2025
Sociological Qualitative Data Analysis
Name: Sociological Qualitative Data Analysis
Code: SOC12050M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Sociology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
This course will deepen their knowledge of the historical genesis of the use of qualitative methodology in
sociology and of the most important theories that support and validate the use of qualitative methodology;
understand how specific theories and qualitative research methodology work together; recognize the
distinguishing features five main approaches to qualitative research: 1. ethnography; 2. case study; 3.
narrative inquiry; 4. grounded theory; 5. critical theory; 5. phenomenology.
By the end, students positively evaluated should be competente to develop and elucidate a phenomenon of
sociological interest through fundamental and applied research questions and know how to select the most
appropriate methodological approaches on the way to developing a solid draft and relevant qualitative
research.
sociology and of the most important theories that support and validate the use of qualitative methodology;
understand how specific theories and qualitative research methodology work together; recognize the
distinguishing features five main approaches to qualitative research: 1. ethnography; 2. case study; 3.
narrative inquiry; 4. grounded theory; 5. critical theory; 5. phenomenology.
By the end, students positively evaluated should be competente to develop and elucidate a phenomenon of
sociological interest through fundamental and applied research questions and know how to select the most
appropriate methodological approaches on the way to developing a solid draft and relevant qualitative
research.
Contents
1 - The qualitative research project: data collection protocols, activities, tools and techniques;
2 - Ethical and political dilemmas in qualitative research;
3 - The qualitative research process: conduct, ethics, rigor and credibility issues
4 - Design, collection and analysis of qualitative data;
5 - Fieldwork in qualitative research: issues, challenges and strategies
6 - Writing qualitative research
2 - Ethical and political dilemmas in qualitative research;
3 - The qualitative research process: conduct, ethics, rigor and credibility issues
4 - Design, collection and analysis of qualitative data;
5 - Fieldwork in qualitative research: issues, challenges and strategies
6 - Writing qualitative research
Teaching Methods
Presentation and timing of learning tasks; generic content presentation and auxiliary teaching discipline; indepth
exposition of topics more problematic; debate and questions; monitoring the integration of materials
and preparation for evaluations. This course is especially highlighted the research mode and autonomous
discovery within a space of evolving content and development, where the student can be constitutively a part
of this discovery.
Rating: Verification of attendance; Continuous oral exposure assessment-30%; 2 evaluation Frequencies 3-
60%; A practical work 10%
exposition of topics more problematic; debate and questions; monitoring the integration of materials
and preparation for evaluations. This course is especially highlighted the research mode and autonomous
discovery within a space of evolving content and development, where the student can be constitutively a part
of this discovery.
Rating: Verification of attendance; Continuous oral exposure assessment-30%; 2 evaluation Frequencies 3-
60%; A practical work 10%
Assessment
Students who cumulatively meet the following conditions are considered eligible for assessment: attendance at 75% of classes (with the exception of TE and equivalent) for continuous assessment and final exam (normal period); participation in the assessment processes within the stipulated regimes and deadlines (see RAUE). Students who are enrolled and admitted to the assessment will pass if they obtain a positive grade in all assessment elements (9.45 points).
The continuous assessment system was designed to reflect the learning objectives of the course unit, while promoting the development of analytical, critical, reflective, and communicative skills. The assessment is based on two complementary elements, linked in such a way as to promote integrated and active learning:
1 Methodological Review Article (60%). In this component, students are invited to prepare a qualitative methodological review focused on a research topic, data collection and production technique, or data analysis procedure. The review should be presented in the form of a scientific article, organized in accordance with the guidelines of a peer-reviewed scientific journal. Without prejudice to specific tutorial support, feedback will be given at two stages: M1 ? presentation of the scope; M2 ? presentation of the exploratory review.
1 Methodological Review (40%). In this component, students are invited to prepare and orally present a methodological review of an article reporting intensive/qualitative empirical research. The process allows students to apply the content explored in the course unit to the analysis of a specific case, developing skills in critical analysis, problematization, reasoned argumentation, and academic communication.
In the exam assessment system, applicable in other periods - normal, appeal, special, or extraordinary - an individual exam is taken, which accounts for 80% of the final grade, and a methodological review article is submitted, which accounts for 20%. This combination allows for a comprehensive assessment of the ability to develop a research project, ensuring that the objectives of the course unit are met outside the continuous assessment system.
The continuous assessment system was designed to reflect the learning objectives of the course unit, while promoting the development of analytical, critical, reflective, and communicative skills. The assessment is based on two complementary elements, linked in such a way as to promote integrated and active learning:
1 Methodological Review Article (60%). In this component, students are invited to prepare a qualitative methodological review focused on a research topic, data collection and production technique, or data analysis procedure. The review should be presented in the form of a scientific article, organized in accordance with the guidelines of a peer-reviewed scientific journal. Without prejudice to specific tutorial support, feedback will be given at two stages: M1 ? presentation of the scope; M2 ? presentation of the exploratory review.
1 Methodological Review (40%). In this component, students are invited to prepare and orally present a methodological review of an article reporting intensive/qualitative empirical research. The process allows students to apply the content explored in the course unit to the analysis of a specific case, developing skills in critical analysis, problematization, reasoned argumentation, and academic communication.
In the exam assessment system, applicable in other periods - normal, appeal, special, or extraordinary - an individual exam is taken, which accounts for 80% of the final grade, and a methodological review article is submitted, which accounts for 20%. This combination allows for a comprehensive assessment of the ability to develop a research project, ensuring that the objectives of the course unit are met outside the continuous assessment system.
Teaching Staff
- Rosalina Maria Pisco Costa [responsible]
Accreditations and Certifications
