction with Work and Family Life: No Evidence of a Cultural Reversal.”  Journal of Marriage and Family, Vol. 65 (February), pp. 23-35, 2003. ·       Quantitative Data Analysis:  William Gamson, “Combat Readiness,” from The Strategy of Social Protest, 2nd ed., Wadsworth, 1990, pp. 89-109.  (not assigned to a presenter; contingency-table analysis with chi-square in graph form) Critical Thinking: A Literature Review. Emily R. Lai. Pearson, 2011. https://images.pearsonassessments.com/images/tmrs/CriticalThinkingReviewFINAL.pdf    Quiz - 3
Ninth Week October 28 Monday 13:05-16:45	·       MA Student Andrew Alexander’s thesis defense presentation: Systems of AI Production:  An Investigation of Technique and China’s Artificial Intelligence (人工智能) Manufacture Network ·       Chapter 15 Analysis of Qualitative Data Comparison of Methods of Data Analysis Coding and Concept Formation Analytic Strategies for Qualitative Data Other Techniques Thinking about Method: A Conversation with Talal Asad by Basit Kareem Iqbal. Qui Parle (2017) 26 (1): 195-218. https://read.dukeupress.edu/qui-parle/article-abstract/26/1/195/129671/Thinking-about-MethodA-Conversation-with-Talal
Tenth Week November 4 Monday 13:05-16-45	·       Chapter 16 Writing the Research Report and the Politics of Social Research The Research Report The Politics of Social Research Objectivity and Value Freedom ·       Field Research:  Sheba George, “‘Dirty Nurses’ and ‘Men Who Play’:  Gender and Class in Transnational Migration.”  Pp. 144-174 in Global Ethnography:  Forces, Connections, and Imaginations in a Postmodern World, Michael Burawoy et al.  Berkeley:  University of California Press, 2000. ·       Historical-Comparative Research:  Dwight B. Billings, “Class Origins of the ‘New South’:  Planter Persistence and Industry in North Carolina.”  American Journal of Sociology, Vol. 88, Supplement, pp. S52-S85, 1982. ·       Qualitative Data Analysis (also Historical-Comparative): Dale W. Wimberley*, “Setting the Stage for Cross-Border Solidarity:  Movement Spillover and Early Mobilization in the Nicaragua Labor Rights Campaign.” Labor Studies Journal, Vol. 34 (September, No. 3), pp. 318-338, 2009. ·       Mohammed A Bamyeh. Ways to write a good book review Quiz – 4

Deadline for Thesis Proposal/Final Paper

November 17, 2019

Sunday Midnight, 23:59

1000 - 1500 Words with clear title, email me with word.docx to tugrulkeskin@t.shu.edu.cn

Do not forget to include your full official name or your email will be disregarded!

·       Title of Your Paper

·       Your Full Name

·       Abstract (200 to 300 words)

·       Introduction (500 words)

·       Methodology 500 to 600 words)

·       Literature Review (800 to 1000 words)

·       Conclusion (300 to 400 Words)

·       Bibliography/References

(Sample articles for references/bibliography)

https://academic.oup.com/isq/issue

https://www.chicagomanualofstyle.org/home.html