UNIVERSITY OF THE WEST INDIES (Mona Campus)
Department of Government GOVT2013 RESEARCH METHODS IN POLITICAL SCIENCE
September 2008‐May 2009 (6 credits) COURSE TITLE: RESEARCH METHODS IN POLITICAL SCIENCE GOVT2013 (Formerly GT24M) COURSE CODE: LEVEL: 2 IR, PA, and PS majors are required to take this course (but minors are not). SEMESTER: I & II NO. OF CREDITS: 6 PRE‐REQUISITE(S): (METHODS‐RELATED): SY13B, and either EC16A or SY16C; (GOVT courses): GT11A, GT11B (N.B. The Government Department requires these as formal prerequisites, i.e. they must be met before one can be admitted to the 24M course.) Lecturers: Dr. Lloyd Waller Email:
[email protected] or
[email protected] Room: E203 (McIntyre Building) Office Hours: Tuesdays 5‐6 or by appointment Teaching Assistant and Tutorial Coordinator: Gavin Daley Tutors: Morland Wilson, Shinique Walters, Chantal Bennett and Kerrie‐Ann Tucker STUDENTS ARE REQUIRED TO REGISTER FOR TUTORIALS ON OURVLE 1
COURSE DESCRIPTION/RATIONALE This course builds on the elementary knowledge of social research, political science and statistics provided in the first year of the degree programme. It is designed to provide students with a grounding in theories, methodologies, methods and the processes of empirical political analysis. Primary emphasis will be placed on developing a basic understanding of the philosophy and the logic underlying social‐scientific inquiry, and appropriate research strategies, both quantitative and qualitative. Topics to be covered include philosophy/epistemology of social science, theoretical paradigms underlying political/policy research, conceptualisation and operationalisation, measurement theory, common data‐collection strategies, training in use of computers and SPSS, probability and sampling, univariate analysis, bivariate analysis, a brief overview of some commonly‐used multivariate techniques as well as techniques for systematically analyzing qualitative data. The first part of this year long course will be devoted to reviewing the methodological underpinnings of empirical research in the social sciences and to learning some basic computer procedures. The second part of the course will be devoted to learning statistical procedures for analyzing sociopolitical data as well as more specialized topics in the conduct of political research (including techniques of ‘qualitative analysis’), and supervised student research projects.
Course Objectives At the end of this course students should be able to: • Understand the epistemological and theoretical elements of political science research • Know the differences between qualitative, quantitative and mixed method research • Know how to formulate an appropriate Hypotheses and Research Questions for a Research Project • Know how to prepare a Literature Review • Know how to design an appropriate Research Design, whether qualitative, quantitative or mixed – Methodology, Sampling, Data Collection and Procedures for sampling and collecting data • Know how to manage large quantitative research projects • Understand how to use the Statistical Package for the Social Sciences (SPSS) to create data sets and quantitative data • Know how to describe, interpret and explain quantitative and qualitative data • Know how to prepare a Research Proposal and Research Paper 2
COURSE CONTENT AND TUTORIAL QUESTIONS
SEMESTER 1 (Lectures and Tutorials) PART 1: THE FOUNDATIONS OF POLITICAL SCIENCE RESEARCH 1.1:
THE COURSE: AN OVERVIEW (September 3, 2008) • The Course, Processes and Agenda • The Significance of the Course • Lecture Issues ‐ Class Times, Tutorials, Code of Conduct and Assessment • Assessment ‐ Preparing a Research Proposal and Research Paper – An outline, the mid‐semester exam and class presentations
Lecture 1.2 The Foundations of Political Science Research (September 10, 2007)
Topics: • What is Political Science Research • The Basic Elements of Political Science Research • The Research Process Readings: o Reading 1.2a: Pierce, Chapters 1‐3 (Available at DITTO) o Reading 1.2b: Johnson et al, Chapter 2 (Available at DITTO) o Reading 1.2c: Babbie, Chapter 1‐4 o Reading 1.2d: Neuman, Chapter 1‐3 Tutorials: 1. An introduction to the course and the lab activities 2. Formation of Teams 3. Discussions regarding the Research Process ‐ the Research Proposal, the Research Paper and Research Teams. 4. Selection of Presentation Questions to be presented week beginning September 15.
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Lecture 1.3 Political Science Research Strategies (September 24, 2007) Topics: • Political Science Research Strategies Quantitative Qualitative Mixed Methods • Ethics in doing Political Science Research Readings: o Reading 1.3a: Neuman, Chapter 1‐4, 6 and Appendix A o Reading 1.3b: Pierce, Chapter 4 (Available at DITTO) Tutorials: 1. What are the basic elements of Social and Political Scientific Research? 2. Using examples, explain what is meant by Epistemology 3. What are the main philosophies in Social and Political Scientific Research 4. Compare and contrast Basic and Applied Research 5. Compare and Contrast Theory and Paradigm 6. Compare and contrast Idiographic and Nomothetic research 7. Compare and contrast Inductive and Deductive research 8. Differentiate between any two of the following o Explanatory Research o Exploratory Research o Descriptive Research o Predictive Research o Normative Research o Critical Research Lecture 1.4 Preparing to do you Political Science Research Topic (September 17, 2007)
Topics: y Research topic sources y Research topic feasibility y The characteristics of a Research Problem y Stating your Research Problem: The Background or Context of the Study y Formulating a Research Objective y Stating your Research Objectives: The Statement of the Research Problem 4
y Reasons for doing a Research Project y Stating your Research Rationale: The Significance of the Study y Identifying your Research De‐Limitations and Limitations Readings: o Reading 1.6: Selected Readings on ‘Selecting a Research Topic’ available on OUR VIRTUAL LEARNING ENVIRONMENT (OurVLE) Tutorial questions to be presented the week of September 15, 2008: 1. Of the different stages of the political science research process, which do you believe to be the most important and why? (4 Presenters) 2. What are the advantages and disadvantages of the quantitative research strategy? (1 Presenter) 3. What are the advantages and disadvantages of the qualitative research strategy? (1 Presenter) 4. The American Sociological Association has a Code of Ethics. This is used by most researchers in the world. If we were to adopt this for doing Political Science Research in the Caribbean, what additional ethical principals would we need to add and what can be taken out? (2 Presenters) Lecture 1.5 HYPOTHESIS FORMULATION/RESEARCH QUESTIONS DEVELOPMENT (October 1, 2008) Topics: • Formulating your Research Question and or Hypothesis • Types of variables • Identifying and Labeling Variables • Relationship Between Variables • Causation and Associations • Conceptualization • Operationalization Readings: o Reading 1.5a: Babbie, Chapter 5 o Reading 1.5b: Manheim et al, Chapter 2 (Available at DITTO) o Reading 1.5c: Johnson et al, Chapters 3 and 4 o Reading 15d: Neuman, Chapter 13 o Reading 1.5e: Bryman and Cramer, Chapter 4 o Reading 1.15f: Punch, Chapter 3 – 4 (Available at DITTO)
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Tutorial questions to be presented: y What are the main reasons identified in the literature for undertaking a PS Research Project? What other reasons do you believe can influence you into undertaking a PS Research Project? (1 Presenter) y What are the main objectives for doing a Political Science Research Project? (1 Presenter) y What do you believe is the most important thing to take into consideration when deciding on the feasibility of a research project? (2 Presenters) y What do you believe is the most important characteristic of a Research Problem? (2 Presenters) y What do you believe is the most typical problem someone in your field would face when conducting a study? (2 Presenters) Lecture 1.6 PREPARING A LITERATURE REVIEW (October 8, 2007)
Topics: • The Significance of the Literature Review • Types of Literature Review • Literature Review Sources • How to do a Literature Review Readings: o Reading 1.6a: Neuman, Chapter 5 o Reading 1.6b: Pierce, Chapters 6‐8 o Reading : Selected Readings on ‘Preparing a Literature Review’ available on OUR VIRTUAL LEARNING ENVIRONMENT (OurVLE) Tutorial questions to be presented: 1. Using examples, differentiate between variables and concepts? (1 Presenter) 2. What are the main components of a good Research Question? (1 Presenter) 3. What is a hypothesis, what are the components of a hypothesis and what are the different types of hypothesis in PS research? (2 Presenters) 4. Using examples, explain the process of Conceptualization? (2 Presenters) 5. Using examples, explain the process of Operationalization? (2 Presenters)
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MID SEMESTER EXAM (October 13, 2008: 5‐6 pm) Topics will cover Lectures 1.2‐1.5 PART 2: RESEARCH DESIGN Lecture 2.1 SELECTING A RESEARCH DESIGNS (October 15, 2008) Topics: • The Components of a Research Design • Types of Research Design i. Exploratory ii. Descriptive iii. Explanatory Readings: o Reading 2.1a: Neuman Chapter 2 o Reading 2.1b: Babbie Chapter 4 LABS: Introduction to the SPSS Environment Lecture 2.2 METHODOLOGY (October 22, 2008)
Topics : • Quantitative o Survey Research Methodology • Qualitative o Ethnography o Case Studies o Content Analysis o Discourse Analysis o Evaluation Research 7
Readings: o Reading 2.2a: Neuman Chapter 10 o Reading 2.2b: Readings posted on OurVle LABS: Creating Variables Assignment: Data Collection Exercise Lecture 2.3 LABS ONLY – (Assignment: Data Entry and Data Merging Exercise (October 29, 2008)
Lecture 2.4 THE PHILOSOPHY OF SAMPLING (November 5, 2008)
Topics: • Defining a Representative Sample • Accessible and Theoretical Population • Sampling Frame and the Sample • Type of Sampling Techniques ‐ Probability and non‐probability sampling • Calculating the sample size and/or deciding who to sample Readings: o Reading 2.4a: Babbie, Chapter 7 o Reading 2.4b: Neuman, Chapter 8 o Reading 2.4c: Johnson et al, Chapter 7 Assignment: Prepare Research Proposal to be handed in week of January 14, 2008 (Teams of 3‐5) Lecture 2.5 DATA COLLECTION IN POLITICAL SCIENCE (November 12, 2008)
QUANTITATIVE • Types of Surveys • Levels of Measurement • Questionnaire Design and • Field Management • Using Secondary Quantitative Data QUALITATIVE • Interviews
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• • • • •
Observations Focus Groups Using Secondary Qualitative Data Issues in the field Special Ethical Considerations
Readings: o Reading 2.5a: Babbie, Chapter 9 o Reading 2.5b: Neuman, Chapter 10 and 13 o Reading 2.5c: Manheim et al, Chapters 19, 20, 21 (Available at Ditto) o Reading 2.5d: Johnson et al, Chapters 8‐10 (Available at Ditto) o Reading 2.8: Punch, Chapter 9 (Available at Ditto) LABS: Merging Data Assignment: Prepare a Research Proposal (Date to be handed in Lecture 2.6 PREPARING YOUR RESEARCH PROPOSAL (November 19, 2008) Lecture 2. 7 COURSE REVIEW (November 26, 2008)
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SEMESTER 2: (Lectures and LABS)
PART 3 : ANALYZING QUANTITATIVE DATA Lecture 3.1 THE COURSE: AN OVERVIEW (January 28, 2009)
Topics: • The Course, Processes and Agenda • The Significance of the Course • Lecture Issues ‐ Class Times, Tutorials, Code of Conduct and Assessment • Assessment ‐ Preparing a Research Proposal and Research Paper – An outline, the mid‐semester exam and class presentations Lecture 3.2 THE FUNDAMENTALS OF QUANTITATIVE DATA ANALYSIS (February 4, 2009) Topics: • Levels of Measurement Revisited • Validity • Reliability • Types of Possible Errors Readings: o Reading 3.2a: Manheim et al, Chapter 12 (Available at DITTO) o Reading 3.2b: Pollock, Chapter 1 (Available at DITTO) Lecture 3.3 UNIVARIATE ANALYSIS 1: Analyzing Tables and Charts (February 11, 2009) Topics: • Analyzing Tables • Analyzing Charts and Graphs Readings: o Reading 3.3a: Manheim et al, Chapter 15 (Available at DITTO) o Reading 3.3b: O’Sullivan et al, Chapter 11 (Available at DITTO) 10
o Reading 3.3c: Bryman and Cramer, Chapter 5 o Reading 3.3d: Punch, Chapter 7 (Available at DITTO) LABS: • Presentation of the Data Set • Discussions about Hypothesis • Univariate Analysis 1: Creating and Analyzing Charts and Tables Lecture 3.4 UNIVARIATE ANALYSIS 2: Measures of Central Tendency and Dispersion (February 18, 2009) Topics: • Analyzing Measures of Central Tendency • Analyzing Measures of Dispersion/Spread Readings: o Reading 3.3: Manheim et al, Chapter 16 (Available at DITTO) o Reading 3.4: Bryman and Cramer, Chapter 5 o Reading 3.5: Punch, Chapter 7 (Available at DITTO) LABS • Univariate Analysis 2 Lecture 3.5 BIVARIATE ANALYSIS 1: Cross Tabulation (March 4, 2009) Topics • Analyzing Cross Tabulations Readings: o Reading 3.6: Bryman and Cramer, Chapter 8 o Reading 3.7: Punch, Chapter 7 LABS: Bivariate Analysis 1
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Lecture 3.6 BIVARIATE ANALYSIS 2: Chi‐Square (March 11, 2009)
Topics: • Analyzing Chi‐Square Results Readings:
o Reading 3.6a: Bryman and Cramer, Chapter 8 o Reading 3.6b: Manheim et al, Chapter 17 (Available at DITTO) o Reading 3.10: Punch, Chapter 7 (Available at DITTO)
LABS: • Bivariate Analysis 2
Lecture 3.7 BIVARIATE ANALYSIS 3: SPEARMAN RHO and PEARSON’S R (March 18, 2009) Topics: • Analyzing Spearman RHO • Analyzing Pearson’s R Readings: o Reading 3.7a: Manheim et al, Chapter 17 (Available at DITTO) o Reading 3.7b: Bryman and Cramer, Chapter 8 o Reading 3.7c: Punch, Chapter 7 (Available at DITTO)
LABS: • Bivariate Analysis 3
Lecture 3.8 ADVANCED STATISTICS: Regression Analysis, Multiple Regression Analysis, Factor Analysis and Cluster Analysis (March 25, 2009) Topics: • Regression Analysis • Multiple Regression Analysis • Factor Analysis 12
Readings: o Reading 3.8a: Pierce, Chapter 8 (Available at DITTO) o Reading 3.7b: Bryman and Cramer, Chapter 8 o Reading 3.7c: Punch, Chapter 7 (Available at DITTO)
LABS: • Bivariate Analysis 3
PART 4 : ANALYZING QUALITATIVE DATA Lecture 4.1 THE FUNDAMENTALS OF QUALITATIVE DATA ANALYSIS (April 1, 2009) Topics: • The History of Qualitative Data Analysis • The Limitations of Qualitative Data Analysis and Mitigation Strategies: Building Trustworthiness • Levels Analysis in Qualitative Research o Description o Interpretation o Explanation o Implications Readings: o Reading 4.1a: Denzin and Lincoln, Chapter 1 (Available at DITTO) o Reading 4.1b: See Additional Reading on OurVle Lecture 4.2 ANALYZING QUALITATIVE INFORMATION: CLASSIFYING, CODING AND INTRPRETING INFORMATION (April 8, 2009) Topics • The Constant Comparative Analysis Technique: Coding, Categorizing and Comparing o Open Coding o Axial Coding o Selective Coding • Identifying your Core Theme
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Readings: o Reading 4.2a: Punch Chapter 10 p204‐216 (Available at DITTO) o Reading 4.2b: Flick Chapter 23 o Reading 4.2c: See Additional Reading on OurVle Tutorial: 1. Outline and explain 4 strengths of Analyzing Qualitative Data? (2 Presenter) 2. Outline and explain 4 weaknesses of Analyzing Qualitative Data? (2 Presenter) 3. Identify and discuss the strategies have been developed in the last decade to address the main limitations of Qualitative Data Analysis? (2 Presenters) 4. Discuss the three levels of analysis in Qualitative Data Analysis (2 Presenters) Lecture 4.3 ANALYZING QUALITATIVE INFORMATION: USING MATRICES (April 15, 2009) Topics • Qualitative Analytic Matrices Readings: o Reading 4.3a: Punch Chapter 10 p197‐202 (Available at OurVle) o Reading 4.3b: See Additional Reading on OurVle Tutorial: 1. Conduct 8 in‐depth elite interviews about an aspect of your research project taking into consideration important visual elements associated with the interviews (observations). Using the Constant Comparative Analysis Technique, undertake an analysis of the interview texts (transcripts) and observation notes. Demonstrate the analytical process and its outcomes (8 Persons). The information collected and the analysis can be included in your Research Paper 14
Lecture 4.4 ANALYZING TEXTS: ANALYTICAL TOOLS TO SUPPORT THE CONTENT ANALYSIS METHODOLOGY (April 22, 2009) Topics • Content Analysis Readings: o Reading 4.9: Babbie Chapter 11 o Reading 4.10: Punch Chapter 10 p.312‐315 (Available at DITTO) o Reading 4.11: See Additional Reading on OurVle Tutorial: 1. Conduct 2 Focus Group sessions about an aspect of your research project taking into consideration important visual elements associated with the interviews (observations). Using either Qualitative Analytic Matrices or Network Diagrams undertake an analysis of the interview texts (transcripts) and observation notes. Demonstrate the analytical process and its outcomes (8 Persons). The information collected and the analysis can be included in your Research Paper Lecture 4.5 PREPARING THE RESEARCH REPORT (April 24, 2009)
Topics: • Writing up your Research Report • The Qualitative Analysis of Quantitative Data Readings: o Reading 4.12: See Additional Reading on OurVle o Reading 4.13: Babbie, Chapter 13 p. 391
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Tutorial questions to be presented: Students will be asked to conduct a content analysis of various documents regarding and of the following topics: a. The impact of Dancehall Music on Caribbean societies (You can choose to look at one Caribbean country) b. The future of the Caribbean Agricultural Sector (You can choose to look at one Caribbean country)
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TEACHING METHODOLOGY The course format consists of a combination of weekly lectures, assigned readings, data lab exercises, as well as group and independent student projects. Problem solving is the best way to learn methods, and hands‐on data lab training sessions will therefore be used. All GOVT2013 students are required to register for, and to regularly attend, one of these labs which will be held on a weekly basis in the Population Lab, beginning in the second week. ASSESSMENTS (All dates may be subject to change) COURSE ASSESSMENTS: Assignment 1: 5% Assignment 2: 20% Assignment 3: 5% Assignment 4: 5% Assignment 5: 5% Assignment 6: 60%
Tutorial Presentation 1 (September 17 – November 26, 2007) Mid‐Semester Exam (October 13, 2007 – 4‐5pm) Research Proposal (Due Week of January 14, 2008) Tutorial Presentation 2 (March 10 – April 7, 2008) Data Collection, Entry and Merge (October 29 ‐ November 19, 2007) Research Paper (Specific date will be announced)
BREAK DOWN OF COURSE ASSESSMENTS Students are required to conduct a study on any one (1) of the following issues: The perceptions of tertiary students regarding: I. The potential value (or lack thereof) of the Economic Partnership Agreement (EPA) for the Caribbean (You can choose to look at one Caribbean country) II. The future of the Caribbean Agricultural Sector (You can choose to look at one Caribbean country) III. The impact of Dancehall Music on Caribbean societies (You can choose to look at one Caribbean country) IV. The Problem of Human Rights in Caribbean Societies (You can choose to look at one Caribbean country) Students are required to provide substantive Policy Recommendations (including a comprehensive Strategic Plan regarding the best way to implement these Policy
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Recommendations) for Caribbean governments. This should be (in part) the main focus of the in the Conclusion Chapter. *Non‐Jamaican students are encouraged to make comparisons with their own countries. • The objective of this Undergraduate Thesis is for students, working in teams of 3‐ 5, to apply the concepts and research skills that you are learning to the concrete task of producing an organized, coherent research project, on one of the topics listed above. Essentially, each team is to conduct a mini research project during Semesters 1 and 2. Each student will be required to design their own questionnaire (to be approved by the Lecturer) and conduct their own survey. Students will be surveying Tertiary level students from any Caribbean University. Each team must collect data from no less than 300 tertiary level students. • To help you with your research, ‘working examples’, will be covered in lectures and also in the tutorials, so it is very important that you continue to attend both, on a regular basis, through the end of Semester 2. • At the beginning of Semester 2 students are required to submit a Research Proposal (Assignment 3 ‐ See below). At the end of Semester 2 students will be required to submit a Research Paper (Assignment 6 ‐ See below). • Part of this exercise is to teach students to work together in Research Teams Assignment 1: Tutorial Presentation 1 (5%) – Individual Assessment Each student will be required to present on a topic given to them by their tutor(s). Each Presentation should be 10 minutes in length after which there will be a five minute discussion among class members and the tutor. In addition to the presentation, a written paper must be submitted to your tutors. Students will be graded based on the following criteria: 1. Evidence of adequate research (1.5%) 2. Analysis of issues (1%) 3. Persuasive and logical discussion (0.5%) 4. Appropriate communication strategies used (0.5%) 5. Convincing presentation (0.5%) 6. The use of ‘appropriate’ examples (0.5%) 7. Creativity/Innovation in presentation (0.5%)
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Assignment 2: Mid Semester Exam (20%) – Individual Assessment Students will be required to sit a Mid‐Semester Exam. The exam will be on Monday October 13, 2008 at 5pm. Students will be required to answer 5 short answer questions. Responses should be approximately 1 page in length. This is a one hour exam.
Assignment 3: Proposal (5%) – Team Work ‐ (Teams of 3‐5) Students are required to prepare a 5 page Research Proposal which outlines the following: CHAPTER 1: INTRODUCTION (2 pages for the Proposal) • Context of the research (Background) • Research statement (Objectives) • Significance of the study (Rationale) • Research Question/Hypothesis (Identify the specific questions/variables which will be explored) • Conceptualization/Operationalization CHAPTER 2: ANNOTATED BIBLIOGRAPHY (3 pages for the Proposal) A brief descriptive and evaluative paragraph of the books, articles, and documents which will be used to prepare the Literature Review. CHAPTER 3: RESEARCH DESIGN (2 pages for the Proposal) • Research Design Type and Justification • Methodology • Methods of Data Collection • Sample (the Unit(s) of Analysis) • Sampling Strategy • Proposed Method of Data Analysis • Limitations of the Study REFERENCES [Marks will be subtracted if a student do not have appropriate references] APPENDICES (MUST INCLUDE QUESTIONNAIRE WHICH WILL BE DISTRIBUTED TO THE 600 TERTIARY LEVEL STUDENTS) Assignment 4: Tutorial Presentation 2 (5%) – Individual Assessment Student will again be required to present on a topic given to them by their tutor(s). Each Presentation should be 10 minutes in length after which there will be a five minute discussion among class members and the tutor.
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Students will be graded based on the following criteria: 1. Evidence of adequate research (1.5%) 2. Analysis of issues (1%) 3. Persuasive and logical discussion (0.5%) 4. Appropriate communication strategies used (0.5%) 5. Convincing presentation (0.5%) 6. The use of ‘appropriate’ examples (0.5%) 7. Creativity/Innovation in presentation (0.5%) Assignment 5: Data Collection, Entry and Merge (5%) – Individual Assessment Each student will be required participate in a field work and data entry exercise. Each student will be given five questionnaires. Based on a survey design given to them by their Tutor (3), they will be required to collect data in specific spaces (complete the questionnaires by interviewing other students). Once the data is collected (the questionnaires have been completed), each student will then be required to enter the data (using the SPSS program) and, working with other students, merge the dataset. Assignment 6: Research Project (60%) ‐ Team Work (Teams of 3‐5) Students are required to expand the Research Proposal by conducting a study and prepare a Research Paper. This will require each student in the team to: • Explore the questions/variables outlined in the Research Proposal which was submitted at the beginning of Semester 2. • Undertake a rigorous quantitative data analysis process using the software programme Statistical Package for the Social Sciences (SPSS). • Further explore these issues by undertaking a qualitative research project using a a combination of qualitative methods of data collection and analysis. • Present the data analyzed (the findings), the interpretation of the findings and an outline of possible implications of, and, explanations for these findings in a Research Paper. The Research Paper should also include a conclusion outlining the wider implications of these findings as well as substantive Policy Recommendations (including a comprehensive Strategic Plan regarding the best way to implement these Policy • The Research paper should consist of the following sections: 1. CHAPTER 1: INTRODUCTION [5% ‐ TEAMWORK] The corrected version of the introduction section of the proposal and an extended discussion of the Context of the research (Background). [3 pages]
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2. CHAPTER 2: LITERATURE REVIEW [5 % ‐ TEAMWORK] A detailed discussion on the subject matter – Each team member is expected to contribute to the literature. They are expected to write a two page sub‐topic. For example, if the topic is Corruption, Team‐member A can chose to do corruption in the police force while Team‐member B can write on corruption in the judiciary and so on. Each literature review should have a general introduction and conclusion. [7 – 10 pages] 3. CHAPTER 3: RESEARCH DESIGN [5 % ‐ TEAMWORK] The corrected version of the Research Design section of the proposal. [3‐ 5 pages] 4. CHAPTER 4: DATA ANALYSIS AND FINDINGS (10% ‐ INDIVIDUAL WORK) In this section you will describe and interpret your findings. Each team‐ member is required to describe the findings from the data analysis process and present the necessary tables. [3‐5 pages] 5. CHAPTER 5: DISCUSSION OF FINDINGS ‐ [25% ‐ INDIVIDUAL WORK] In this section you will explain your findings. Each team‐member is required to report on their findings ‐ interpret and explain. A mixed‐ method approach is recommended and thus the discussion of the findings should be based on both the quantitative and the qualitative data. In other words, a qualitative study should also be conducted to expand on (help to explain) the quantitative findings. [7 ‐ 10 pages] NOTE: Though this is a team effort, the Data Analysis and Findings as well as the Discussion of Findings are a compilation of the individual work undertaken by each team member. Therefore each student will be given an individual grade for these two sections. This section should therefore be structured in the following way: Person A ‐ COVER SHEET Data Analysis and Findings Discussion of Findings Person B ‐ COVER SHEET Data Analysis and Findings Discussion of Findings Person C ‐ COVER SHEET Data Analysis and Findings Discussion of Findings The Cover Sheet design which will be used for this course can be found at the end of this document Your ID number MUST be placed on each page of your INDIVIDUAL work
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4. CHAPTER 6: CONCLUSION AND RECOMMENDATIONS ‐ [10% ‐ GROUP] In this section you will outline what are the implications of your findings. A general conclusion regarding the various aspects of the topic selected based on a team effort should be presented here. [3‐5 pages] 5. REFERENCES [Marks will be subtracted if a student does not have appropriate references] 6. APPENDICES (IF APPLICABLE) Students will also be required to: • Complete a Peer Evaluation Form as well as to report (in writing) any non‐ participation of team members to the Lecturer(s), Teaching Assistant or Tutors. The Team Participation Form can be found below.
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The Lecturer(s), Teaching Assistant and Tutors will be available to provide Supervision to teams during Consultation hours.
• ALL ASSIGNMENTS ARE REQUIRED TO SUBMIT AN ELECTRONIC VERSION OF THEIR RESEARCH PAPERS, PROPOSALS, AND CLASS PRESENTATIONS. ALL ASSIGNMENTS WILL BE VERIFIED BY THE UNIVERSITY PLAGIARISM SOFTWARE SYSTEM – TURNITIN.COM o CLASS ASSIGNMENTS MUST BE SUBMITTED TO TUTORS ON A CD o ELECTRONIC VERSIONS OF THE RESEARCH PROPOSAL AND RESEARCH PAPER MUST BE SUBMITTED ALONG WITH HARD COPIES OF THESE ASSIGNMENTS (See Assignment delivery below) ASSIGNMENT DELIEVEY Delivering your Research Proposal A completed Research Proposals with your ID#, Course Name, the name of your Lecturer and day and time of your tutorial (all clearly indicated on the Cover Page – See sample Cover Page at the end of this document Page 30) should be delivered no later than January 30th, 2009, 6 pm to Mr. Daley’s office (SATTA) (The date may be subject to change).
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Delivering your Research Paper A completed Research Proposal with your ID#, Course Name, the name of your Lecturer and day and time of your tutorial (all clearly indicated on the Cover Page See sample Cover Page at the end of this document Page 30) should be delivered at the end of Semester 2 to THE EXAMINATIONS DEPARTMENT (A submission date will be announced). The SPSS Syntax for each team member should be burnt on to a CD (Make directories on the CD and use your ID number for the directory name. The CD must be attached to the Report.
LATE SUBMISSIONS WILL NOT BE ACCEPTED UNLESS YOU HAVE A VALID EXPLANATION AND SUPPORTING DOCUMENTS. DO NOT DELIVER PAPERS TO THE GOVERNMENT DEPARTMENT OFFICE. FOR YOUR OWN BENEFIT, PLEASE KEEP SECURE BACKUP COPIES OF ALL YOUR WORK.
REQUIRED READINGS PRESCRIBED TEXTS: • Pierce, Roger. (2008). Research Methods in Politics: A Practical Guide. London: Sage
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Neuman, L. (2006). Social Research Methods, Qualitative and Quantitative Approaches. New York: Pearson: Education Boston – Preferably the Sixth Edition
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Bryman, A., and Cramer, D. (2005). Quantitative Data Analysis with SPSS 12 and 13. London: Routledge
* Course Modules (Available at DITTO and Ourvle) STRONGLY RECOMMENDED SUPPLEMENTAL TEXTS: • Buttolph‐ Johnson , Janet, Reynolds, H.T. and Mycoff, J. (2008). Political Science Methods Congressional Quarterly Press: Baltimore • Babbie, E. (2004). The Practice of Social Research. Stanford: Wadsworth ADDITIONAL READINGS, READINGS FOR LAB EXERCISES, ASSIGNMENT SHEETS, AND OTHER USEFUL RESOURCES FOR LEARNING POLITICAL SCIENCE METHODOLOGY WILL BE POSTED THROUGHOUT THE YEAR ON THE COURSE WEBSITE ‐ OUR VIRTUAL LEARNING ENVIRONMENT (OurVle).
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IMPORTANT NOTICE:
PLAGIARISM AND HOW TO AVOID IT Students often run into trouble when presenting and documenting material in course essays. The following guidelines should help students to steer clear of any of the pitfalls that might result in being penalised for breaching academic standards. All class essays are expected to follow the advice given in this section. If you need further help, consult Patrick Dunleavy's excellent book Studying for a Degree in the Humanities and Social Sciences (Macmillan, 1986). Plagiarism is not tolerated at UWI (see page 22 of the FSS Handbook 2002‐2003 for details). It is never acceptable to falsely represent a professional scholar's work in print as if it were your own (even if you found it on the internet), and it is similarly unacceptable to falsely represent work produced by another student (either during the current semester, or a previous one) as if it were your own. The associated penalty typically ranges from a zero grade for the paper to total disqualification from final examination, so please read this section thoroughly, in order to steer clear of trouble. Remember, it is your responsibility to ensure that your essays adhere to the standards of academic integrity, so if someone else types your essay, make sure that you check that the typist has not changed the way in which you present or document borrowed material in any way. Blaming it on the typist is not accepted as an excuse. Types of Borrowed Material. There are three basic ways in which students may incorporate the ideas that they have confronted in their reading in their essays: quotation, summary and paraphrase. Far too many students misunderstand the differences between these. Quotation. With a quotation, you present another writer's idea in that writer's words. You must indicate the borrowing with either quotation marks or block indentation, combined with a footnote/endnote reference. For example: According to Stigler, "every industry or occupation that has enough political power to utilize the state will seek to control entry. In addition, the regulatory policy will often be so fashioned as to retard the rate of growth of new firms."1
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Summary. A summary is where you present another writer's idea, only not his or her words; further, you present only the core of the idea‐the main point‐because you condense the idea as you reword it. You must also indicate the borrowing with a footnote/endnote, usually combined with an introduction (called a frame) that also attributes the summary. Here is a summary of the sample quotation: Stigler argues that influential economic interests seek regulations that reduce competition.1 Paraphrase. A paraphrase is like a summary in that you present only another writer's idea, not his exact words; this time, however, instead of compressing the idea, you restate it in your own words. Thus, the paraphrase is a little like a translation. Although it isn't usually a word‐for‐word substitution, it often follows the pattern of the original wording. Again you must indicate the borrowing with a footnote or endnote, usually combined with an introduction that also attributes the paraphrase. Here is a paraphrase of the sample quotation from Stigler: Stigler says that economic interests with sufficient influence over government policy will try to bring about public policies that deter competition from other firms. They will also encourage rules and regulations that are detrimental to new rivals.1 All three types of presentation use borrowed ideas, but only a quotation uses borrowed words. You can mix another writer's words into your summary or paraphrase, but you must show the specific borrowing in quotation marks. Here is our example summary with a touch of quotation thrown in: Stigler says that the economic interests with sufficient "power to utilize the state" will seek regulation that operates to reduce the threat of competition from potential rivals.1 This is legitimate. However, the following mixture of paraphrase and unacknowledged quotations (the exact words from the original are underlined) is not legitimate and, if detected will incur a penalty. According to Stigler, economic interests that have enough political power to utilize the state will use that power to control entry. In addition, they will try to encourage the creation of regulations which retard the rate of growth of new firms.1 The writer of such a sentence would be in trouble whether or not she had included the footnote or endnote at the end of the supposed paraphrase because she has used exact wording without quotation marks. (See the discussion of plagiarism later in this course outline.) Framing Your Presentation. Whether you quote, summarise, or paraphrase, you must give due attribution to your source, by framing the borrowed idea with an introduction 24
and a footnote/endnote. Your endnote must include a specific reference to the text from which you borrowed the material including page numbers. Keep in mind that, in the absence of a quotation, the reference in a footnote or endnote refers only to the single sentence that the notation follows. Of course, quotation marks or block indentations indicate the length of a quotation. But summaries and paraphrases don't have such ready mechanical indicators. However, you can frame a borrowing (especially a summary or paraphrase) with an introduction and a footnote. An introduction like "Stigler argues" or "According to Christopher Hood, Stigler argues" will indicate the beginning of a borrowing, and the footnote/endnote reference will indicate the end. Then the footnote reference applies to the entire borrowing. Framing Hints. To work borrowed material into your papers, you must frame it gracefully as well as responsibly. There are many varied ways to frame a quotation, paraphrase, or summary. Here is an example of the most common approach: According to Stigler, "every industry or occupation that has enough political power to utilize the state will seek to control entry. In addition, the regulatory policy will often be so fashioned as to retard the rate of growth of new firms."1 Don't rely solely on this frame, or your writing will seem mechanical and monotonous. Consider the alternatives below, and also note how the authors of your reading assignments frame their references to others. Variations on the "According to" frame: It was Mancur Olson who first pointed out that "unless the number of individuals is quite small, or unless there is coercion or some other special device to make individuals act in their common interest, rational self‐interested individuals will not act to achieve their common or group interests." 1 In their article, "Institutional Perspectives on Political Institutions", March and Olsen contrast the bargaining or exchange account of politics with an institutional story which "characterizes politics in a more integrative fashion, emphasising the creation of identities and institutions as well as their structuring effect on political life." 1 The Interrupting Frame: "Tales of monumental blunders, blatant self interest and corruption, self‐destructive organizational civil wars and feuds, astonishing failures to look ahead or take any initiative in the face of the most pressing problems are," as Christopher Hood argues in The Art of the State, "far from unusual in most societies." 1 The Separate‐Sentence Frame: 25
"If bureaucrats are ordinary men, they will make most (not all) of their decisions in terms of what benefits them, not society as a whole."1 In these terms, Gordon Tullock makes a departure from the orthodox assumption in public administration that public servants act in the public interest. Errors to Avoid. Errors in presentation and documentation range from minor ones that merit an admonishment and a point or two deduction to major ones like plagiarism that will result in zero grades and reference to the Examinations Committee. Minor Errors‐Format. On one end of the spectrum are minor errors in format. There are formats in all parts of life: don't eat peas with a knife; don't begin a bibliography entry with an author's first name. For those who ignore formats, punishments range from an admonishment to a deduction of a few points from a paper's grade. Major Errors‐Plagiarism. At the opposite end of the trouble spectrum is plagiarism. Plagiarism involves presenting someone else's words or ideas without giving proper credit. Therefore, you obviously plagiarize (a) if you present someone else's words as though they were your own (by seeming to summarize or paraphrase when in fact you quote directly) or (b) if you present someone else's ideas without giving proper credit (by failing to document at all). Punishment depends on the extent of the offence. But you should realize this: any plagiarism violates academic integrity, so anything beyond the most minor, accidental plagiarism will usually result in a zero grade for a paper, with no chance to rewrite. Major Errors‐Other. On the trouble spectrum between minor errors and plagiarism, there are other serious errors that can bring severe punishment. All of them breach academic integrity (making a zero grade possible) and any of them could be evidence of cheating. As with plagiarism, the extent of the error will determine the extent of the punishment. Blanket Notes. Remember that, except with quotations, a footnote or endnote generally covers only the preceding sentence. The old student standby device of putting a notation at the end of a paragraph to document something in the paragraph just won't work. The problem could, of course, simply be sloppy presentation, or the sloppiness could be interpreted as an attempt to disguise cheating. Avoid the trouble by using the frame of introduction and parenthetical notation to indicate where a borrowing begins and ends. Wrongly Attributed Borrowing. You must attribute the material you borrow to the source you actually use. For example, you find in a book by Smith a quotation Smith borrowed from another book by Jones. If you use the Jones quotation, you must document the borrowing as material from Jones that you found in a book by Smith. You cannot, however, document the passage as if you had found it in the book by Jones or
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as if Smith himself had written it. Either of these ways misattributes the quotation, and you could be accused of deceiving your reader by claiming you'd read Jones' book. Padded Bibliographies. If you use a simple one‐part bibliography, you must list only the works you actually cite in your paper. You cannot list other works you didn't cite but which you think the reader should be aware of. Listing works not cited in the paper gives the appearance that you've done more work than you really have. So how can you show works that influenced you but that you didn't borrow material from? Use a two‐part bibliography, the first part called "Works Cited" and the second part called "Works Consulted."
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GT24M PEER EVALUATION FORM ID #: ____________ This form is OPTIONAL if the group feels that everyone has contributed equally. Otherwise, EACH group member is required to complete and submit this form inside the project package. For the sake of confidentiality, a group member may choose to place his/her evaluation form in a sealed envelope then place that envelope in the project package. Loose/emailed evaluations will NOT be accepted. 1. For each of three characteristics below, please rate each team member’s project participation (including yours) on a scale of 1 to 5 where: 1 = Absolutely NOT
3 = Somewhat
5 = Absolutely
2. Distribute 100 points among all group members including you. For example, if you feel everyone contributed evenly, then each person would get 25% in a 4-person group, or 33.3% in a 3-person group. Team Member Name
Effort: The extent to which an individual communicated and shared ideas with the team.
Competence: The extent to which an individual applied the requisite ability/skill/knowledge to project tasks
Commitment: The extent to which an individual could be depended on to complete assigned tasks
1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1 (Your Name)
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Percentage (%) Contribution
Comments (optional)
2. (Team Member Name) 1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1-2-3-4-5
1-2-3-4–5
1-2-3-4-5
3. (Team Member Name)
4. Team Member Name)
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RESEARCH TOPIC Sub-Area that you will be covering INDIVIDUAL NULL HYPOTHESIS AND ALTERNATIVE HYPOTHESIS HERE (The hypothesis and alternative hypothesis that you will he testing)
Note: The Hypothesis, Conceptualization and Operationalization of the dependent and independent variable(s) can either be located in the Introduction or Research Design Section. However your individual hypothesis MUST be repeated here.
ID Number 30