Identifying Data

2023/24

Subject (*)

Innovations in Qualitative Data Analysis

Code

615545006

Study programme

Máster Universitario en Métodos Avanzados de Investigación e Innovación na Análise Social

Descriptors

Cycle

Period

Year

Type

Credits

Official Master's Degree

1st four-month period

First

Obligatory

Language

Spanish

Teaching method

Face-to-face

Prerequisites

Department

Socioloxía e Ciencias da Comunicación

Coordinador

Rodríguez Rodríguez, María del Carmen

E-mail

carmen.rodriguez2@udc.es

Lecturers

Golías Pérez, Montserrat

Rodríguez Rodríguez, María del Carmen

E-mail

montserrat.golias@udc.es

carmen.rodriguez2@udc.es

Web

General description

A materia profunda na investigación cualitativa, expondo diversas aproximacións metodolóxicas e presentando diferentes técnicas cualitativas de recollida e análise de datos.

Study programme competencies

Code	Study programme competences
A2	C2. Know in detail the theoretical and practical foundations of participatory action research and the advanced use of social research for intervention in the public and private spheres.
A3	C3. Know in detail the theoretical and practical foundations of prospective techniques and their advanced use to issue conclusions based on the future evolution of complex and highly uncertain social, economic and political challenges.
A4	C4. Know, compare and combine in a creative and novel way the main paradigms and research designs (quantitative, qualitative, mixed, prospective, participatory), collecting the main recent advances in each design.
A6	C6. Deal with the theoretical and scientific foundations necessary to carry out quantitative and qualitative social research using advanced technological tools (R).
A7	C7. Recognize the different options for presenting and displaying research results and their methodological foundations to clearly convey the results of the research to different audiences.
A10	C10. Acquire advanced knowledge on the theoretical and practical aspects of the challenges of today's societies through the processes of research and social analysis.
A11	H1. Evaluate and select the appropriate methodological paradigm (quantitative, qualitative, mixed, prospective, participatory) to formulate judgments based on incomplete or limited information on phenomena associated with social, economic and political challenges.
A12	H2 Adopt adequate measures for the preservation of the fundamental and advanced ethical principles of social research, as well as for adequate data protection.
A14	H4 Transmit the results of basic and applied research, as well as the most relevant foundations on which they are based, clearly and unambiguously, taking into account the diversity of contexts, audiences and needs, using different presentation and display options.
A15	H5 Carry out qualitative and quantitative research in R.
A16	H6 Develop the ability to plan research, correctly choosing the phases and procedures that guarantee maximum rigor and that are suitable for different contexts within the public or private sphere.
A17	H7 Acquire the ability to continue delving into research and analysis methods in a way that will be largely self-directed and autonomous.
A19	H9 Develop an advanced capacity to evaluate the quality and results of research processes.
A20	CP1. Contrast the importance of the existing methodological diversity for the analysis of the social, political and economic reality, addressing different complex problems of current societies through creative and innovative solutions.
A24	CP5. Being able to work with data sources, scientific research methodologies and techniques, and advanced computer tools typical of the social sciences.
A26	CP7. Develop the ability to generate intermediate-level theories and, therefore, potentially applicable/transferable to society, interpreting the inputs generated by social analysis techniques.

Learning aims

Learning outcomes	Study programme competences
Know how to design an advanced research process that includes the steps to be taken to analyse qualitative information of different types and collected during fieldwork through innovative and diverse techniques.	AC2 AC3 AC4 AC11 AC16 AC20 AC24
Will be able to analyse complex situations on the basis of discourses and discourse systems derived from the application of qualitative research techniques in a critical and contextual way.	AC4 AC11 AC16 AC17 AC24 AC26
You will be able to combine and integrate analysis and interpretation in critical discourse analysis in highly reflexive and specialised scenarios.	AC4 AC7 AC10 AC12 AC17 AC19 AC24 AC26
You will be able to analyse data derived from the application of ethnographic research techniques, in different modalities ( traditional, multisite, mobile, collaborative, in-house, visual, virtual).	AC4 AC11 AC12 AC16 AC20 AC24 AC26
You will learn about applied forms of qualitative information analysis, especially in contexts of social intervention, through Participatory Action Research mechanisms.	AC2 AC4 AC7 AC10 AC12 AC14 AC16 AC17 AC20
You will learn about applied forms of qualitative information analysis, especially in contexts of social intervention, through Participatory Action Research mechanisms.	AC6 AC7 AC12 AC14 AC15

Contents

Topic	Sub-topic
1.Ethnographic analysis	1.1. Introduction to ethnography as a qualitative research method and the main theoretical approaches 1.2. Data collection techniques used in ethnography 1.3. Innovations in ethnographic research
2. Phenomenological analysis	2.1. Introduction to phenomenology as a qualitative research method and the main theoretical approaches 2.2. Techniques and strategies for data collection 2.3. Innovations in phenomenological research
3. Content analysis	3.1. Introduction to content analysis: definition and basic characteristics 3.2. Conceptual framework 3.3. Components and applications of content analysis 3.4. Innovations in content analysis
4. Discourse analysis	4.1. Introduction to discourse analysis: definition and characteristics 4.2. Methodological assumptions and preparation of analysis 4.3. Fragmented or integral approach? 4.4. Pre-analytical assumptions and analytical procedures 4.5. Innovations in discourse analysis
5. Uses and innovations in the use of software for qualitative analysis	5.1. Qualitative analysis software (CAQDAS) 5.2. Tools and resources for the process of qualitative data analysis 5.3. Import, organisation, management and coding 5.4. Analysis
6. Social intervention and ethics	6.1. Qualitative analysis in social intervention 6.2. Reflexivity, bias and ethics in qualitative research

Planning

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Workshop	A2 A3 A6 A7 A11 A12 A14 A19 A24 A26	5	68	73
Workbook	A2 A3 A4 A7 A10 A16 A17 A19 A20	0	40	40
Document analysis	A2 A3 A4 A6 A7 A10 A11 A15 A16 A19 A24	14	0	14
Guest lecture / keynote speech	A2 A3 A4 A10 A17 A20	21	0	21

Personalized attention		2	0	2

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies	Description
Workshop	Training modality oriented to the application of learning in which different methodologies/tests can be combined (presentations, simulations, debates, problem solving, guided practice, ...) through which students develop eminently practical tasks on a specific topic, with the support and supervision of the teaching staff.
Workbook	Readings from key texts in qualitative analysis, as well as from specific research to look at the development of different analytical strategies.
Document analysis	Practical exercises in qualitative data analysis
Guest lecture / keynote speech	Teaching on the fundamentals of qualitative research, its innovations and latest developments.

Personalized attention

Methodologies

Workshop

Document analysis

Description

Personalised attention in this subject will be given both face-to-face and distance learning. In order to understand the readings and to carry out the assignments, you will have the presence of the teaching staff in the classroom during the practical sessions and, in addition, you will be able to schedule the face-to-face tutorials that you consider necessary in the timetable that will be communicated at the beginning of the course. The teaching staff will also be available on a non-face-to-face basis, preferably by email (and also through Teams and the virtual campus).

Students who apply for recognition of part-time dedication or academic dispensation will follow the evaluation of the distance learning modality.

Assessment

Methodologies	Competencies	Description	Qualification
Workshop	A2 A3 A6 A7 A11 A12 A14 A19 A24 A26	There will be two practicals, each of which will account for 50% of the mark for the subject.	100

Assessment comments
Second opportunity Those who have failed or have not submitted the practicals required to pass the subject will have to repeat them and hand them in on the dates established by the teachers within the assessment period of the second opportunity. The fraudulent performance of the tests or evaluation activities, once verified, will directly imply the qualification of failure (numerical grade 0) in the corresponding call of the subject, thus invalidating any qualification obtained in all the evaluation activities for the extraordinary call. For this, the qualification will be modified in the first opportunity report, if necessary.

Sources of information

Basic	Zárraga, J.L. (2009). “Por qué, qué y para qué investigamos: la trastienda de la investigación social”, Política y Sociedad, 46, 3, pp. 37-56.. Conde Gutiérrez del Álamo, F. (2009). Análisis sociológico del sistema de discursos. Madrid: CIS González Vallés, J.E. y Piñeiro Otero, Teresa (2016). Diseños en la moderna investigación universitaria. Madrid: McGrawHill Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Madrid : Morata Barley, N. (2003). El antropólogo inocente. Barcelona: Anagrama Barthes, R. (1989/1980). La cámara lúcida. Nota sobre la fotografía. Barcelona: Paidós Mills, C.W. (2003). La imaginación sociológica. México: Fondo de Cultura Económica Alonso, L. E. (1998). La mirada cualitativa en sociología. Madrid: Fundamentos Rapley, T. (2014). Los análisis de la conversación, del discurso y de documentos en investigación cualitativa. Madrid : Morata Bertaux, D. (2005). Los relatos de vida. Perspectiva etnosociológica. Barcelona: Bellaterra Krippendorff, K. (2002). Metodología de análisis de contenido : teoría y práctica. Barcelona : Paidós Arroyo, M. y Sábada, I. (coord.) (2012). Metodología de la investigación social: técnicas innovadoras y sus aplicaciones. Madrid: Síntesis Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage Publications Woods, M., Macklin, R., & Lewis, G. K. (2016). Researcher reflexivity: Exploring the impacts of CAQDAS use. International Journal of Social Research Methodology, 19(4), 385-403. Ibáñez, J. (2002). Sociología de la vida cotidiana. Madrid: Siglo XXI Carrero, V.; Soriano, R. y Trinidad, A. (2012). Teoría fundamentada. Grounded Theory. Madrid: CIS Saldaña, J. (2015). The coding manual for qualitative researchers. Sage Publications Ibáñez, J. (1985). “Análisis sociológico de textos y discursos”, RIS, 43, pp.119-160. Martín Criado, E. (2014). “Mentiras, inconsistencias y ambivalencias. Teoría de la acción y análisis de discurso”, RIS, 72(1), 115-138.

Complementary	Weaver-Hightower, M.B. (2019). How to Write Qualitative Research. London : Routledge Medina, I. (2017). Análisis Cualitativo Comparado (QCA), Cuadernos Metodológicos, 56. Madrid : Centro de Investigaciones Sociológicas Chávez, B.L. (2014). Analisis de contenido y linguistica computacional: su rapidez, confiabilidad y perspectivas. Anales de psicología (Murcia, Spain) 30.3 : 1146 Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Cham: Springer International Publishing Bardin, L.; (Suárez, C., trad.) (1996). El análisis de contenido. Madrid : Akal Olivier de Sardan, Jean-Pierre, and Jorge Costa Delgado (2018). El rigor de lo cualitativo: las obligaciones empíricas de la interpretación socioantropológica. Madrid: CIS Pujadas, J.J. et. al (2010). Etnografía. Barcelona: Editorial UOC Pink, S., and Roc F. (2019). Etnografía digital. Madrid: Morata Riley, J. (1990). Getting the most from your data : a handbook of practical ideas on how to anlayse qualitative data. Bristol : Technical and Educational Services Wright, P (2022). Reflexiones sobre ontología de la etnografía: Entre la experiencia, el poder y la intersubjetividad.. Runa (Buenos Aires, Argentina) 43.3 (2022): 403–430. Valles Martínez, M. S. (1997). Técnicas cualitativas de investigación social reflexión metodológica y práctica profesional. Madrid: Síntesis

Recommendations

Subjects that it is recommended to have taken before

Qualitative, Prospective and Participatory Research Techniques/615545004

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Master`s Dissertation/615545013

Work Placement/615545012

Other comments

According to the different regulations applicable to university teaching, the gender perspective must be incorporated into this subject (non-sexist language will be used, bibliography of authors of both sexes will be used, the intervention of male and female students in class will be encouraged, etc.).

Work will be done to identify and modify sexist prejudices and attitudes and influence the environment to modify them and promote values of respect and equality.

Situations of gender discrimination will be detected and actions and measures will be proposed to correct them.

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.