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
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
Studying (compulsory) literature: 80 hours
Completing assignments: 80 hours
Writing a paper (including reading/research): 92 hours
Assessment method
Assessment
The assessment consists of three parts:
A. Executive summary: a first version of a research proposal (1-2 pages). The aspects which are evaluated are:
coherence and clarity in writing
quality of the argumentation
use of academic language
summarize skills
relevance of the chosen subject
suitability of the key concepts
structure and lay-out of the text
B. Draft of a research project (4-5 pages)
The aspects which are evaluated are:
coherence and clarity in writing
quality of the argumentation
use of academic language
summarize skills
logical relationship between the different components of the project
quality of the collected bibliographical resources
correct use of the APA system
C. A final research project (10-12 pages)
The aspects which are evaluated are:
coherence and clarity in writing
quality of the argumentation
use of academic language
summarize skills
logical relationship between the different components of the project
quality of the collected bibliographical resources
correct use of the APA system
accuracy and feasibility of the chosen methodology
adequacy of the resource map
The lecturers of Modern History will participate in three moments to give individual 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.
Weighing
A. Executive summary: 10% of the final mark.
B. Draft of a research project: 30% of the final mark.
C. Final research project: 60% of the final mark.
Resit
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 will be used for:
providing study materials
methodological indications and instructions
specific information about each college
the format of the written reports and the research proposa
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.
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Registration
Enrolment through uSis is mandatory.
General information about uSis is available in English and Dutch
Registration Studeren à la carte and Contractonderwijs
Not applicable
Contact
For questions about the content of the course, you can contact the teacher:
Mr. Dr. P.A. Isla Monsalve
Coordinator of Studies: M.A.G. van Leeuwen MA
Administrations Office: van Wijkplaats
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.