• situate specific qualitative methodologies in relation to the theoretical tradition
• formulate and operationalise a research problem that is suitable for treatment by means of basic qualitative methods, and account for the relationship between theory and methods in the process
• use basic qualitative methods such as ethnographic analysis, text analysis and interviews to research problems within organizational sociology and business administration
• critically assess strengths and weaknesses of the applied methods in relation to concrete research problems
• use different qualitative methods and analytical strategies within organizational sociology and business administration
• reflect upon approaches, methods and research design used in the empirical work for the assignments
• Demonstrate the ability to convey rigorous, analytic arguments in writing, in one's own voice and in accordance with the conventions of academic writing in the social sciences

Qualitative methods are not only important in order to prepare you to write your bachelor project and eventually your master thesis. Qualitative methods are essential for understanding what knowledge is, how it comes about, and how it is used and misused by powerful institutions. Organizations rely on qualitatively produced knowledge to understand customers' needs, to develop future scenarios, and to understand and shape the environments in which they act. This course will teach you not only how to become a good researcher, but also how to work ethically with human perceptions of the world.

Generally speaking, when you want to know something about human beings, the university sorts researchers into two big piles – those who count and do math (quantitative researchers), and those who talk and care about meaning (qualitative researchers). This split, however, is a harmful fiction. There aren’t any “counting” methods that don’t make some sort of assessment of significance; and there are no meaning methods that don’t enumerate as part of their argument for validity. More to the point, there are no good questions you can ask about humans that wouldn’t require both counting and assertions of meaning.

So, if the quantitative/qualitative split is more a bureaucratic convenience than any sort of real comment on the operation of the human science, what are we left with? The very short answer is “specific objects of analysis.” That is to say, specific things that researchers assume exist out in the world and then allow them to do research. Sociologists tend to assume that there is some sort of thing like society out there in the world that they can know about. Similarly, anthropologists tend to act like there is something out there in the world like culture that they can know about. Each discipline has a sort of presupposition about the world, and then has developed methods that allow them to know about it.

This course will take culture and society as it’s starting points and introduce you to methods (interviewing methods, observational methods, library research) that allow you to answer questions about human culture and human society. In addition to these methods, this course will teach you about designing research, analyzing data, and reporting on what you have learned.

Each class session will be divided in half and will start with a workshop on the previous week’s topic, and then a lecture on a new topic. Groups will be given a specific site in or around Copenhagen, which will function as their empirical site and, together with the worksheets, the basis for the examination.

• Teacher’s own research
• Methodology

• Development of research questions
• Data collection
• Analysis
• Discussion, critical reflection, modelling
• Peer review including Peer-to-peer
• Students conduct independent research-like activities under supervision