999781 International Research Methods
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 8 cp
Result type: Grade and marks
Requisite(s): (((992220c In-country Study and Fieldwork Project 1: China OR 971102c In-country Study and Fieldwork Project 1: France OR 971103c In-country Study and Fieldwork Project 1: Germany OR 971104c In-country Study and Fieldwork Project 1: Italy OR 971105c In-country Study and Fieldwork Project 1: Japan OR 971106c In-country Study and Fieldwork Project 1: Spain)) OR 48 credit points of completed study in spk(s): CBK92057 96cp Country and Language Choice OR 32 credit points of completed study in spk(s): CBK92057 96cp Country and Language Choice )
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject introduces students to research methods for undertaking critical social and cultural analysis and examining complex global-local intersections. Students learn the distinctions between quantitative and qualitative approaches to research and in particular advance their knowledge on qualitative methods of enquiry. This includes interviews, multimodal discourse analysis, archival research, ethnography, and observation methods. Students gain an understanding of the research process, including how to survey and analyse existing literature, design research questions, and develop data collection strategies and learn that certain types of data entail different types of analysis processes. The subject also advances students’ awareness of ethical considerations for planning and undertaking research.
Subject learning objectives (SLOs)
| a. | Critique and select research methods used for linguistic, social and cultural inquiry |
|---|---|
| b. | Develop and justify critical inquiry skills to conduct research on the intersections of global-local socio-cultural processes |
| c. | Formulate research aims, research questions; scope and justify epistemological approaches |
| d. | Choose methods appropriate to research aims |
| e. | Critically describe ethical considerations for linguistic, social and cultural inquiry |
| f. | Design research proposals that appropriately acknowledge and engage with studies on decolonisation and Indigenous research practices |
| g. | Produce coherent, well-structured and accurate spoken and written academic texts about research design |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):
- Evaluate critically theoretical and specialised knowledge of contemporary societies, cultures and workplaces. (INT.2.1)
- Understand and engage with cultural diversities in Australia and/or internationally. (INT.3.1)
- Acquire knowledge and skills of Indigenous Australian communication, engagement, and critical inquiry to work effectively with and for Indigenous Australians across a professional context. (INT.4.1)
- Engage critically with current issues to act in socially responsible ways in Australian and international settings. (INT.5.1)
- Communicate clearly and effectively in written and spoken language using diverse digital technologies. (INT.6.1)
Teaching and learning strategies
The main learning activities in this subject involve engagement with asynchronous online modules that introduce students to different methods of research for linguistic, social and cultural inquiry. These modules will comprise curated digital materials including short video lectures or podcasts, scholarly readings, case study research, and practical activities enabling students to engage with the methods. Students will be given comprehensive instructions on how to engage with the materials including questions to consider for online forum discussions with peers. Tutors will provide learning support via engaging with student responses in the asynchronous, online forums and consult on subject topics and answer other subject questions via email and video conferencing. Assignments will assess students’ capacities to canvas and analyse existing secondary research on a cultural topic, design a research question, choose appropriate research method/s and provide a justification for their choice including ethical considerations.
Content (topics)
The subject provides an introduction to understanding the ‘research process’ including the different traditions of social and cultural research inquiry in different settings such as Global North and Global South contexts and across different disciplines. Decolonising understandings of social and cultural research methods and processes are embedded in the subject. Ethical considerations and socially inclusive approaches to research are also covered in the introductory stages. Students will then learn about different methods every week: Interviews and survey methods (oral, life and narrative histories, questionnaires and focus groups); archival research (historical records); multi-modal discourse analysis (literature, film, text, conversations, artifacts); ethnography (participant observation, digital observation, auto-ethnography); and sensory observation methods (visual, auditory and semiotic landscapes). There will also be online activities workshopping assignments.
Assessment
Assessment task 1: Annotated Bibliography
| Objective(s): | a, b, c, d, f and g | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 35% | ||||||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Method Proposal
| Objective(s): | a, b, c, d, e, f and g | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 65% | ||||||||||||||||||||||||
| Length: | 2500 words (not including references) | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
This subject draws on a wide array of academic literature. Relevant chapters and other essential readings will be indicated for corresponding weeks and listed in the weekly program in the Canvas modules. Readings are available to download from the UTS Library Subject Resources eReadings, or are available freely on the web via the URL given in the weekly program section. Where possible, print copies will be placed on Short Loan and Open Reserve in the UTS Library. The following books are also recommended for seminar and essay preparation reading.
References
Barbour, R. (2007). Ethics and Engagement. in Doing focus groups (pp. 92-101), Sage.
Bendix, D., Müller, F., & Ziai, A. (Eds.). (2020). Beyond the Master's Tools? Decolonizing Knowledge Orders, Research Methods and Teaching. Rowman & Littlefield.
Chilisa, B. (2019). Indigenous research methodologies. Sage.
Clifford, J. (1997). Spatial practices: Fieldwork, travel, and the disciplining of anthropology. In Anthropological Locations: Boundaries and Grounds of a Field Science (pp. 185–222). Sage.
Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. Sage.
De Certeau, M. (2021). Spatial practices: Walking in the city. In Public Space Reader (pp. 324–331). Routledge.
Devere, H., Ligaliga, M., & Te Maih?roa, K. (2022). Te Ao o Rongomaraeroa: Decolonising Research in a Space for Peace. In Decolonising Peace and Conflict Studies through Indigenous Research (pp. 173-192). Palgrave Macmillan.
Edmunds, H. (1999). Focus Groups. in The Focus Group Research Handbook (pp. 1-12).
NTC Business Books.
Hult, C.A. (1996) Primary Research Methods: Writing a research report, In Researching and Writing in the Social Sciences (pp. 61-112). Allyn & Bacon.
Jaworski, A., & Thurlow, C. (2010). Introducing semiotic landscapes. In Semiotic landscapes: Language, image, space (pp. 1–34). Continuum.
Macnamara, J. (2005) Media content analysis: Its uses, benefits and Best Practice Methodology’. Asia Pacific Public Relations Journal,6 (1), 1–34.
Ndhlovu, F. (2021). Decolonising sociolinguistics research: Methodological turn-around next? International Journal of the Sociology of Language, 193–201.
Paltridge, B. (2012). Discourse Analysis: An Introduction (2nd Edition). Continuum.
Pink, S. (2009). Doing Sensory Ethnography. Sage.
Portelli, A. (2006). Oral History: A collaborative method of (auto) biography interview. In The practice of qualitive research (pp. 149–194).
Ryder, C., Mackean, T., Coombs, J., Williams, H., Hunter, K., Holland, A. J., & Ivers, R. Q. (2020). Indigenous research methodology–weaving a research interface. International Journal of Social Research Methodology, 23(3), 255-267.
Rose, G. (2016). Visual methodologies: An introduction to researching with visual materials. sage.
Shohamy, E. G., Rafael, E. B., & Barni, M. (Eds.). (2010). Linguistic landscape in the city. Multilingual Matters. Routledge
Silverman, D. and Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Sage.
Talmy, S. (2010). The Interview as Collaborative Achievement: Interaction, Identity, and Ideology in a Speech Event. Applied Linguistics, 32 (1), 25–42.
Thomas, S.J. (1999). Planning the Survey Project. In Designing Surveys that Work!, Thousand Oaks (pp. 1-12). Corwin Press.
Van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford university press.
Van Leeuwen, T. (2014). Critical discourse analysis and multimodality. Contemporary critical discourse studies, 281-295.
Wodak, R., & Meyer, M. (Eds.). (2015). Methods of critical discourse studies. London, Sage.
Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society 2(1), 55 – 71.