Overview:
1. seminar plans
2. practical aids
3. internet resources
3.1 Introductions
3.2 Survey methods
3.3 Evaluation methods
4. notes on the BA and MA thesis
1. seminars
2. practical help
3. internet resources
3.1 Introductions
- Schmitt, Rudolf; Gahleitner, Silke Birgitta and Gerlich, Katharina: Wissen schaffen und abschaffen: eine Einführung. In: Silke Birgitta Gahleitner, Rudolf Schmitt and Katharina Gerlich (eds.): Qualitative and quantitative research methods for beginners in the fields of counseling, psychotherapy and supervision (pp. 11-19). Coburg: ZKS, zks-verlag.de/qualitative-und-quantitative-forschungsmethoden/ - right page: Download/Preview).
- Mruck, Katja in collaboration with Günter Mey (2000). Qualitative social research in Germany [49 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(1), Art. 4,
http://nbn-resolving.de/urn:nbn:de:0114-fqs000148 - Völter, Bettina (2008). Understanding social work. On the benefits of qualitative methods for professional practice, reflection and research [58 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 9(1), Art. 56, http://nbn-resolving.de/urn:nbn:de:0114-fqs0801563
- Mey, Günter (2003). Approaches to the child's perspective: Methods of childhood research. Research reports from the Department of Psychology in the Institute of Social Sciences at the Technical University of Berlin, 1-2003. https://www.ssoar.info/ssoar/handle/document/447
3.2 Data collection methods (interviews)
- Mey, Günter; Mruck, Katja (2007). Qualitative interviews. In: Naderer, Gabriele; Balzer, Eva. Qualitative market research in theory and practice. Basics, methods and applications. Gabler. S. 249-278. http ://nbn-resolving.de/urn:nbn:de:0168-ssoar-2994
- Witzel, Andreas (2000). The problem-centered interview [25 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(1), Art. 22, http://nbn-resolving.de/urn:nbn:de:0114-fqs0001228.
- Schütze, Fritz (1984). Cognitive figures of autobiographical impromptu narration, in: Kohli, Martin / Robert, Günther (eds.): Biography and social reality. Stuttgart: Metzler. S. 78-117. http ://nbn-resolving.de/urn:nbn:de:0168-ssoar-53097
- Mey, Günter (2000): Narratives in qualitative interviews: Concepts, problems, social constructions. In: Sozialer Sinn 1(2000), 1, pp. 135-151. Download: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-4471 (Note: Mey compares problem-centered interview (Witzel) / narrative interview (Schütze)).
3.3 Evaluation procedure
- Jaeggi, Eva; Faas, Angelika; Mruck, Katja (1998). There are no bans on thinking! Proposal for the interpretative evaluation of communicatively obtained data. Research report from the Department of Psychology at the Institute of Social Sciences. http://hdl.handle.net/20.500.11780/153 (Note: The procedure is also referred to as "circular deconstruction").
- Script: Slides and comments on "circular deconstruction" according to Jaeggi et al.
- Truschkat, Inga; Kaiser, Manuela & Reinartz, Vera (2005). Research according to a recipe? Suggestions for the practical use of grounded theory in qualification theses [48 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Art. 22, http://nbn-resolving.de/urn:nbn:de:0114-fqs0502221.
- Mayring, Philipp (2000). Qualitative Content Analysis [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2), Art. 20, http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204
- Schmitt, Rudolf (2007). Attempt not to generalize the results of metaphor analyses inadmissibly. Journal of Qualitative Research, 8(1), pp. 137-156. Download: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-277869
4 Notes on Bachelor's and Master's theses
I am open to qualitative research Bachelor's and Master's theses from all thematic areas of the faculty. I will agree to supervise a thesis if a reliable synopsis of the thesis is submitted. I offer all interested parties a clarification phase before my final acceptance for supervision, in which literature procurement, access to the field and the specification of the research question are discussed. The synopsis should include
- Research question: What is the research question of the study? (Brief derivation: Why do you want to research the topic?)
- State of research: Which studies on your research question already exist, how is the research question dealt with there?
- Theoretical background: Which theories do you want to use to explain the topics you are dealing with? A thesis is an opportunity to work on one of the major theories (Luhmann, Bourdieu, cognitive behavioral therapy, cognitive linguistics, psychoanalysis, etc.).
- Field approach: How is the field approach planned and prepared? Brief outline of the considerations and the actual preparatory work - the field access must be bindingly clarified so that I can accept!
- Survey and evaluation methods: Which data collection and evaluation methods do you intend to use? (Name the methods and briefly explain why. Of course, this may change as you work deeper into the topic).
- Preliminary bibliography
You can use these six key points to structure your draft. This text is the basis that you can use / revise in parts in your final thesis, because it already outlines the shape of the same.
Obligation to participate in the colloquium
In order to be supervised by me for your Bachelor's or Master's thesis, you must be willing to participate in a colloquium for final theses (one evening every two to three weeks, contribute your own texts and questions, work on texts and questions from others). I do not supervise in one-to-one meetings, but see research in the context of the thesis as joint work in a group of other researchers. This requires that you not only contribute your own questions and texts, but also offer reading time and comments for others so that the give and take in the colloquium remains balanced. The colloquium alternates between an offline event or synchronous chat and a forum on OPAL.
Note for students of communication psychology
I have had very good supervisory experience with the focus on systematic metaphor analysis. Because the seminar on this was my only course in communication psychology, I limit my offer for students of communication psychology to this theory or research method. You are free to choose the empirical objects to which you apply the theory and method.
Questions are best sent by e-mail: r.schmitt(at)hszg.de