COURSE SYLLABUS QUALITATIVE ANALYSIS Course code: VJU6310 Number of credits: 02 Prerequisite courses: None Teaching language: English Lecturers 5.1 Lecturer Kodo Yokozawa; Associate Professor, Ph.D.; Yokohama National University (YNU) 5.2 Lecturer Takeshi Arthur Thornton; Associate Professor, Ph.D.; Yokohama National University (YNU) Course objective Part Case study approach is one of the most used qualitative research strategies in the business research discipline Yet, many researchers employing this strategies not often follow the appropriate research procedure and design which result in biased and ambiguous conclusions The main objective of this course is to understand the major case study designs in order to comprehend: 1) research paradigms, 2) research orientations, 3) analyzing techniques, 4) how to presenting qualitative data, 5) advantages and limitation of the case study approach and 6) some tips for writing case study based paper Part The second half of the course will highlight typical methodological problems that occur in social-science research We will examine 1) methodological problems arising from theoretical anachronism—the mistake of attributing certain actions to concepts and/or phenomena that were not politically, socially or culturally salient to the actors under study, and 2) methodological problems arising from the application of “rational choice theory” to complex social phenomena that challenge the idea that all social change is driven by individual self-interest, and 3) methodological problems arising from the “Precautionary Principle” approach to risk management Learning outcomes In the wake of completing this course, students should be able to: understand the different case study approaches; i.e., theory discovering, theory testing, and theory building understand the different roles of literature and existing theories for each approach understand how to select cases (understanding the difference between statistical sampling and theoretical sampling) have a good understanding of data collection and analysis techniques used for qualitative research comprehend when to finish the data collection (how many cases to study) judge the quality of qualitative research know the research paradigms and orientations in the social science Assessment methods/Grading system 8.1 Attendance & class participation: 10% 8.2 Group Project (Discussions and presentations): 10% Presentations assessment criteria o Answer the questions accurately, clearly, and effectively 50% o Presentation organizations and logical flow 30% o Language proficient 20% 8.3 Mid-term Report: 20% 8.4 Final Exam: 60% Making report for final evaluation Learning materials Part 9.1 Required textbook and other material • Learning material will be handed out before and during the course • Davis, M S 1971 That's Interesting! Philosophy of Social Science,1:309344 9.2 Reference material • Eisenhardt, K M 1989 Making Fast Strategic Decisions in High-Velocity Environments The Academy of Management Journal, 32, 3: 543-576 Part Students are required to read the following texts prior to the start of the second half of the course: 1) Greenblatt, Stephen J 1990 “Psychoanalysis and Renaissance Culture.” In Learning to Curse: Essays in Early Modern Culture Stephen J Greenblatt 2) Sewell, William H., Jr 2005 “Historical Events as Transformations of Structure: Inventing Revolution at the Bastille.” In Logics of History: Social Theory and Social Transformation, William H Sewell Jr 3) Waldron, Jeremy “Reality Check.” In London Review of Books Vol 30 No 7: 9-10 10 Course description This course provides students with knowledge and skills related to identifying research paradigms, research orientations, research approaches and to design, collect, and analyze qualitative data and then present their results 11 Course contents Part Prior assignment Students are required to read and summarize the following paper before the course starts There will be group discussion and presentations regarding the paper during the Class Eisenhardt, K M 1989 Making Fast Strategic Decisions in High-Velocity Environments The Academy of Management Journal, 32, 3: 543-576 Class Introduction: learning “what is interesting research” based on [Davis, M S 1971 That's Interesting! Philosophy of Social Science,1:309-344.] Class Qualitative research and case study approach: learning what is qualitative research and types of case study approach Class Different role of literature, proposition and hypothesis for case study research Class Data collection and analysis: leaning the types of data and how to collect and analyze them Class Case selection: learning when and how to select cases and when to finish adding cases Class Judging the quality of the research Class Group discussion and presentations on Eisenhardt (1989) Class Group presentations and final remarks Midterm paper assignment Students are required to submit a paper on qualitative research Details are announced at the Class Part Class 09 Precautionary Principle v Cost Benefit Analysis Class 10 Discussion Class 11 Historicizing Psychoanalysis Class 12 Discussion Class 13 Explaining the emergence of the modern concept of “revolution”: Sewell’s theory of events as transformations of structure Class 14 Comparing the French Revolution, the Russian Revolution and the Arab Spring Class 15 Discussion Class 16 Course wrap-up: methodological lessons ... paradigms and orientations in the social science Assessment methods/Grading system 8.1 Attendance & class participation: 10% 8.2 Group Project (Discussions and presentations): 10% Presentations