Course ObjectiveAt the end of the course, students
(1) have advanced knowledge of and insight into qualitative methodology
and data analysis. Spe-cifically, they can apply digital ethnography,
qualitative content analysis, and dis-course/narrative analysis to
(2) are able to critically reflect on the scientific and societal
relevance of the use of qualitative methods in analyzing, interpreting
and visualizing big and small data.
(3) Are able to critically reflect on the scientific and societal
relevance of the use of a mixed meth-ods approach in analyzing,
interpreting and visualizing big and small data
(4) Can present research results and interpretations to peers in a clear
Course ContentIn this course you learn how to use qualitative research methods for the
collection, analysis and interpretation of big and ‘small’ data,
including digital ethnography, qualitative content analysis, and
discourse/narrative analysis. In addition, we will discuss the potential
advantages and disadvantages of using those methods for mixed or
Teaching MethodsIn this course, we will work in different formats. Presence at and
participation in 1), 2) and 3) is compulsory.
1) Interactive lectures: The interactive lectures, in tandem with your
own reading of the literature and preparations (video lectures, short
clips) will provide you with a thorough understanding of the dis-cussed
methods. The duration of the lectures is 1 hour 45 minutes (including a
2) Tutorials: During the tutorial, you will apply the theoretical
knowledge from the lectures in a hands-on fashion. You will analyze data
provided by us, using different qualitative methods. The duration of the
practicum is 3 hours 30 minutes (including breaks when needed).
3) Presentations: During weekly presentations, you will share with your
peers the experiences of the week and the results that you produced. The
duration of the presentations is 1 hour 45 minutes, includ-ing breaks
4) Consultation hours: During the consultation hours, you can drop by
and ask for feedback on the meth-od, the analysis, your presentation
and/or the final assignment. The duration of the tutorial is 1 hour 45
Method of AssessmentMODE OF ASSESSMENT
Final presentation (Grade) 30% (in Week 4)
Draft final paper (Feedback) n/a (in Week 3)
Final paper (Grade) 70% (in Week 4)
Entry RequirementsThis course focuses on qualitative methods. Before you start, you should
make sure that you have sufficient knowledge about research design and
qualitative methods. To that end, we will provide a diagnostic test at
the beginning of the course. We will also provide on Canvas a list of
readings and material that we assume you to be familiar with.
Participation in the course “Big Data Small Data” in P1 is compulsory to
be able to join this course.
LiteratureThe literature in this course consists of a collection of articles and
book chapters. All material can be accessed through UBVU resources.
Bryman, A. 2012. Social research methods. Oxford: Oxford University
Press. Chapters 22, 26, 27, 28.
Forey, G., & Feng, D. 2016. Interpersonal meaning and audience
engagement in academic presentations: A multimodal discourse analysis
perspective. The Routledge Handbook of English for Academic Purposes:
416–430. London: Routledge.
Gioia, D., Corley, K., & Hamilton, A. 2013. Seeking qualitative rigor in
inductive research: Notes on the Gioia methodology. Organizational
Research Methods, 16(1): 15–31.
Grant, David, Cynthia Hardy, Cliff Oswick, and Linda Putnam (2004)
Introduction: organizational discourse: Exploring the field. In Grant et
al. (Eds.) The Sage handbook of organizational discourse. London: Sage,
Knoblauch, H. 2008. The performance of knowledge: Pointing and knowledge
in powerpoint presentations. Cultural Sociology, 2(1): 75–97.
Kozinets, R. V. 2002. The Field behind the Screen: Using Netnography for
Marketing Research in Online Communities. Journal of Marketing Research,
Kozinets, R. 2007. Netnography. In G. Ritzer (Ed.), The Blackwell
Encyclopedia of Sociology: 1–2. New York: John Wiley & Sons.
Moser, C., Ganley, D., & Groenewegen, P. 2013. Communicative genres as
organising structures in online communities - of team players and
storytellers. Information Systems Journal, 23(6): 551–567.
Neeley, T. B., & Leonardi, P. M. 2018. Enacting knowledge strategy
through social media: Passable trust and the paradox of nonwork
interactions. Strategic Management Journal, 39(3): 922–946.
Renfrow, D., & Impara, J. C. 1989. Making academic presentations -
effectively! Educational Researcher, March: 20–21.
Target AudienceResearch Master Societal resilience students
|Language of Tuition||English|
|Faculty||Faculty of Social Sciences|
|Course Coordinator||dr. C. Moser|
|Examiner||dr. S.B. Ybema|
dr. C. Moser
dr. S.B. Ybema
You need to register for this course yourself
|Teaching Methods||Study Group, Practical, Reading|