Extent: 5 ECTS (135h)
Timing: 1st semester
Starting level and linkage with other courses
This course is compulsory for students of Communication Management. It builds on the Conducting Qualitative Research (MGT2LG101) course and takes students deeper into their own thesis work.
Upon completion of the course, the student is able to
- recognize different traditions of communication research
- understand research avenues available to her/him for conducting practice-oriented communication research
- understand how theory advises the choice of methodology
- apply a theory in her/his thesis
- understand the academic writing conventions
- produce writing/text pertinent to the master’s level
- take on communication (research) projects.
Topics to be covered in the course include:
- Communication research: origins, theories and applications.
- Current research in communication and multi-disciplinary fields related to it.
- Qualitative methodology and empirical analysis applied to the field of communication research.
- Academic writing conventions for Master’s thesis and academic research processes.
- In-depth study cases analysis in the field of communication research.
Cooperation with the business community
The majority of students are working full time and their organizations are a natural part of the course.
All study materials and approaches are applicable in international contexts. Students themselves form multi-cultural teams.
Teaching and learning methods
Contact sessions 30 h
Independent study and teamwork 104 h
Self-assessment of learning 1 h
Recognition of prior learning (RPL)
Recognition of prior learning (RPL) is observed on the course according to separate instructions.
Gwenaëlle Bauvois, Pasila
Anders Hansen and David Machin, Media and Communication Research Methods: An Introduction by, Palgrave Macmillan, 2012.
Klaus Bruhn Jensen, A Handbook of Media and Communication Research: Qualitative and Quantitative Methodologies, Routledge, 2002.
The course is evaluated on scale 1 to 5. The assessment criteria is presented on scale 1 to 3.
||The student uses and combines different communications theories to present own models. Student is aware of other views of the knowledge. Her/his use of theory and specific terminology is very accurate. S/he combines communications theory and methodology in a manner that tells of deep understanding of the two.
||The student can apply theories and/or methods to new contexts. The student can link the key theoretical concepts to the practical task to present the big picture.
||The student can identify, list and combine the practice-oriented theories and methods available for communications research.
||With great difficulty and under strict supervision, the student can combine some theoretical aspects with her/his methodology of choice. Text produced is on a basic level, but requires guidance with conventions still.
||The student can produce academic English and discuss the theoretical and methodological choices. The student also understands the conventions and applies them in her/his thesis/project work.
||The student produces eloquent academic English and demonstrates deep understanding of the topic at hand. Discussion of theory and methodology is on an advanced level. Student works independently and uses conventions in a manner that shows mastery.
||With great difficulty and under strict supervision, the student works on her/his thesis/project work. Problem identification, analysis and solving is on a basic level. Can work on communication projects.
||The student can work on her/his thesis and take on project work. S/he can apply problem identification, analysis and solving to communication projects. S/he can conduct qualitative research in communication.
||The student can work very professionally with her/his thesis and the company involved. S/he can fully apply problem identification, analysis and solving to communication projects. S/he can conduct qualitative research in communication at a highly professional level.
Assessment components and their respective weights
TBC (depending on implementation of the course)
The assessment of one's own learning does not influence the course grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed on an electronic form.