FLKM4410 Research Methodology Course description

The work and teaching methods used in the course are characterised by lectures and workshop / seminar style dialogue and discussions, to which the students bring their own particular interests and experiences, and diverse academic backgrounds. See the general programme description for further details.

No prerequisite knowledge required.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

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Knowledge

The student

• has insight into important topics in research methodology and theory of knowledge
• has insight into the relevance of research methodology and theory of knowledge for development studies and international education studies
• has knowledge of ethical challenges and dilemmas in research on education and development

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Skills

The student

• is capable of formulating questions of relevance to methodology and theory of knowledge to development studies and international education studies
• is capable of applying relevant methodological approaches
• is capable of conducting a critical analysis of selected methodological questions of relevance to development and international education studies
• is capable of formulating and discussing theory of knowlegde problems in the field
• is capable of critically assessing ethical issues in their own and others’ research practice

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General competence

The student

• has sufficient knowledge to assess the relevance of theories and methods in the research field international education and development
• is capable of disseminating his/her own and other people's knowledge in an academically sound manner

Examination support material is permitted.

The following required coursework must be approved before the student can take the exam:;

• An individual project description for the master’s thesis of 3,500 to 4,500 words.
• An individual;written report of 900 to 1,300 words based on an interview, observation etc. (to be agreed with the course coordinator).

The assessment consists of an individual six-hour written examination with invigilation.

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Resit/rescheduled exam

The resit/rescheduled exam is organised in the same way as the ordinary exam.

Education and development in the Global South

The focus in this topic is development and education in the South. It covers important issues such as different and often competing education paradigms (e.g. ‘Western’ versus Indigenous education approaches and epistemologies), the relationship between tradition and modernity in the education system, development of national curricula, and the modes of pedagogical practice. A central focus is on the exploration of efforts within the Global South to apply education to development.

Education as and for sustainable development

Building on the first topic, the focus here is on pressing global phenomenon of advancing models of sustainable development, and how these relate to education and development initiatives within the Global South. A prominent concept is cultural understanding and the relationship between cultures, ecologies, development and education, and the instersections with particular ideologies, class, gender and ethnic identities, and school-community relationships. This topic includes consideration of advances within the countries of the Global South to re-define development in ecologically sustainable terms, and incorporate these cultural projects into education systems.

Educational aid, management and planning

The topic focuses on issues relating to international education as they are experienced and understood at an implementation level - locally, nationally and regionally, at school and in the local community, and on changes in the role of teacher and education.

The topic deals with educational aid, and the critical consideration of important lending and donor institutions (e.g. the World Bank and the International Monetary Fund), and the use of educational research by Aid agencies.

Students’ own professional experience will also be discussed in this context. The inclusion of fictional literature from the South will help to elucidate the relationship between national culture and identity in a post-colonial context.

Letter grades ranging from A to F are used, with A being the highest grade and E the poorest pass grade, and F being a fail grade.

The exam will be assessed by one internal and one external examiner.