B3875 - Research Methods for the Social Sciences

Learning outcomes

The course aims to reconstruct the debate on the Method in the social sciences and aims to offer students a framework of the strategies and techniques of detection and analysis most frequently used in socio-political empirical research. The course is dedicated to students who have never dealt with topics related to the Method and techniques of Social Research, neither from the theoretical point of view nor from the empirical point of view. The course focuses on some central themes of the Methodology of empirical Research in the Social Sciences. At the end of the course the student is expected to: - have a basic knowledge of some central themes of the Epistemology of empirical Research; - know how to apply logic elements in the preparation of research design and in the interpretation of the results of an investigation; - to critically evaluate the quantitative and qualitative empirical investigations presented in journals and/or academic publications; - have the ability to find information by consulting the available databases; - use the basic statistical analysis techniques for the description of economic, political and social phenomena.

Course contents

This course introduces fundamental research methodologies in the social sciences, with particular attention to the various phases of the research process. The course is primarily aimed at students with limited prior experience in research methods, though it includes components that allow those with some foundational knowledge to engage in more advanced analysis. Students will cultivate analytical and methodological skills through sustained critical engagement with major research approaches, examining their theoretical foundations, design considerations, and practical applications. This learning trajectory will culminate in a final empirical project in which students formulate a research question, design an appropriate methodology, collect and analyse data, and present their findings in a scholarly format.

Acknowledging the heterogeneity of research traditions within the social sciences, the syllabus addresses overarching theoretical and epistemological frameworks, essential concepts and terminology, and all stages of the research process, including its ethical dimensions. Core topics include qualitative approaches, such as in-depth interviewing and case-study design, mixed-methods integration, and the ethical principles that guide every phase of scholarly inquiry.

Learning Outcomes
Upon successful completion of the course, students will be able to:

• Demonstrate understanding of the key concepts involved in designing and conducting research

• Formulate a clear research question and develop a research proposal

• Identify and independently use primary and secondary sources

• Evaluate the appropriateness of different research strategies

• Analyse the opportunities and challenges faced by social scientists in studying global societies

• Apply basic research, writing, analytical, and critical-thinking skills

Because of the course’s practical orientation, active participation in seminars and discussions is essential for achieving a strong evaluation.

Readings/Bibliography

Suggested Readings (selected chapters)

Cresswell, J.W. and Cresswell, J.D. (2017) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches [5th edition]. SAGE.

Patricia Leavy (ed.) (2020) The Oxford Handbook of Qualitative Research, Oxford University Press (selected chapters)

Curini, L., Franzese, R. (eds.) (2020) The SAGE Handbook of Research Methods in Political Science and International Relations. SAGE

Lamont, C. (2021). Research methods in international relations. London, Sage

Punch, K. (2014). Introduction to Social Research: Quantitative and Qualitative Approaches. London, Sage

Denzin Norman K. Lincoln, Yvonna S. Giardina, Michael D. Cannella Gaile S. (Eds) (2023) SAGE Handbook of Qualitative Research. SAGE Publications (selected chapters)

Additional reading suggestions will be provided throughout the course.

Teaching methods

The course will consist of lessons and seminars and will host special lectures from invited speakers. Group discussions and presentations will be integral to the course to enable students a direct participation in active learning methods.

Assessment methods

Assessment and Participation

Students are required to attend at least 70 % of class meetings and are expected to take an active role in discussions and seminar activities. Attendance and active engagement in discussions are expected. Regular, thoughtful contributions will be noted and can raise the final grade in cases of borderline marks.

Throughout the module, students will progressively develop their own research projects. Dedicated class time will support each stage of the process, including:

• Formulating an initial research proposal and research question
• Conducting a literature review and content analysis
• Selecting and piloting appropriate methods of data collection (e.g., in-depth or semi-structured interviews, ethnographic fieldwork, surveys)
• Applying methods of data analysis

Coursework and Assessment Components

1. Group Presentation I – Article Review (ungraded)
   Working in small groups, students will analyse and present the content of two articles related to the course topics, chosen in consultation with the lecturer. Presentations must be well-structured and collaborative; failure to meet these standards will result in a 10 % deduction from the final grade.
2. Group Presentation II – Research Project Presentation (ungraded)
   Near the end of the course, each group will present the research project they have designed and begun to develop. This presentation provides formative feedback to guide the final written submission. Presentations must be well-structured and collaborative; failure to meet these standards will result in a 10 % deduction from the final grade.
3. Final Research Project Essay (graded)
   Each student (or group, if working collaboratively) will submit a research-project essay of approximately 2,500–3,000 words, excluding the bibliography. Building on their in-class presentation and drawing on the methodological approaches introduced during the course (such as surveys, in-depth interviews, field observations, or content analysis) students will provide a comprehensive account of their small-scale empirical study. The essay should critically discuss the formulation of the research question, the rationale for the chosen design, and the practical steps involved in implementing the project, including procedures for data collection, strategies for data analysis, and reflections on the challenges and limitations encountered during the research process.

Assessment criteria

• 0–22 points: Demonstrates adequate coverage of all key research activities—study design, data collection, data analysis, and write-up—while presenting the research process with reasonable clarity.
• 23–26 points: Provides accurate execution and thorough evaluation of data-collection and analysis methods, accompanied by a well-structured, coherent discussion of the project and its findings.
• 27–30 points (with honours): Shows critical engagement with relevant theories and methodological approaches and offers a sophisticated, logically integrated analysis of both the research process and the substantive topic.

Summary of Graded Components

• Final Research Project Essay (100 % of grade)
• Class participation is not graded separately but will be considered when determining borderline or exceptional cases, and active, consistent participation can raise the final mark.

Teaching tools

The course uses active learning methods and includes lectures, class discussions and presentations, readings and use of real datasets in preparation for the lectures.

Office hours

See the website of Carla De Tona