Doctoral Seminar I - JKD011

• Anglický název: Doctoral Seminar I
• Zajišťuje: Katedra mediálních studií (23-KMS)
• Fakulta: Fakulta sociálních věd
• Platnost: od 2023 do 2023
• Semestr: zimní
• E-Kredity: 10
• Způsob provedení zkoušky: zimní s.:
• Rozsah, examinace: zimní s.:0/2, Z [HT]
• Počet míst: neurčen / 10 (8)
• Minimální obsazenost: neomezen
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: vyučován
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Způsob výuky: prezenční
• Poznámka: předmět je určen pouze pro doktorandy; předmět je možno zapsat mimo plán; povolen pro zápis po webu
• Garant: doc. Vaia Doudaki, D.Phil., Ph.D.
• Vyučující: doc. Vaia Doudaki, D.Phil., Ph.D.
• Patří mezi: Media and Communication studies DK_MCS; Media and Communication studies DP_MCS

Cíl předmětu

Poslední úprava: Mgr. Ing. Kateřina Turková, Ph.D. (15.11.2022)

Course rationale and aims

Doctoral Seminar I (DSI) is an introductory doctoral seminar aimed at providing students with basic knowledge in the presentation and evaluation of academic research projects, in the field of communication and media studies. Participating in the course’s series of seminars, the doctoral students become acquainted with the principles and techniques of structuring, presenting and evaluating research projects, in a seminar format that allows for dialogue, debate and reflection about one’s own work. 

DSI students develop the basic skills for:

§  designing and structuring academic research projects

§  communicating in written form and orally about their research projects

§  evaluating research projects, by identifying their strengths and shortcomings, and providing constructive feedback.

Podmínky zakončení předmětu

Poslední úprava: Mgr. Ing. Kateřina Turková, Ph.D. (15.11.2022)

Assignments and assessment

In order to successfully fulfil the course’s requirements:

• Each doctoral student needs to present her/his doctoral project, in written form and orally
• each doctoral student needs to discuss a fellow student’s project and provide detailed and constructive feedback, in written form and orally
• each doctoral student needs to submit an improvement plan, responding to the feedback s/he received for her/his doctoral project
• students need to attend and be actively involved in the course’s seminars, by engaging in the peer review and feedback discussions.

Literatura

Poslední úprava: Mgr. Ing. Kateřina Turková, Ph.D. (15.11.2022)

Supportive literature

 

Literature on research design and dissertation writing

Allison, B., Race, P. (2004). The student's guide to preparing dissertations and theses. London: Routledge.

Bell, J. (2005). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.

Björk, L., Räisänen, C. (1999/2000). Academic Writing: a university writing course, 2^nd ed. Lund: Studentlitteratur; Chatwell-Bratt: Bromley.

Glatthorn, A., Joyner, R. (2005). Writing the winning thesis or dissertation: a step-by-step guide, 2 ed. Thousand Oaks: Corwin Press.

Heath P. M. T., Tynan, C. (2010). ‘Crafting a research proposal’, The Marketing Review, 10(2): 147-168.

Lunenburg, F. C., Irby, B. J. (2008). Writing a successful thesis or dissertation: tips and strategies for students in the social and behavioral sciences. London: Sage.

Rudestam, K. E., Newton, R. (2007). Surviving Your Dissertation, 3^rd ed. London: Sage.

Thomas, R. Murray, Brubaker, D. L. (2000). Theses and dissertations: a guide to planning, research, and writing. Westport: Bergin & Garvey.

 

Literature on methodology

Altheide, D. (1996). Qualitative media analysis. Thousand Oaks, CA: Sage.

Alvesson, M., Sköldberg, K. (2009). Reflexive Methodology: New Vistas for Qualitative Research. London: Sage Publications. 

Baxter, P., Jack, S. (2008). ‘Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers’, The Qualitative Report, 13(4): 544-559.

Berger, A. A. (2000). Media and communication research methods: an introduction to qualitative and quantitative approaches. Thousand Oaks, CA: Sage.

Brennen, B. S. (2013). Qualitative Research Methods for Media Studies. New York: Routledge.

Creswell, J. W. (2007). Qualitative inquiry and research design, 2^nd ed. Thousand Oaks, CA: Sage Publications.

Freitas, H., Oliveira M., Jenkins, M., Popjoy, O. (1998). The Focus Group, A Qualitative Research Method, ISRC, Merrick School of Business, University of Baltimore. Available at: http://gianti.ea.ufrgs.br/files/artigos/1998/1998_079_ISRC.pdf

Greenbaum, T. (2000). Moderating Focus Groups. Thousand Oaks: Sage.

Hargittai, E., Sandvig, C. (eds.) (2015). Digital Research Confidential. Cambridge, MA: MIT Press.

Hine, C. (2015). Ethnography for the Internet. London: Bloomsbury Academic.

Jensen, K. B. (2002). A handbook of media and communication research: qualitative and quantitative methodologies. London: Routledge.

Jensen, K., Jankowsi, N. (1993). A Handbook of qualitative methodologies for mass communication research. London: Routledge.

Kindon, S., Pain, R., Kesby, M. (eds.). (2007). Participatory action research approaches and methods. Connecting people, participation and place. London: Routledge.

Kozinets, R.V. (2015). Netnography: Redefined. Thousand Oaks, CA: Sage.

Krippendorff, K. (2004, 2013). Content analysis: an introduction to its methodology. Thousand Oaks, CA: Sage Publications.

Marshall, C., Rossman, G. B. (1999). Designing Qualitative Research. London: Sage.

Mason, J. (2002). Qualitative Researching. London: Sage. Available online at: www.sxf.uevora.pt/wp-content/uploads/2013/03/Mason_2002.pdf.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Norman K. D., Lincoln, Y. S. (eds.) (2017). The SAGE Handbook of Qualitative Research, 5^th ed. London: Sage.

Riffe, D., Lacy, S., Fico, F. (2005). Analyzing media messages: using quantitative content analysis in research. London: Routledge.

Rogers, R. (2013). Digital Methods. Cambridge, MA: MIT Press.

Saldaña, J. (2012) The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications. Older version available online at: http://stevescollection.weebly.com/uploads/1/3/8/6/13866629/saldana_2009_the-coding-manual-for-qualitative-researchers.pdf

Shaw, A., Scott, T. D. (eds.) (2018). Interventions: Communication Research and Practice. New York: Peter Lang

Silverman, D. (2016). Qualitative Research, 4^th revised ed. London: Sage Publications.

Silverman, D. (2011). Interpreting qualitative data: A guide to the principles of qualitative research. London: Sage.

Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction, 2^nd ed. London: Sage.

Silverman, D. (ed.) (2004). Qualitative research: theory, method, and practice. Thousand Oaks, CA: Sage. Available online at: http://www.stiba-malang.com/uploadbank/pustaka/RM/QUALITATIVE%20THEORY%20METHOD%20PRACTICE.pdf

Titscher, S., Meyer, M., Wodak, R, Vetter, E. (2000). Methods of Text and Discourse Analysis. London: Sage.

Metody výuky

Poslední úprava: Mgr. Ing. Kateřina Turková, Ph.D. (15.11.2022)

Instruction

DSI combines a series of seminars with independent guided study.

The course is led by a seminar leader, who offers introductory seminars on research design, and on structuring and evaluating research projects, in the field of communication and media studies. The course responsible also schedules and coordinates the project discussion seminars.

The doctoral students’ supervisors are welcome to attend the DSI seminars.

Požadavky ke zkoušce

Poslední úprava: doc. Vaia Doudaki, D.Phil., Ph.D. (19.10.2023)

Structure of doctoral project

The doctoral project is expected to be structured as follows:

1. Doctoral project title
2. Introduction (presentation of the project’s: main topic; aims; [primary and secondary] research questions; relevance)
3. Theoretical framework (presentation of the main theory/theories, and their related concepts, that the project will use as a theoretical and analytical guide; legitimation of the theoretical framework’s relevance for the specific project)
4. Research methodology (description of the paradigmatic position in which the project is based; presentation of research methodology; presentation of methods of data collection and data analysis; description of research process and design [including what kind of data will be collected and time plan]; ethical considerations)
5. References (at least 10 relevant academic sources of literature).

Length of doctoral project: 2,500 words (±10%, not including references)

Students can choose their (in-text and end-list) reference style (e.g. APA, Chicago, Harvard), but they need to be consistent.  

The doctoral students are expected to submit their project in written form at least one week before its presentation and discussion. Late submissions will not be accepted.

Each student will have 15 minutes to present her/his doctoral project, during a pre-scheduled seminar slot.

 

Guidelines for feedback

Each student will act as discussant of a fellow student’s doctoral project.

The discussant is expected to assess the doctoral project’s theoretical framework, its methodology and research design, and its overall feasibility.

The discussant will address the doctoral project’s strengths and weaknesses, and suggest possible solutions to remedy the observed shortcomings.

The discussant will propose at least two additional relevant publications that are not included in the project, legitimating their relevance.

Each discussant will have 15 minutes for her/his presentation.

The discussant will submit a short report of her/his feedback and evaluation on the day of the seminar.

 

Group feedback and discussion

All DSI students are expected to have read the projects that are presented and discussed beforehand, and provide feedback during the seminars and at the online forum area available on Moodle (minimally one comment/suggestion for each doctoral project).

 

 Improvement plan

Each student needs to submit a written report on how s/he will address and solve the shortcomings of her/his doctoral project, as they have been identified through the written and oral feedback.

The improvement plan needs to be submitted within two weeks after the seminar in which the doctoral project is presented and discussed.