In this course, students will develop an advanced understanding of the principles and methods of qualitative research on government, politics, and society. These skills will enable students to critically evaluate the value of arguments made in published academic, policy, and journalistic research. Students will also be able to use these skills to conduct original qualitative research of their own. The course will concentrate on how qualitative data is collected and how it is analyzed. Qualitative data can be collected in a number of ways, each of which requires consideration of important theoretical and practical issues. Data sources for qualitative research include archives and other written sources, interviews, and ethnographic fieldwork. Students will learn the pros and cons of each method and the different ontologies and epistemologies underpinning them, read exemplary works, and apply the methods in assignments. The analysis of qualitative data also poses special challenges. Students will gain exposure to various methods of data analysis including historical process tracing, discourse and narrative analysis, and content analysis.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Critically evaluate various methods of qualitative data collection in the political and social sciences;
2. Critically assess the strengths and weaknesses of various methods of analyzing qualitative social science data;
3. Implement a wide range of methods of qualitative data collection and analysis;
4. Apply the principals of good research design, especially as regards qualitative data collection and analysis, in developing their own research.
5. Utilize qualitative data to communicate knowledgeably on range of topics within the area of government, politics, and society.

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.

Other Information

Graduate students attend joint classes with undergraduates but are assessed separately.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Ontology and EpistemologyThere are two parts in this seminar. First, we will discuss the basics of course administration, its main themes, and assessment requirements, so that everyone is clear on what the course expects and how it will unfold over the coming weeks. It is vital for students to attend this seminar and ask any questions they may have. The second part of the seminar explores the meaning of ontology and epistemology not only in abstract terms but also discusses why and how ontology, epistemology, and methodology are linked in the process of designing our research. By the end of this session, students should be able to recognise these connections in their own emerging research projects.	For this session, no notes are due. However, please read the assigned texts prior to this session.
2	Research Design and FieldworkIn this seminar, we will discuss how to design and conduct a research project from positivist and interpretivist points of view. The questions that will be analysed include: what is the purpose of research design? What are the differences between fixed and flexible research design and when to use them? The objective of this session is to develop the skills required to design a feasible and sound research, and identify the dominant concerns and considerations related to it. We will also examine fieldwork in political science and the relations between research design and field research design.	Details of midterm assignment will be announced in this seminar
3	Interview: what is ‘Truth’, what is ‘Fiction’?This seminar aims to familiarise students with how to plan and conduct interview effectively. It starts with the different strategies to identify and recruit research participants and how to build rapport with them. We will learn how to design semi-structured interview questions and draw from real interview transcripts to identify some common mistakes and best practices in interview. The difference between elite and grassroots interviews will also be hashed out, including how power dynamics, access, and positionality shift depending on who sits across from us. Students will leave with a practical toolkit for navigating the unpredictability of real interview encounter.
4	Archival SourcesThis session introduces students to archives and archival research as a core method in qualitative research design. We begin by considering what role the archive plays in the research process itself: how it can help identify interview partners, structure inquiry, and develop background narratives. We then turn to the more conceptual question of what an archive actually is. Here we work through the tension between positivist and interpretivist understandings: is the archive a neutral, disengaged repository of ‘the truth’, or is it itself a site of power, selection, and interpretation? We also consider the role of the researcher in this process, and how perception, incomplete evidence, and silences in the record complicate the construction of historical narratives.
5	Case Study Selection and ComparisonThis seminar discusses three interlinked questions: how do we define our cases and decide what to compare? What are the implications of our choices? And how do we mitigate the risks associated with those choices? We first consider what counts as a ‘case’, the different types of cases researchers might choose (individuals, organisations, events, cross-national comparisons), and how that choice shapes the kind of knowledge produced. This includes trade-offs between generating and testing hypotheses, internal versus external validity, and between depth and breadth of insight. We also examine selection bias, and how the cases we choose can distort our conclusions.
6	Ethnography: PracticeThis session introduces ethnographic observation as both a method and a sensibility, asking what ethnographic data actually is, what culture consists of, and how much of it is explicit versus tacit. We consider what ethnography specifically contributes to political science, including its capacity to correct researcher bias, access internal group dynamics unavailable through other methods, and reveal actors’ true preferences when they have reasons to obscure them publicly. We also examine what ethnographic practice demands in terms of skill: sustained immersion, memory, tolerance for discomfort, and the different degrees of participation a researcher might adopt.	DUE this week: Friday, 4 September, 11:55 PMInterview analysis essay
7	Implementing Research DesignThis seminar is a continuation of the earlier Research Design module, but here we will have a ‘meet the author’ session to get a closer look at how the sausage is made. Students will read a piece by the visiting author and use the session to draw out the practical, often messy lessons behind it — how a research design is conceived, how it inevitably shifts under the pressures of implementation, and what gets negotiated, abandoned, or improvised along the way. The aim is to give students a more honest and useful picture of what research actually involves, beyond the tidy narrative that ends up in publication.	This seminar will take place on Wednesday, 23 September
8	Causality in Qualitative ResearchIn this seminar, we focus on process tracing as one of the most widely used methods for establishing causality in qualitative research. Process tracing is a technique for working out the sequence of causal steps or mechanisms that connect a cause (independent variable) to an outcome (dependent variable). We will compare and contrast three approaches in process tracing: positivist, interpretivist, and analyticist. The latter has emerged as an alternative that balances in-depth description of a particular historical setting with a more generalisable analytical framework. Through a practical exercise, students will read articles that use process tracing and identify the causal variables, the outcomes, and how empirical data is used to substantiate the causal claims.
9	Discourse AnalysisThis session introduces discourse analysis as an alternative to content analysis for studying political texts. Discourse analysis rests on the assumption that language does not just describe reality, but actually helps create it. Whereas other qualitative methods aim to understand or explain social reality, discourse analysis problematises how that reality gets constructed in the first place. We will unpack the contrast between content analysis and discourse analysis in terms of epistemological assumptions (positivist vs social constructionist), what they conceive as ‘text’, and how they view the relations between text and context. We then apply these concepts to a case study on framing China’s presence in the Pacific Islands, examining how the selective framing of China in media commentary and official discourse shapes the prevailing policy responses.	5 October is public holiday, there will be a makeup class the following week
10	Content AnalysisThis seminar focuses on content analysis as a method for transforming text into analysable data, beginning with the practice of interview coding: what codes are, how they are shaped by disciplinary background, theoretical framework, and research interest, and how initial in vivo coding moves iteratively from specific words and phrases toward more abstract categories, themes, and theories. We then turn to analytical memos as a distinct tool from ethnographic field notes, examining how memos capture the researcher's own reflective reasoning about emerging codes and categories. We will also briefly examine computer-assisted content analysis in qualitative research.
11	Mixed Method DesignIn this seminar, we turn to mixed methods research, an approach that combines qualitative and quantitative techniques to achieve greater breadth and depth of understanding than either approach can offer alone. We will examine the different purposes of adopting mixed methods, including for triangulation, complementarity, and reinforcement; and the design decisions that shape a study, such as the sequencing of data collection, the priority given to each method, and the point at which the two streams are integrated. We will examine how mixed method research has been applied in various studies from civil war and political violence to bureaucratic politics and governance effectiveness.
12	Ethics in Qualitative ResearchThis session examines ethics and research integrity as an ongoing process, not a one-off administrative procedure. We consider what it means for research to ‘do no harm’ while also having the potential to do good and empower participants, and we work through the practical building blocks of ethical fieldwork: reciprocity with those who give their time, confidentiality and its limits, informed consent, and the risks that participants and researchers themselves may face. We also confront harder questions that formal ethics applications don’t fully resolve: whether truth-telling can or should be absolute in the field, how a researcher's identity (gender, race, class, nationality) shapes access and risk, and the tension between absolutist and relativist models of ethics.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Seminar Participation	10 %	*	17/08/2026	1,2,5
Seminar Notes	10 %	*	24/08/2026	1,2,5
Interview Analysis Essay	30 %	04/09/2026	02/10/2026	1,2,4,5
Research Essay	50 %	06/11/2026	20/11/2026	1,3,4,5

* 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.

Participation

See Assessment Task 1.

Examination(s)

No exams.

Assessment Task 1

Seminar Participation

Participation in seminar discussion is expected of all students. A student's preparedness, as well as the reliability and quality of their contributions contribute to the final grade.

Assessment Task 2

Seminar Notes

All students must prepare notes on required readings and submit by email prior to class in preparation for discussion. These may consist of comments, critiques, questions, etc. arising from the readings. They may be in bullet format or full sentences. They must be at least one page, but no more than two pages long (12 points, single space). 

Notes should not contain original quotes. While technical terms can be cited, the aim of the notes is to summarise brief reflections on the required reading in your own words. Notes prepare the seminar discussion: What did you learn? What did you find most surprising about the argument? Do you have any critical comments? Did you have difficulties understanding a specific point raised by the author? Which one and why? 

Notes have to be submitted each week by 11.55 PM Friday before the following Monday seminar.

They will be marked on a satisfactory/unsatisfactory scale.

Assessment Task 3

Interview Analysis Essay

Students will watch interview footage from an oral history project and read a scholarly article on the same historical event. In 2500 words (+/- 10%), students will address the following: What historical account or interpretation emerges from the article? Do the oral history interviews add to, confirm, or complicate this account, and if so how? Critically evaluate the interview techniques used: what works well, where might you raise concerns or criticisms, and what lessons do you draw about interviewing on sensitive political subjects?

Assessment Task 4

Research Essay

Students will write a research paper on a topic of their choice that relates to the theoretical material covered in the course (POLS8044/4044/9001). In this essay, students will have to critically discuss the suitability of a given method for a current research project of theirs. This project can be either their honours/master's/doctoral thesis or a journal article that the student prepares for publication. 4000 words (+/- 10%)

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