The overall objective of the course is to help you learn to develop and use “codes” for the systematic observation and analysis of people, organizations, and social systems. “Codes” can be useful in conducting qualitative and/or quantitative research, as well as transforming qualitative information into quantitative data when desired or appropriate. Thematic codes provide increased quality and insight with universal and post-modern, inductive and deductive, organic and formal approaches to research, inquiry, and scholarship. This is a research methods course intended to help you build or enhance your skills in these types of research.
 

The specific objectives are to help you:
a) Understand the need for thematic analysis (TA), the inquiry opportunities offered by TA, its qualitative AND quantitative nature, its case study (i.e., sample of one) AND inferential applications;

b) Practice in developing thematic codes (requires understanding various codes and potential codable material; practice in using thematic codes; a model of a useful thematic code; practice in developing thematic codes); and

c) Build awareness of research design issues: sampling, reliability, etc.

The course will pursue this objective by helping you to develop or enhance four types of skills:

1. The ability to sense themes, or patterns;
2. The ability to apply coding systems (i.e., codes) in a reliable manner;
3. The ability to develop a coding system; and
4. The ability to design research studies for developing or using codes (e.g., selecting criteria,sampling of people, time, and/or events, etc.).

These skills will be addressed while working on three of the possible four sources of information typically used, which are:

1) Thought (i.e., coding a person’s conscious and unconscious thought);

2) Behavior (i.e., coding a person’s behavior from observations in real time or simulations, or coding from interviews);

3) Interaction (i.e., coding interaction among people); and

4) Documents (i.e., coding historical documents and written records such as memos, speeches, myths, ballads, etc.).
 

Detailed Class Outline

Class #1

* Introduction to thematic analysis and its utility in basic and applied research
* Learning to code (process) qualitative information
* Exercise: Finding the "codeable moment"
* Units of analysis and units of coding
* Common problems of applying thematic analysis and how to overcome them

Assignment due for this class:
* Read Boyatzis, TA book, chapters 1-3

Class #2
* Defining research questions that can be answered using Thematic Analysis
* Critical Incident Interviewing and other forms of data collection
* Introduction to social motives and competencies
*Coding Exercise

Assignment due for this class:
* Read Boyatzis TA, chapter 4

Class #3
* Applying thematic codes to raw data
* Learning to use an existing code reliably
* Coding Critical Incident Interviews using a competency code
* Refining thematic codes

Assignment due for this class:
* Complete practice Critical Incident Interview and evaluate using self-evaluation checklist

Class #4

* Developing codes for applied use
* Refining thematic codes
* Scoring, scaling and clustering themes
* Applying thematic analysis and coding to behavioral observations
* Exercise: Coding behavioral observations

Assignment due for this class:
* Identify a research interest for which you can develop a code (First Stage of Final Project)
* Read Boyatzis TA, Chapter 6
* Read Bakeman and Gottman “Observing Interaction” Chapters, 2,3,4

Class #5
* Project presentations and discussion

Assignment due for class:
* Complete coder training (CD-ROM)
* Complete initial draft of research proposal, including: definition of research questions, proposed data sampling procedure, proposed data collection methodology, first draft of thematic code to be applied.
* Prepare group presentation

Class #6
* Present and discuss revised research proposals
* Work on refining research proposals.
* Analysis of Life Story materials - Using thematic analysis to understand biographical data

Assignment due for class:
Read Life Story Exercise Materials
Complete Life Story Exercise (Self Assessment)
Read Boyatzis TA, Chapter 5, 7 and 8

Class #7:
* Coding pre-existing data and historical documents
* Discussion of final projects
* Review and Summary

Assignment due for class:
Read McClelland “How and Why to Code Historical Documents”
Read Winter “Content analysis of archival materials, personal documents, and everyday verbal production.”

Class #8: Final Exam

Final Recorded Critical Incident Interview for formal evaluation due 1 week after final exam.

Final projects due 1 week after final exam.
 

In addition to the readings, course assignments will involve writing papers, essays, or completing assessment instruments prior to certain classes. This will include practice coding material provided and developing a preliminary code.
 

In addition to participation in class exercises and assignments. Formal grading with rely on the follow inputs.

20% Completion of course assignments and participation
20% Critical incident interviewing skill
30% Final project
30% Final exam
 

Required Readings: Books

Boyatzis, R.E., (1998). Thematic analysis: Coding as a method of for transforming qualitative information, Thousand Oaks, CA: Sage Publications.

Required Readings: Book Chapters

Bakeman, R. & Gottman, J. M. (1997). Developing a coding structure. In R. Bakeman & J. M. Gottman, Observing interaction: An introduction to sequential analysis, pp. 15-37.

Bakeman, R. & Gottman, J. M. (1997). Recording behavioral sequences. In R. Bakeman & J. M. Gottman, Observing interaction: An introduction to sequential analysis, pp. 38-56.

Bakeman, R. & Gottman, J. M. (1997). Assessing observer agreement. In R. Bakeman & J. M. Gottman, Observing interaction: An introduction to sequential analysis, pp. 58-80.

Winter, D. G. (1992). Content analysis of archival materials, personal documents, and everday verbal productions, in C. P. Smith, J. W. Atkinson, D. C. McClelland & J. Veroff (Eds.), Motivation and personality: Handbook of thematic content analysis. NY: Cambridge University Press.

Required reading: Articles

McClelland, D.C. (1974). How and why to code historical documents or the psychological interpretation of history. Unpublished paper.


Recommended Readings

Dream and Myth Analysis

Campbell, Joseph, Hero with a Thousand Faces, Cleveland: Meridian, 1956 (o. 1949).
Freud, Sigmund, The Interpretation of Dreams, New York: Avon Books, 1965.
Fromm, Erich, The Forgotten Language, New York: Grove Press, 1951.
Jung, Carl, Man and His Symbols, New York: Dell, 1964.
Murray, Henry A., Myth and Mythmaking, Boston: Beacon, 1960.

Emotional and Social Intelligence Competencies

Boyatzis, R.E.. (1982). The competent manager: A model for effective performance. NY:John Wiley & Sons.

Cherniss, C, and Goleman, D. (2001). Training for emotional intelligence, In Cary Cherniss and Daniel, Goleman (eds.). The emotionally intelligence workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations, San Francisco: Jossey-Bass, 209-233.

Cherniss, C., Goleman, D., Emmerling, R. J., Cowan, K., & Adler, M (1998). Bringing Emotional Intelligence to the Workplace. New Brunswick. NJ: Consortium for Research on Emotional Intelligence in Organizations, Rutgers University.

Emmerling, R. J. (2008). Toward an applied science of emotional intelligence in the global workplace: Key issues and challenges, In R. J. Emmerling, V. K. Shanwal,& M.K.
Mandel (Eds.), Emotional Intelligence: Theoretical and Cultural Perspectives. Nova Science Publishing.

Emmerling, R. J. & Goleman, D. (2005). Leading with emotion: Emotional intelligence predicts success. Leadership Excellence, 22(7), 9.

Emmerling, R. J. & Goleman, D (2003). Emotional Intelligence: Issues and Common Misunderstandings. Issues in Emotional Intelligence, 1(1), available: http://www.eiconsortium.org.

Goleman, D. (1995). Emotional Intelligence, NY: Bantam Books.

Goleman, D. (1998). Working with Emotional Intelligence. NY: Bantam Books.

Goleman, D. (2003). Destructive emotions: How can we overcome them?: A scientific dialogue with the Dalai Lama. NY: Bantam Books.

Goleman, D., Boyatzis, R.E., & McKee, A. (2002), Primal leadership: Realizing the power of emotional intelligence, Harvard Business School Press, Boston.

Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press.

Mayer, J.D., Salovey, P., & Caruso, D.R. (2000). Emotional intelligence as zeitgeist, as personality, and as a mental ability, In Reuven Bar-On and James Parker (eds.).
Handbook of emotional intelligence. San Francisco: Jossey-Bass.

Mayer, J.D., Salovey, P., Caruso, D.R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion. 3(1): 97-105.

McClelland, D.C. (1984). Human Motivation, New York: Cambridge Univ. Press.

McClelland, D.C. (1973). Testing for Competence Rather than Intelligence. American Psychologist. 78(1). 1-14.

Roberts, R.D., Zeidner, M. & Matthews, G. (2001). Does emotional intelligence meet traditional standards for an intelligence? Some new data and conclusions. Emotion. 1(3): 196-231.

Ryan, G., Emmerling, R. J., & Spencer, L. M. (2009). Distinguishing High Performing European Executives: The Role of Emotional, Social and Cognitive Competencies. Journal of Management Development, 28(9), 859-875.

Spencer, L. M. & Spencer, S. (1993). Competence at work. New York; Wiley & Sons.


Qualitative Analysis of Thought

McAdams,D.P., "A thematic coding system for the intimacy motive," Journal of Research in Personality, 1980, 14, 413-432.

Smith, C.P. with Atkinson, J.W., McClelland, D.C., and Veroff, J.(ed.)(1992). Motivation and personality: Handbook of thematic content analysis. NY: Cambridge University Press.
Stewart, A. (ed.), Motivation and Society, San Francisco: Jossey-Bass.

Stewart, A., and Winter, D.G., "Self-definition and social definition in women," Journal of Personality, 1974, 42, 238-259.

Winter, D.G., The Power Motive, NY: Free Press, 1973.

Winter, D.G. (1973). Practice scoring materials: Appendix I. From, The Power Motive. NY: Free Press.

Winter, D.G., and Healy, J.M., Jr. (1981). An integrated system for scoring motives in running text: Reliability, validity, and convergence. Paper presented at the American Psychological Association convention, Los Angeles.

Qualitative Analysis of Interaction

Bales, R.F., Interaction Process Analysis: A Method for the Study of Small Groups, Reading, MA: Addison-Wesley, 1950.

Bales, R.F., Personality and Interpersonal Behavior, NY: Holt, Rinehart & Winston, 1970.

Bales, R.F., Cohen, S.P., and Williamson, S.A., SYMLOG: A System for the Multiple Level Observation of Groups, NY: The Free Press, 1979.

Bales, R.F., SYMLOG Case Study Kit, NY: The Free Press,1980.
Polley, R.B., Hare, A.P., and Stone, P.J., The SYMLOG Practitioner: Applications of Small Group Research, NY: Praeger, 1988.

Qualitative Analysis of Life Histories

Dailey, C.A., Assessment of Lives, San Francisco: Jossey-Bass, 1971.

McAdams, D.P., Power, Intimacy and the Life Story, Homewood, IL: Dorsey Press, 1985.

Stone, E., Black Sheep and Kissing Cousins: How Our Family Stories Shape Us, NY: Times Books, 1988.

Qualitative Analysis

Coffey, A. and Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage.

Crabtree, B.F. and Miller, W.L. (eds.)(1992). Doing qualitative research, Research Methods for Primary Care, Volume 3. Newbury Park, CA: Sage.

Denzin, N.K. and Lincoln, Y.S. (eds.) (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage.

Kirk, J. and Miller, M.L. (1986). Reliability, and validity in qualitative research, Qualitative Research Methods Series, volume 1. Beverly Hills: Sage.

Marshall, C., and Rossman, G. (1989). Designing qualitative research. Newbury Park, CA: Sage.

Miles, M.B. and Huberman, A.M. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills: Sage.
Patton, M.Q. (1990). Qualitative evaluation and research methods (second edition). Newbury Park: Sage.

Silverman, D. (1993). Interpreting qualitative data: Methods for analyzing talk, text, and interaction. Thousand Oaks, CA: Sage.

Strauss, A., and Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.

Weitzman, E.A. and Miles, M.B. (1995). A software sourcebook: Computer programs for qualitative data analysis. Thousand Oaks, CA: Sage.

Wolcott, H.F. (1994). Transforming qualitative data: Description analysis, and interpretation. Thousand Oaks, CA: Sage.
 

Monday 15/02/10
From 16:00 h. to 19:00 h.
Tuesday 16/02/10
From 16:00 h. to 19:00 h.
Wednesday 17/02/10
From 16:00 h. to 19:00 h.
Thursday 18/02/10
From 16:00 h. to 19:00 h.
Monday 01/03/10
From 16:00 h. to 19:00 h.
Tuesday 02/03/10
From 16:00 h. to 19:00 h.
Exam 03/03/10 . At 16:00 h.