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Prospectus

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Research Seminar Modern History

Course
2014-2015

Admission requirements

Registered as a student of the Research Master’s in Latin America Studies or another master program.
This course is open to students who have a good command of the Spanish language, or students with a passive command of the Spanish but a good command of Portuguese.

Description

This course is an introduction to the design, implementation, and reporting of a scientific social research. The course covers the specific context for research in Latin America and the choice and delimitation of a subject for scientific analysis. The emphasis is on the theoretical underpinning and the formulating of a problem proposal, research questions and hypotheses. During the seminars are formulated a research question and practice writing techniques for the drafting of the (Re)MA-thesis. The guidance focuses on the preparing of a (Re)MA-thesis.

Course objectives

At the end of the program, students will be able to:
1. Identify the characteristics of Latin America as a study area.
2. Learn about the various research methods and techniques in the social sciences.
3. Conceive a research proposal with a theoretical framework.
4. Learn the techniques and criteria for the drafting of a (Re)MA-thesis
5. Prepare the design of the (Re)MA-thesis.

Timetable

Collegerooster

Monday 13:00-16:00 hours.

Mode of instruction

This course has the format of lecture (50%) and seminar (50%). In the course of the lectures, students will prepare a research proposal.

Course Load

10 EC = 280 hours in total.

  • Hours spent on attending lectures and seminars: 28 hours

  • Time for studying the compulsory literature: 80 hours

  • Time for completing assignments, whether in preparation at the college: 80 hours

  • Time to write a paper (including reading/research): 92 hours

Assessment method

The assessment consists of three parts:
A. Executive summary: a first version of a research proposal (1-2 pages). The score for the executive summary is equal to 10% of the final mark. The aspects which are evaluated are:
(a) coherence and clarity in writing
(b) quality of the argumentation
© use of academic language
(d) summarize skills
(e) relevance of the chosen subject
(f) suitability of the key concepts
(g) structure and lay-out of the text

B. Draft of a research project (4-5 pages)
The score for this draft is equal to 30% of the final mark. The aspects which are evaluated are:
(a) coherence and clarity in writing
(b) quality of the argumentation
© use of academic language
(d) summarize skills
(e) logical relationship between the different components of the project
(f) quality of the collected bibliographical resources
(g) correct use of the APA system

C. A final research project (12-15 pages)
The score for the final research project is equal to 60% of the final mark. The aspects which are evaluated are:
(a) coherence and clarity in writing
(b) quality of the argumentation
© use of academic language
(d) summarize skills
(e) logical relationship between the different components of the project
(f) quality of the collected bibliographical resources
(g) correct use of APA system
(h) accuracy and feasibility of the chosen methodology
(i) adequacy of the resource map

The lecturers of Modern History will participate in three moments to give advice about the research proposal.
During the course, students will read a weekly average of 50 pages of the relevant literature. This material will form the basis of the research proposal.
The tasks of the students of the research master’s (two years) require a larger size, depth and complexity than the tasks of the one-year master.
Resit exam takes place if the mark of the final project is less than 6.0. Resit consists of a new improved version of the final project within a limited time.

Blackboard

Blackboard is used for providing study materials (literature and Powerpoint presentation of each session), methodological indications and instructions, specific information about each college and the format of the written reports and the research proposal.

Reading list

BAARDA, B.; BAKKER, E.; FISCHER, T.; JULSING, M.; DE GOEDE, M.; PETERS, V. & VAN DER VELDEN, T. (2013). Basis kwalitatief onderzoek. Handleiding voor het opzetten en uitvoeren van kwalitatief onderzoek. Groningen/Houten: Noordhoff Uitgevers, 3e. druk.

CÁCERES, P. (2003). ‘Análisis cualitativo de contenido, una alternativa metodológica alcanzable’, Psicoperspectivas, Vol. II, 53-82.

DE SOUZA MINAYO, M.C.; FERREIRA DESLANDES, S. & GOMES, R. (2012). Investigación social. Teoría, método y creatividad. Buenos Aires: Lugar Editorial, 2ª edición.

ESCOBAR, J. & BONILLA-JIMÉNEZ, F.I (2009). ‘Grupos focales: una guía conceptual y metodológica’, Cuadernos Hispanoamericanos de Psicología, Vol. 9, No. 1, 51-67,
URL:http://www.uelbosque.edu.co/sites/default/files/publicaciones/revistas/cuadernos_hispanoamericanos_psicologia/volumen9_numero1/articulo_5.pdf

HERNÁNDEZ SAMPIERI, R.; FERNÁNDEZ-COLLADO, C. & BAPTISTA LUCIO, P. (2006). Metodología de la investigación. México (D.F.): McGraw-Hill Interamericana, 4ª edición.

PADMOS, BRAM (2012). De scriptiesupporter. Een doeltreffende aanpak van je scriptie. Antwerpen-Apeldoorn: Garant, 11e druk.

SCRIBANO, A.O. (2008). El proceso de investigación social cualitativo. Buenos Aires: Prometeo Libros.

TAYLOR, S.J. & BOGDAN R. (1994). Introducción a los métodos cualitativos de investigación. La búsqueda de significados, ‘Capítulo 3. La observación participante en el campo’ (pp. 50-99). Buenos Aires: Editorial Paidós Básica, 2ª reimpresión.

TAYLOR, S.J. & BOGDAN R. (1994). Introducción a los métodos cualitativos de investigación. La búsqueda de significados, ‘Capítulo 4. La entrevista en profundidad’ (pp. 100-132). Buenos Aires: Editorial Paidós Básica, 2ª reimpresión.

Registration

uSis

Registration Studeren à la carte and Contractonderwijs

Registrations À la carte or Contractonderwijs are not available.

Contact

Contact information
Mr. Dr. P.A. Isla Monsalve
phone: +31 (0)71 5272061

Remarks

Class attendance is compulsory. The student is allowed to miss a maximum of two sessions. In the case of more absences, the lecturer may decide to impose supplementary assignments on the student.