• Comprehend, identify and evaluate the basic concepts, terms, and positions around issues of ontology and epistemology.
• Assess the strengths and limitations of different qualitative methods when applied to a given research problem.
• Apply qualitative methods to a research problem and account for the relationship between theory, method, data collection, and analysis by producing a research design that is able to link a research question to qualitative methods and empirical data.
• Demonstrate applied skills and apply methodologically informed analyses to a research question in the field of international business and politics.
• Critically reflect on how to analyze and report qualitative research and assess its validity and reliability.

The objective of this course is to provide students with an understanding of how to formulate, conduct, analyze and report qualitative research in the social sciences. The course further discusses how to assess the quality of research and how to approach ethical questions concerning qualitative research.

There are three main components to the course:

1. Philoshophy of science section introduces the students to the most essential key concepts and positions in philosophy of science and strengthens their epistemological and ontological awareness.

2. Research design section helps the students understand the link between research questions, theoretical direction and empirical material, by focusing on cross-sectional, temporal, single and multiple case study designs.

3. Data collection and analysis section develops key skills in the collection and analysis of qualitative data by covering diverse techniques, such as qualitative interviewing, focus groups, text/document analysis and observation.

The course uses blended learning in order to maximize opportunities for both flexible learning and classroom interaction. Whereas the online elements of the course are directed towards content, much of the interactive elements incorporate the direct classroom application of skills, especially with regard to qualitative data collection and analysis. In line with the Nordic Nine principles, the course seeks to substantially develop learners' curiosity and analytic skills when working with different forms of qualitative data.

Nordic Nine 2: "You are analytical with data and curious about ambiguity". Given the requirements from the Ministry on basic philosophy of science content there will also need to an objective that student comprehend the basic concepts, terms, and positions around issues of ontology and epistemology. Given the emphasis on research design the students would be required to produce a research design that is able to link a research question to qualitative methods and empirical data.

In relation to Nordic Nine

Research design and qualitative methods seeks to develop CBS students’ transformative capabilities by addressing in particular the following Nordic Nine principles:

Learners are encouraged to consider on societal challenges in a broad and expansive context by creating and co-creating deep knowledge about micro-level issues that are relevant to modern, international business practices (NN1). During this process, they develop skills in collecting and analyzing primary data by reflecting upon quality, credibility, authenticity of different types of data and data sources. They are encouraged to be curious about working independently and embracing the complexity and ambiguity of real world challenges and data (NN2).

Critical reflection is a key component of the course, as the learners make sense of the ethical dilemmas encountered in various research settings and develop the necessary leadership values to navigate and overcome them. They practice leadership skills as a part of their group work and collaboratively reflect on issues that are relevant for future business leaders, including their own epistemological and ontological positions and assumptions that guide their decisions (NN5, NN6).

In RD&QM, participants engage in continuous learning by reassessing their own set of operational assumptions and reflecting on how they matter in practice. By teaching each other about their specific projects, learners help each other to grow by gaining a deeper level of reflexivity. Collectively, they collaborate on relearning as a stepping-stone to broader knowledge creation (NN8).

There is one main text book that will be used during the course:

• Tom Clark, Liam Foster, Luke Sloan, and Alan Bryman (2021), Bryman's Social Research Methods, Oxford University Press

The textbook is supplemented by other mandatory and further reading material. A comprehensive reading list can be found in the course plan that will be published on CANVAS at the start of the semester.