The information below is subject to change as the course is still being developed. The information will be made definite in June 2026.
How do you identify and articulate knowledge gaps in scientific literature? And how do you translate this into a clear problem statement and good research question? What methods should you use to answer the research question and why? And what is the difference between a modelling study, quantitative and qualitative research, and (maybe more importantly) what do they have in common? How do you reflect on the strengths, limitations and assumptions embedded in the knowledge you create and why is this important? Which interdisciplinary frameworks (such as Ostrom Socio-Ecological framework, Raworths Doughnut Economics or Schoones Sustainable Livelihood Framework) are commonly used and what are the strengths of these approaches? These are some of the topics which will be discussed in this course, and which will provide students with a foundation for the final courses of their studies.
The first half of this eight week course will focus on:
further exploring the concept of knowledge, different types of knowledge and integration into research;
how to scope the literature to identify research gaps, and;
how to formulate research questions and problem statements
Next, we will further explore the assumptions and best practices that underlie various research approaches commonly used in the natural and social sciences, ranging from quantitative to qualitative methods, as well as modelling. We will further discuss the value, importance and forms of reflexivity, and prompt students to articulate the strengths and limitations of their research. This will enhance students’ skills to successfully work in interdisciplinary settings. Finally, we will discuss interdisciplinary frameworks and how to conduct interdisciplinary research in practice.
Importantly, this is a hands-on course and focused on skill development. This means that the assignments will train students to scope the literature, writing an outline, and turning an outline a research proposal for the Thesis Research Project in year 3. The first two assignments of the course will be graded by one of the course coordinators, the final assignment (the full research proposal) will be assessed (pass/fail) by your supervisors of the capstone to which you are assigned.
This course builds on most of the programme’s courses, but especially Social Science Methods, Science, Technology, and Society, Introduction to Statistics, Systems Modelling, and Responsible Research and Innovation. The course prepares students for the following courses:
Integrated Field Methods (year 2)
Sustainable Societies Project (year 3)
Thesis Research Project (year 3)
In these courses students will actively apply the skills practiced in the Research Design and Practice course. Moreover, in the first two weeks of the final semester (semester 2, year 3), students will fine-tune the research proposal they will have developed in this course, and use it for the Thesis Research Project.