Professional Documents
Culture Documents
(Mona Campus)
Department of Government
GOVT2013 RESEARCH METHODS IN POLITICAL SCIENCE
September 2008‐May 2009 (6 credits)
COURSE TITLE: RESEARCH METHODS IN POLITICAL SCIENCE
COURSE CODE: GOVT2013 (Formerly GT24M)
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: lloyd.waller@uwimona.edu.jm or
lloyd.waller@gmail.com
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
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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
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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
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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
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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)
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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
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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
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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
Tutorial questions to be presented:
I. 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% Tutorial Presentation 1 (September 17 – November 26, 2007)
Assignment 2: 20% Mid‐Semester Exam (October 13, 2007 – 4‐5pm)
Assignment 3: 5% Research Proposal (Due Week of January 14, 2008)
Assignment 4: 5% Tutorial Presentation 2 (March 10 – April 7, 2008)
Assignment 5: 5% Data Collection, Entry and Merge (October 29 ‐ November 19, 2007)
Assignment 6: 60% 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.
• 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
• Neuman, L. (2006). Social Research Methods, Qualitative and Quantitative
Approaches. New York: Pearson: Education Boston – Preferably the Sixth Edition
• 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:
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"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
26
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:
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 Competence: The extent Commitment: The Percentage Comments (optional)
which an individual to which an individual extent to which an (%)
communicated and applied the requisite individual could be Contribution
shared ideas with the ability/skill/knowledge to depended on to
team. project tasks complete assigned tasks
1 (Your Name)
1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
28
2. (Team Member Name)
1-2-3-4-5 1-2-3-4-5 1-2-3-4-5
29
RESEARCH TOPIC
INDIVIDUAL
NULL HYPOTHESIS AND ALTERNATIVE
HYPOTHESIS HERE (The hypothesis and
alternative hypothesis that you will he testing)
ID Number
30