“If you could learn only one thing in graduate school, it should be how to do scholarly research” (Gary King, Harvard University, “Strategies for Political Inquiry”)

POGO 9096 is an introduction to empirical research in public policy, political science, and international relations, which is designed for PhD students who are beginning their dissertation projects. The aim of the course it to help students find their own research questions; develop expected answers with theoretical frameworks; formulate, re?ne, and operationalise concepts; identify strategies to make inference; gather quantitative and qualitative data; and finally analyse data. It emphasises the importance of designing “good” research by developing fine research questions and gathering high quality data for answering them.

The first part of this course focuses on the issues, problems, and strategies related to “small-n” qualitative research, while the second part focuses more on “large-n” quantitative research designs and introduction to statistical analysis.

Notes: This course is offered as part of the Postgraduate Training in Politics and Policy (PTPP) Program jointly organised by the Crawford School of Public Policy (CAP) and the School of Politics and International Relations (CASS). It mainly covers principles of research design in the social sciences. After taking this course, students are strongly advised to take Research Methods (POLS8004) offered in CASS to learn specific quantitative and qualitative methods.

Required Resources

A Tale of Two Cultures. Qualitative and Quantitative Research in the Social Sciences.
Author: Goertz Gary and James Mahoney
Publisher: Princeton University Press
Edition: 2012
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This book describes and contrasts the differences between qualitative and quantitative research for causal inference.

Designing Social Inquiry: Scientific Inference in Qualitative Researc
Author: Gary King, Robert Keohane and Sydney Verba
Publisher: Princeton University Press
Edition: 1994
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A seminal book, which applied a quantitative framework to assess qualitative research and provide recommendations for improving qualitative research. This book led to a resurgence in thinking about qualitative research for causal inference.

Rethinking Social Inquiry: Diverse Tools, Shared Standards
Author: Henry E Brady and David Collier
Publisher: Rowman and Littlefield
Edition: 2nd Edition, 2010
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This book is an edited collection of thinking, highlighting various perspectives about how the debate had moved since King, Keohane and Verba's book.

Social Science Methodology. A Unified Framework
Author: John Gerring
Publisher: Cambridge University Press
Edition: 2nd Edition, 2012
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This book provides interesting a comprehensive compendium, and offers an interesting contrast when read alongside Goertz and Mahoney.

The Fundamentals of Political Science Research
Author: Kellstedt, Paul M, and Guy D. Whitten
Publisher: Cambridge University Press
Edition: 2nd Edition
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This book is a rare book in that it introduces both research designs in political science and introduction to statistical methods. Please note that the second edition is a major update from the first edition. Please purchase the second edition.

The Craft of Political Research
Author: Shively, W. Phillips
Publisher: Person Education
Edition: 9th Edition
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This small book is a good introduction to empirical/positive research design in political science.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Module 1 Session 1 (28 Feb) Part 1: Overview of the Course; Getting to Know Each Other, Clarifying Expectations Part 2: Introduction to the Discipline; The Idea of Social Science, Philosophy of Science (Basics) Lecture 1, 9-11am, Dressel Student Panel, 11:30-12.30
2	Module 1 Session 2 (March 7) Philosophy of Science: Positivism Lecture 2, 9-11am, Dressel Academic Skills session: Supervision, student panels, admin, ethics Academic Skills Session 1, 11:15-12pm, Poore
3	Module 1 Session 3 (March 14) Philosophy of Science: Interpretivism Lecture 3, 9-11am, Dressel Guest Lecture, 11.15-12:30pm, TBC
4	Module 1 Session 4 (March 21) Basics of Methodology I: Motivating Research & Asking Questions; Debates about Styles and Goals of Research Lecture 4, 9-10.30am, Dressel Reading Group/ Academic Skills II TBC, 11:00-12:00pm	**Short Note 1: due March 25**
5	Module 1 Session 5 (March 28) Basics of Methodology II: Principles of Causal Thinking, Theory and Hypothesis Lecture 5, 9-11.00am, Dressel Guest Lecture Guest Lecture, 11:15-12:30pm, TBC
6	Module 1 Session 6 (April 4) Elements of Empirical Enquiry: Concept Formation and Measurement Lecture 6, 9-11.00am, Dressel Group Discussion, Concepts and Measurements TBC, 11:15-12:30pm	**Short Note 2 due April 8**
7	Module 1 Session 7 (April 25) Research Design Issues I: Causality and Causal Inference; Experimental Design Lecture 7, 9-11.30am, Dressel
8	Module 1 Session 8 (May 2) Research Design Issues II: The Comparative Method Lecture 8, 9-11.15am, Dressel Guest Lecture Comparative research design, TBC Guest Lecture, 11:30-12.30pm
9	Module 1 Session 9 (May 9) Research Design Issues III: Case Studies: Case Selection, Process Tracing, Within Case Analysis Lecture 9, 9-11am, Dressel Guest Lecture: Process tracing / within-case analysis TBC, 12-12.30pm
10	Module 1 Session 10 (May 16) Research Design Issues IV: Data Collection Observational/Non-Observational design Lecture 10, 9-10.30am, Dressel Student Reflection: In the field: Data collection issues in qualitative research, TBC TBC , 12.30-13.30pm
11	Module 1 Session 11 (May 23) Research Design Issues V: Data Collection - Quantitative Lecture 11, 9-11am, Dressel Guest Lecture: Surveys: How to do it; what to consider? (Jill Sheppard) TBC, 11:30-12:30pm
12	Module 1 Session 12 (May 30) The Practice of Social Science research / Towards a Unified Approach? / Mixed methods Lecture 12, 9-11am, Dressel
13	Module 1 Session 13 (May 31) Final Group session 9:00-11:00 Student 10min presentations on research prospectus followed by lunch	**Research Design Paper due June 6**
14	Module 2 Monday July 1 Lecture 1 9 am - 12 pm, Losoncz Empirical Research Design and Statistical Methods This session provides a foundational overview of empirical research designs, such as, what is an empirical research question, and definitions and conditions of causality. This session also gives an overview of a range of statistical methods (correlation and regression analysis; ANOVA, ANCOVA, MANCOVA; logistic regression; principle component and factor analysis; cluster analysis; SEM; and survival and time-series analysis) and we discuss which are best to answer different types of research questions. Student Discussion/Lab Session 1 1 -3 pm, Losoncz Group Work: Empirical Research Design and Statistical Methods In this session you explore and discuss how an empirical research design can be applied to test your proposition, and what statistical methods would best answer your research question.
15	Module 2 Wednesday 3 July Lecture 2 9 am - 12 pm, Losoncz Empirical Research and Data This session explores in detail and problematizes datasets. We discuss how to define variables into measurable factors and options to acquire them. We discuss the pros and cons of using existing datasets versus collecting your data. Student Discussion/Lab Session 2 1 - 3 pm, Losoncz Group Work: What data to use and how to obtain it In this session you are asked to discuss what data you would need for your empirical research design and statistical mehod (identified in the last session) and how you would obtain it.
16	Module 2 Friday 5 July Lecture 3 9 am - 12 pm, Losoncz Descriptive Statistics This session covers the topics of: · Univariate statistics (means, standard deviation, range); · Frequency distribution (histogram and density curve); · Cross-tabulation; and · Bivariate regression models. Student Discussion/Lab Session 3 1 - 3 pm, Losoncz Group Work: Descriptive Statistics In this session you are asked to produce a small descriptive report using SPSS. You can use your own data or a dataset provided by your instructor.
17	Module 2 Monday 8 July Lecture 4 9 am - 12 pm, Losoncz Multiple Regression and Inferential Statistics This session extends the simple bivariate regression model (covered in the last session) to predict values of an outcome variable based on the value of two or more predictor variables. This session also discusses statistical inference, including Central Limit Theorem, and examples of hypothesis testing. Student Discussion/Lab Session 4 1 - 3 pm, Losoncz Group Work: Inferential Statistics In this session you are asked to produce a piece of inferential analysis of your choice, using SPSS. You can use your own data or a dataset provided by your instructor.
18	Module 2 Wednesday 10 July Lecture 5 9 am - 12 pm, Losoncz Mixed Methods Research Design: Definition and Types of Design This session discusses mixed methods research (MMR) including its philosophical underpinnings and different types of MMR designs. Student Discussion/Lab Session 5 1 - 3 pm, Losoncz Group Work: Is MMR design for me? In this session you have the opportunity to discuss if MMR is the best approach to best answer your research questions.
19	Module 2 Friday 12 July Lecture 6 9 am - 12 pm, Losoncz Mixed Methods Research: Analysing, Interpreting and Writing-up This second session looks at more examples of MMR analysis, integration of results and various ways of writing-up and presenting findings. Student Discussion/Lab Session 6 1 - 3 pm, Losoncz Group Work: Interpreting and Writing-up your research In this session you have an opportunity to engage in discussion with several researchers on the challenges of presenting research across fields and reaching different audiences.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Lecture and Tutorial Participation (Module 1)	15 %	28/02/2019	06/06/2019	1,2,3,4,5
Short Note 1 (Module 1)	20 %	25/03/2019	01/04/2019	1
Short Note 2 (Module 1)	20 %	08/04/2019	15/04/2019	1,2,3,4
Final Research Paper (Module 1)	45 %	06/06/2019	13/06/2019	1,2,3,4,5
Lecture and Tutorial Participation (Module 2)	20 %	01/07/2019	12/07/2019	1,2,3,4,5
Short Note 1 (Module 2)	20 %	05/07/2019	08/07/2019	1,2,3,4
Short Analysis 1 (Module 2)	20 %	08/07/2019	10/07/2019	2,3
Short Analysis 2 (Module 2)	20 %	10/07/2019	12/07/2019	2,3
Short Note 2 (Module 2)	20 %	15/07/2019	17/07/2019	2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Lecture and Tutorial Participation (Module 1)

Attendance and participation in class and tutorial are mandatory for this course. Learning is an active exercise so you must come prepared to discuss the course material each week. To aid in your preparation, some of the important themes and questions for each week are identified on the syllabus. You would be well served to think about those issues and others before you enter class each week. You should come prepared to answer the following questions for each of the assigned readings.

1. What are the major themes?
2. What questions of clarification do you have?
3. What criticisms do you have of the arguments laid bare in the readings?  
4. What does the reading contribute to your understanding of research design?

Assessment Task 2

Short Note 1 (Module 1)

Students are required to hand in four short assignments aimed at helping them understand key elements of the research process. Each assignment requires 1-3 pages of thoughtful writing on a specific class topic.

Topics for the assignments #1  are:

1. development of a research question
2. 
   

If done properly, these assignments will be the foundation for your research design.

Assessment Task 3

Short Note 2 (Module 1)

Students are required to hand in four short assignments aimed at helping them understand key elements of the research process. Each assignment requires 1-3 pages of thoughtful writing on a specific class topic.

Topics for the assignments # 2 are:

1. development of a research hypothesis
2. a discussion of how to test (or explore) research hypotheses, and
3. selection of a research technique.

If done properly, these assignments will be the foundation for your research design.

Assessment Task 4

Final Research Paper (Module 1)

Each student is required to write a 15 page (6000 words max) research design. In this paper, you will state a research question and elaborate a plan for gathering the data necessary for developing an answer to that question. Your paper needs to address the following subjects, each of which will be discussed throughout the semester.

What is the state of scholarly knowledge on the subject?

What is your question, how does relate to previous research, and why is it interesting?

What potential answers – or, hypotheses – do you have to the question?

What concepts do you need to identify in order to investigate those possibilities?

How would you go about measuring those concepts and gathering data?

How would you deal with threats to validity and reliability?

What challenges do you foresee in gathering the data and how will you account for them?

What challenges do you foresee in analyzing the data and how will you account for those?

Assessment Task 5

Lecture and Tutorial Participation (Module 2)

Attendance and participation in class and tutorial are mandatory for this course.

Assessment Task 6

Short Note 1 (Module 2)

Write a short note (double space, 12 font size, three pages) discussing alternatives of defining your variables into measurable factors and options of acquiring them.

Feedback will be provided in written form within 48 hours.

Assessment Task 7

Short Analysis 1 (Module 2)

Produce a sample of descriptive analysis (tables and graphs) using SPSS, followed by a brief discussion of your results. Present your work in a Word document of two to three pages.

Feedback will be provided in written form within 48 hours.

Assessment Task 8

Short Analysis 2 (Module 2)

Produce a piece of inferential analysis (tables) of your choice, using SPSS, followed by a brief discussion of your results. Present your work in a Word document of two to three pages.

Feedback will be provided in written form within 48 hours.

Assessment Task 9

Short Note 2 (Module 2)

Write a short note (double space, 12 font size, three pages) discussing the pros and cons (including resources, scheduling and integration of results) of using a mixed methods research design to answer your research question(s).

Feedback will be provided in written form within 48 hours.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students