Learning outcomes

After the course, students will:
- be better in considering and dealing with methodological issues of foreign languages at different phases of their (qualitative) research projects
- have knowledge on the key issues concerning interpreting and translation and know where to go for further information
- have practical means for dealing with foreign languages in their doctoral thesis.

General description

This two-day course wants to address methodological problems resulting from societal multi-ethnicity, migration and internationalisation of research for qualitative research designs.

Especially in interviews, but also in ethnography and document analysis researchers are often confronted with the fact that individuals (and/or material) involved use different languages than the researchers’ mother tongue. The question of how to deal with multiple languages in the research process is relevant for different phases: the design, the generating of data, the analysis and the presentation of the results.

Problematic from a methodological point of view are the limits of translation or in a broader perspective, the challenges of understanding different/foreign cultures. From a practical perspective research has to be carefully planned: if professional interpreters are included financial compensation has to be provided; professional, but even more informal co-interpreters have to be trained and instructed, the researchers own language skills have to be reflected and possibly improved.

The course consists of lectures, discussion & students’ presentations in class and a pre-assignment.

Teacher: Dr Beate Littig, Vienna
Lecture Hall: 18.9. Room K113 (Linna), 19.9. Room A32 (Main building)
Number of students: 30

Programme

18.9.2013

10.15-11.00     Welcome and a summary on themes raised in the pre-assignments
11.00-12.15    What are the basic problems of foreign languages and translation in qualitative research?
12.15-13.15    lunch
13.15-14.30    Challenges and solutions in dealing with multiple languages in interviews regarding the research design, data generation, transcription, data analysis, and reporting/writing-up
14.30-14.45    coffee break
14.45-16.00    Expanding discussion to ethnography and document analysis

19.9.2013

10.15-12.00    Presentation and discussion of students’ research projects and foreign languages
12.00 - 13.00    lunch
13.00 - 14.30    Presentation and discussion of students’ research projects and foreign languages
14.30-14.45    coffee break
14.45. - 16.00    Summing-up: Multiple languages in research and society? Towards a Sociology of translation and consequences for qualitative research
Input: DVD: Die Falten des Königs (German with English subtitles)

PLEASE NOTE:
Enrolment in NettiOpsu begins on 26 August 2013. Students are selected on a first-come, first served –basis. Those accepted to the course are required to send in a pre-assignment (max one page A 4) through Moodle.  Dead line for pre-assignments tba.

Sufficient knowledge on qualitative methods are required to participate.

THE PRE-ASSIGNMENT: Please include the following in short:
1.    Your name & discipline
2.    Your research topic
3.    Potential problems of how to deal with foreign languages you have encountered or anticipate to encounter as part of your doctoral research and solutions you may already have in mind
4.    Any issues relating to the seminar topic you wish to be discussed during the course
5.    Please indicate in case you are willing to present some key question concerning issues of foreign languages in your own doctoral work (2+1 ECTS to those presenting)

References:

Larkin, Philip J.& Bernadette Dierckx de Casterlé & Paul Schotsmans (2007): Multilingual Translation Issues in Qualitative Research: Reflections on a Metaphorical Process, In: Qualitative Health Research, Volume 17 Number 4, April 2007, pp 468-476

Lopez, Griselda I. et al. 2008: Translation Barriers in Conducting Qualitative Research With Spanish Speakers. In: Qualitative Health Research 18, Vol.12, S. 1729-1737

Temple, Bogusia & Young Alys (2004): Qualitative Research and Translation Dilemmas. In: Qualitative Research, Vol (4)2, pp. 161-178

Gutierrez Rodriguez, Encarnacion (2006). Translating Positionality. On Post-Colonial Conjunctures and Transversal Understanding. Linz: eipcp (European Institute for Progressive Cultural Policies), http://eipcp.net/transversal/0606/gutierrez-rodriguez/en

Nikander, Pirjo (2008). Working with Transcripts and Translated Data In: Qualitative Research in Psychology, 5/3,2 pp 225-231

Schröer, Norbert 2009: Hermeneutic Sociology of Knowledge for Intercultural Understanding [37 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(1), Art 40, http://nbn-resolving.de/urn:nbn:de:0114-fqs0901408

Wolf, Michaela (2007). Introduction. The emergence of a sociology of translation. In Michaela Wolf & Alexandra Fukari (Eds.), Constructing a sociology of translation, pp.1-36. Amsterdam, PA: John Benjamins Publishing Company

Organizer: University of Tampere Doctoral School

Target group: New and newish non-Finnish doctoral students of the University of Tampere

Content: Organization of doctoral studies at the University of Tampere, Joint doctoral studies, Funding opportunities, Doctoral programmes, International services, Supervision and planning of studies

Time and place: Friday 13 September 2013 at 13.15-16.00, Room A4 (Main building)

Programme:

13.15-13.30 Welcome to the University of Tampere

13.30-13.50 Organization of doctoral studies at the University of Tampere, Joint doctoral studies (prof. Pirjo Nikander, The doctoral school)

13.50-14.20 Funding opportunities (Research Development Director Johanna Hakala)

14.20-14.40 Coffee break

14.40-15.00 International services (Laura Lalu, Centre for International Education)

15.00-15.45 Supervision and tips on Planning and Managing your Doctoral Process  (prof. Pirjo Nikander, The doctoral school)

15.45 -16.00 Miia Ijäs tells about University of Tampere Association of Researchers and Teachers

Pre-registration via e-form:
https://elomake3.uta.fi/lomakkeet/827/lomake.html?rinnakkaislomake=registration

Learning outcomes:

This course will give you practical tips and strategies for writing scientific articles in English. Designed as a two-day workshop, the main objective of this course is to learn to identify and produce the most important elements in English academic writing. The first day offers a series of exercises and points to ponder, whereas the second day offers the students an opportunity to apply these tips and strategies in an "Editing Clinic". During the second day, the students will be taught a ten-step editing process that they will apply to texts in class.

Contents:

Thu 19 September, 2013 (group 1) Room C7 (Main building)

Thu 26 September, 2013 (group 2) Room C7 (Main building)

9:00-9:45  Online sources: Scientific, clear, transparent
9:45-11:00 Drafting, Differences between Finnish and Anglo-American traditions
11:00-11:30  Components of a Scientific Article, The Sequence of Writing
11:30 Lunch
12:15 Problems, Transitions, Tenses
14:00 Coffee break
14:15 Old Information and New Information, Nouns and Verbs for Academic Writing
15:30 Self-editing
16:00 End of the day

Scientific Writing: The "Editing Clinic": Revising English Texts

Thu 3 October, 2013 (both groups) Room K113 (Linna)

The students select a scientific text from their field and also bring in two to three pages of their own writing (5 copies of these pages). These texts will be evaluated in class.

9:00-10:30 Introduction to editing. Practice of editing on the "ideal" article in your field
10:30-10:40 Short break
10:40-11:30 Editing
11:30-12:10 Lunch  (40 min.)
12:10-14:00 Editing groups
14:00-14:20 Coffee break (20 min.)
14:20-15:25  Editing Groups
15:25-16:00  Course Discussions (Questions and Answers)
16:00   End of the course

Enrolment in NettiOpsu begins on 26 August 2013. The maximum number of students is 18 in both groups. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

Learning outcomes:

The aim of this course is to strengthen the general researcher skills of the participant by training her to grasp her own particular field of research in a wider and more general context through some central issues in philosophy of science.

Teaching schedule:

Tue 22.10. at 9-16 o'clock (Room A1081 (Pinni A))
Tue 29.10. at 9-16 o'clock (Room A4 (Main building))

General description:

The course consists of alternating sessions of lectures and discussions. The lectures will cover some central themes in philosophy of science, and these will then be further discussed in smaller groups whose members (to the extent that this is possible) come from related scientific fields.

Course contents:

1. Objects of Study and the Classification of Sciences
2. Concepts, Propositions, and Arguments
3. Hypotheses, Explanations, and Justification
4. Scientific Realism and Antirealism

Enrolment in NettiOpsu begins on 26 August 2013. The maximum number of students is 50. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

Completion: Passing the course requires a tight following of the lectures and an active participation in the group discussions. There will be no final exam as such, but the participants are required to produce a three-page written presentation where one of the central themes of the course is connected with the participant’s own scientific field and research topic.

Learning outcomes

During the course students
- become familiar with key starting points of critical discourse analysis and of political discourse as a form of practical argumentation
- are provided with empirical examples that help them model analysis of argumentation of their own.
- are given the opportunity to discuss their own ongoing analyses

General description:

Critical discourse analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice and focuses on the ways social and political domination are reproduced in text and talk. During this two-day workshop students will have the chance to discuss their own research with the foremost scholars in the field of critical discourse analysis. The workshop is directed to all interested doctoral students particularly within English language, communication and media studies, linguistics, politics and other social sciences.

Dates: Thu 31.10. - Fri 1.11.2013
Time: 10.15 - 17.30
Teachers: Isabela Fairclough (University of Central Lancashire) & Norman Fairclough (emer. prof. Lancaster University UK)
Place: Thu: Room Ls A32 (Main building), Fri: Room K113 (Linna building)

Programme

Thursday, October 31, 2013

10-12 Norman Fairclough: Critical discourse analysis and analysis of politics and policy-making (lecture)

12-13:30 LUNCH BREAK

13:30-15:30 WORKSHOP
Reconstructing argumentation in political discourse: David Cameron’s ‘Big Society’ agenda 20. Presentation by Isabela Fairclough + students and all working together on one speech by David Cameron. Focus on: 1) political visions/imaginaries as reasons for action; 2) the analysis of strategies for action.

15:30-16:00 COFFEE BREAK

16:00-17:30 WORKSHOP (continued)
Reconstructing argumentation in political discourse: David Cameron’s ‘Big Society’ agenda (continued) Working together on Big Society corpus. Focus on: 1) ideology and representation; 2) values and legitimation; 3) power as a reason for action.


Friday, November 1, 2013

10-12 Isabela Fairclough: Evaluating argumentation in texts: Dialectical profiles for practical arguments and the 'Austerity Now' debate in Britain (lecture)

12-13:30 LUNCH BREAK

13:30-15:30 WORKSHOP
Working together on students' own materials (students will have prepared a little presentation of the analysis of their own material which they will continue working on in this session, using feedback from the teachers)

15:30-16:00 COFFEE BREAK

16:00-17:30 WORKSHOP (continued)
Working together on students' own materials - (some) students produce little presentation on analysis of own argumentative text, using analytical framework demonstrated and getting feedback from us on how they could further improve it.

The lectures are open for all interested.

The number of the workshop participants is limited to 15. If more students register than can be accepted, students will be selected on enrolment order.

The workshop participants will send short (1 page) summaries of their research topics, objectives, data  and methods of analysis (+ any doubts or problems about how to analyse their data), and short samples (1 or 2 pages) of the sort of texts they are analysing. The participants will get more information after registration period.

Enrolment in NettiOpsu begins on 26 August 2013.

Isabela and Norman Fairclouch have published extensively within the field of critical discourse analysis. Their most recent book is titled: Political Discourse Analysis. A Method for Advanced Students. Routledge 2012.

Other relevant background literature for the course include the following:

Fairclough, Norman (1989). Language and Power. London, Longman. (Second Edition 2001)
Fairclough, Norman (1995). Media Discourse. London: Edward Arnold. (Miten media puhuu? Vastapaino 1997, suom. Blom Virpi, Hazard Kaarina).

Further information:
 on Isabella Fairclough http://www.uclan.ac.uk/staff_profiles/dr_isabela_fairclough.php
on Norman Fairclough http://www.ling.lancs.ac.uk/profiles/norman-fairclough

Learning outcomes

Working successfully in multilingual/multidisciplinary/multicultural projects or in global environments are challenges which most doctoral students meet at university and in working life. This course aims to help students to develop some of the core competencies needed for working in multilingual and multicultural teams. In order to do this, students need to gain a critical understanding of how expectations, perception, roles, communication styles and learning preferences may help or hinder group work. The emphasis will be on diversity issues beyond nationality, on better managing conflict and resolving conflict.

Contents
In order to reach the aims of the course, the methods used will be participatory. Short lectures will be given, but mainly students will engage in exercises, simulations and reflective/critical discussion. Independent work will consist of readings and some reflective written tasks. Please note that there is a pre-assignment.

Teaching methods
The course is given on 3 separate days (8.11., 15.11., 22.11.) from 9-16 with a break for lunch between 12-13 and two short coffee breaks.

Place

8.11. Pinni A 3111

15.-22.11. Pinni B 3116

Pre-assignment: Students accepted to the course are required to write a short reflective task (one A4). Details on the pre-assignment will be sent to those accepted to the course, after which assignments will be sent in through Moodle (two weeks before course starts at the latest).

PLEASE NOTE: Attendance on all THREE days is required for the completion of the course, and evaluation is pass/fail.

Maximum number of students: 30.

Enrolment in NettiOpsu begins on 26 August 2013. Students are selected in the order of enrolment. The student has to check the selection from NettiOpsu after the enrolment period.

Goals:
1. To begin, proceed, digress, summarize and end a presentation, and to respond to questions in an effective manner
2. To convert written into spoken English: stylistic differences
3. To practice correct pronunciation and intonation
4. To deliver a talk in a relaxed manner using effective visual aids, but without reading
5. To analyze one's own presentation and (in groups) others' presentations in a supportive, affirmative manner, including attention to body language and visual aids.

Contents:

Thu 14 November, 2013 (common to both groups) (Room Atalpa 140)

9:00-10:30 Structure of English presentations; Introduction and Conclusions-tips
10:30-10:45 Break
10:45-11:30 Language performance issues
11:30-12:10   Lunch
12:10-14:00   Preparing and Using Visuals: Tips and Concerns
14:00-14:20   Coffee
14:20-16:00   Training for the Question-and-Answer period at conferences

Thu 21 November, 2013 (group 1) (Room D13 (Main building))

Thu 28 November, 2013 (group 2) (Room D13 (Main building))

9:00-10:30  Individual Presentations + Judges feedback and evaluation
10:30-10:45  Break
10:45-11:30  Individual Presentations + Judges feedback and evaluation
11:30-12:10  Lunch
12:10-14:00  Individual Presentations + Judges feedback and evaluation
14:00-14:20 Coffee
14:20-16:00  Individual Presentations + Judges feedback and evaluation

Enrolment in NettiOpsu begins on 26 August 2013. The maximum number of students is 11 in both groups. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

This course invites students in various stages of their doctoral thesis to think through, write and process the ethical questions and themes in their own ongoing research projects. It provides a compact knowledge package on ethical issues concerning the research design, data collection/field work and writing-up phases. The course consists of lectures, discussion & student presentations in class and assignments.

Learning outcomes: After the course, students will

- be better equipped to think about and deal with ethical issues at different phases of their research projects
- have skills to discuss and identify issues concerning the ethics both in relation to research participant and the academic community (treatment of participants, informed consent, data lifespan, publication and ethical reporting)
- have knowledge on the key guidelines concerning ethical conduct and know where to go for further information
- have practical tools and means for the writing-up of ethical question in the doctoral thesis.
- have access to an information package on ethics

Classroom: Room C6 (Main building) (31.1. at 15-17 o'clock in computer classroom 50 (Linna))

Course Schedule: 17.1., 24.1., at 10-16 and 31.1., 7.2. at 11-17

Friday 17.1. at 10-16, Room C6

10.15. -12.15. Introduction to research ethics  

12.15. -13.15. Lunch

13.15.-14.30. Research ethical guidelines, principles and codes

14.30-14.45. Coffee break

14.45.- 16.00.  Examples of research ethical problems

 Friday 24.1. at 10-16, Room C6

10.15. -12.15. Ethical questions concerning the research topic, funding and selection of method 

12.15. -13.15. Lunch

13.15.-14.30.  Ethical questions concerning studying humans (data-collection, information consent, ethical encounter with participants, analysis and interpretation)

14.30-14.45. Coffee break

14.45.-16.00. Doctoral student’s presentations

Friday 31.1. at 11-17, Room C6

11.15.-12.15.  Ethical questions concerning the sources of the research, writing a thesis and plagiarism

12.15.-13.15. Lunch break

13.15. -14.30. Doctoral student’s presentations

14.30.-15.00 Coffee break

15.00.-17.00.  Introduction of the plagiarism program: Turnitin. Place: Computer classroom 50 (Linna)

Friday 7.2. at 11-17, Room C6

11.15.-12.15.  Ethical questions concerning the feedback, supervision

12.15.-13.15. Lunch break

13.15. -14.30. Securing the data lifespan, data archiving and ethical questions concerning research community and responsibilities of researcher as an expert in scientific committees or in media

14.30.-15.00 Coffee break

15.00.-17.00.  Doctoral student’s presentations

Further information

Please Note: Students are selected on a first-come, first served –basis. Those accepted to the course are required to send in a pre-assignment (max one page A 4) through Moodle. Dead line for pre-assignment is 15.1.2014

THE PRE-ASSIGNMENT: Please include the following in short:
1)    Your name & discipline
2)    Your Research topic
3)    Potential ethical issues you have encountered or anticipated to encounter as part of your doctoral research and solutions you may already have in mind
4)    Any issues relating to research ethics you wish to be discussed during the course
5)    Please indicate if you are not willing to present some key ethical themes concerning your own doctoral work, otherwise it is presumed that you could present briefly during the course the ethical questions that you are facing during your research. There is a short (max. 3 page) writing task for those who don’t deliver a brief oral presentation during the course.

Goals:

1. To begin, proceed, digress, summarize and end a presentation, and to respond to questions in an effective manner
2. To convert written into spoken English: stylistic differences
3. To practice correct pronunciation and intonation
4. To deliver a talk in a relaxed manner using effective visual aids, but without reading
5. To analyze one's own presentation and (in groups) others' presentations in a supportive, affirmative manner, including attention to body language and visual aids.

Schedule: 23.1., 30.1., 6.2. at 9-16 o’clock

Contents:

23.1.2014 (common to both groups), Room KH 3 (Main building)

9:00-10:30 Structure of English presentations; Introduction and Conclusions-tips
10:30-10:45 Break
10:45-11:30 Language performance issues
11:30-12:10   Lunch
12:10-14:00   Preparing and Using Visuals: Tips and Concerns
14:00-14:20   Coffee
14:20-16:00   Training for the Question-and-Answer period at conferences

30.1.2014, (group 1), Room K106 (Linna building)

6.2.2014 (group 2), Room K106 (Linna building)

9:00-10:30  Individual Presentations + Judges feedback and evaluation
10:30-10:45  Break
10:45-11:30  Individual Presentations + Judges feedback and evaluation
11:30-12:10  Lunch
12:10-14:00  Individual Presentations + Judges feedback and evaluation
14:00-14:20 Coffee
14:20-16:00  Individual Presentations + Judges feedback and evaluation

The maximum number of students is 11 in both groups. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

Evaluation: Pass/fail.

Please note that this course includes a pre-meeting assignment. The estimated work load for pre-meeting assignment is one person week. Therefore, it is recommended to start to prepare the pre-meeting assignment before the registration period.

Course information

Learning outcomes: This course provides doctoral students with understanding over writing scientific journal articles. The lecture will motivate students to start writing sooner. After the lecture the student will understand what is required from a scientific article and what the related publishing processes entail. The student will know how to approach and write a scientific journal article effectively.

Contents: The course consists of open lecture (4 hours), pre-assignment and seminar work (7 hours).

Target audience: The lecture aims at providing tips to researchers in all fields. Especially starting researchers have experienced the lecture as very beneficial. Also researchers that have written multiple articles have given positive feedback. Seminar will deepen issues discussed on the lecture.

Schedule:

14.1.2014 open lecture at 12-16, Lecture hall D11 (Main building)

Seminar on the 15.1. and 16.1.2014 (two groups)

14.1.2014 - Lecture

Contents:
 - Practical tips for writing scientific articles
 - Improving chances for acceptance
 - Article logic, beginning and end
 - Editor's viewpoints
 - Group dynamics for writing articles
 - Discussion

Seminar

Group 1: 15.1. at 9-16 o'clock (K109 Linna building)

Group 2: 16.1. at 9-16 o'clock (Room C7 Main building))

Voluntary reference material: Tips for writing scientific journal articles

Lecturer: Dr Pekka Belt, University of Oulu

More information about the lecturer: www.tinyurl.com/efficient-doctoral-studies

Pre-meeting assignment:

•             Read the guidebook "Tips for writing scientific journal articles" (http://herkules.oulu.fi/isbn9789514293801/isbn9789514293801.pdf). Choose a potential target journal where you wish to publish in the future. Analyse the structure, not substance, of 2-3 articles recently published in this journal by comparing them against the structure presented in the guidebook. Write a report in text format (e.g. MSWord) of your observations, pay attention to any deviations in structure. 

•             Prepare a short presentation of your observations, for instance, using 3-4 PowerPoint slides. This presentation will be publicly shown.
•             In the report, include your reflections about the issues you consider as bottlenecks in your scientific writing. These will be discussed in the workshop anonymously.
•             In the report, include the topics you wish to be discussed during the workshop
•             Please, remember to include your name, academic field, and your research topic

• Please, submit your pre-meeting assignment (only the report, no Power Point) by email by noon of Monday 13 January. (to olli.nuutinen(a)uta.fi)

Enrolment: Enrolment in NettiOpsu either to group 1 or 2. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period. Maximum 18 students per seminar group can be accepted.

Evaluation: Pass/fail.

Learning outcomes

After the course the student will:
- be better equipped to distinguish key elements in proposal writing and argumentation
- can benefit from the group feedback received on his/her current proposal in-process
- better understands what evaluators of proposals look for and (perhaps) do it better next time

Learning to write research proposals is one of the core skills academic scholars need to learn to master. There is no single format for research proposals, as every research project is different. In addition, different disciplines, donor organisations and academic institutions all have different formats and requirements. There are, however, several key components and sets of criteria which must be taken into account when writing successful research proposals. This two-day workshop course deals with these key issues.

Time: 18.-19.2.2014, 09.15-16.00

Place: Atalpa 143, except 19.2. at 12-14 o'clock Atalpa 326.

Max number of students: 15. Students are selected in the order of enrolment. The student has to check the selection from NettiOpsu after the enrolment period.

Course schedule:

18.2.2014

09.15-10.00         Introduction to key issues raised in the student pre-assignments
10.00-12.00         Lecture: Maarit Alasuutari and Kirsi Lumme-Sandt

How to get everything in place? The coherence between research questions, methods and types of data.

12.00-13.00         Lunch
13.00-16.00         Group discussion and feedback on participants’ ongoing proposal writing.

19.2.2014            

09.15-11.00         Lecture: Research proposals and different sources for research funding. Notes on Budgeting

11.00-12.00         Lecture: Leena Alanen
A research proposal from a reviewer perspective

12.-13.00              Lunch
13.-15.00              Group assignment/ Discussion on participants ongoing proposal writing.

Target group:

Professors, lecturers and teachers, and doctoral students of the University of Tampere.

Learning outcomes:

After completing the studies, the participant is expected to

- be familiar with the central theoretical questions for university teaching and learning
- understand the role of learning objectives and assessment in teaching and curriculum design
- understand the idea of constructive alignment in teaching and be able to apply the idea in their own practice
- be able to support and supervise learning activities in flexible ways in various contexts of academic teaching
- identify personal and institutional goals in developing pedagogical expertise and practice

Topics

- learning in higher education: theories and practice
- constructive alignment: learning objectives, teaching methods and assessment promoting learning
- curriculum in higher education; research-teaching nexus
- teaching in higher education: lectures, supervisory processes and collaboration in online and traditional learning environments
- developing expertise in teaching

Mode of study: blended learning

The course consists of lectures, discussions, readings, study circles, and writing assignments. A virtual learning environment is used. There will be an intensive period of contact days in the beginning and in the end, and in-between the themes are further explored in study circles in virtual learning environment. 10 ECTS means 267 hours of students work.

Contact days: 27.-28.1. (Room Virta 219) and 12.-13.5.2014 (Room A31 Main building) at 9.15-15.00

Adobe Connect online seminars: 3.3., 17.3. and 7.4.2014 at 14.00-16.00

Required assignments

Active participation in contact days, online seminars and tasks and study circle exercises (individual and group assignments) and an elaborated developmental case in one`s own work.

Assessment and grading

Pass/fail. Assessment of learning is carried out via various tasks during the course, as well as a practical developmental task and portfolio completed towards the end of the course. The assessment focuses on how the teacher recognizes and explicates his or her problem-solving activities in the developmental task and how the participant recognizes and explicates his or her learning and teaching approach or philosophy and identifies points for development.

Study materials

Hunt, L. & Chalmers, D. (eds) 2013. University teaching in focus. A learning-centred approach. London & New York: Routledge. Available online at http://www.tampere.eblib.com/patron/FullRecord.aspx?p=1092635

Biggs, J. & Tang, C. 2007. Teaching for quality learning at university: what the student does. 3rd edition. Available online at http ://site.ebrary.com/lib/Tampere/docDetail.action?DocID=10229859

Research articles

Application procedure

Electronic application form is open 8.11.–8.12.2013. Twenty participants from the University of Tampere will be selected on the basis of their application documents. Priority is given to applicants who cannot participate in corresponding pedagogical training in Finnish, and who have teaching intensive posts. All applicants are informed of the selections by 18.12. 2013.

Electronic application form (https://elomake3.uta.fi/lomakkeet/10945/lomake.html)

Learning outcomes: The aim of this course is to familiarize the participant with different traditions in ethnographic research. The participant will understand what is specific in ethnographic approaches, and see ethnographic research as a process combining theoretical conceptions and empirical research. Moreover, the course gives tools to tackle questions such as:

•             how is the ethnographic field constituted;
•             how does the researcher get positioned in the field(s);
•             how to analyze data gathered during the research process;
•             how to report findings.

General description: Ethnographic approaches are increasingly popular in a variety of disciplines. In addition to anthropology, which has an established tradition of ethnographic research, field-based methods and participant observation are increasingly deployed also in other social sciences, in administration studies, political sciences and health sciences. Ethnographic approaches are particularly useful in studies that seek to analyze cultural processes and the embeddedness of human beings in such processes. While ethnographic approaches draw on various methods used in other approaches as well, such as participant observation and interviews, it is important to understand what actually is distinctive in ethnographic approaches.

This course focuses on ethnographic research as an approach in doing research rather than as a method in more technical sense. During the course, following questions are discussed: 

•             What kinds of research questions are fruitful when using ethnographic methodologies?
•             How is the research setting shaped by ethnographic approach? How to analyze observation data?
•             What is the relationship between description and analysis in ethnographic research?

These questions are addressed in lectures and in reading assignments; students taking the 5 ECTS module will also get individual feedback to their own ethnographic research designs.

There are two alternative modes for taking the course: A) 3 ECTS or B) 5 ECTS:

A) 3 ECTS: active participation in lectures (14.2. and 21.2.), assigned reading (two articles) and a written assignment (max. 3 pages; see Instructions for written assignments).

B) 5 ECTS: active participation in lectures (14.2. and 21.2.); assigned reading  (two articles); a written assignment  (4-5 pages; see Instructions for written assignments) that presents in a concise form the participant’s own ethnographic research; oral presentation in the workshop (13.–14.3.) and commenting other participants’ presentations in the workshop.

Teaching schedule: The course consists of four days, with the first two days covering different aspects of ethnographic research (for students taking modules A & B). The latter two days focus on students’ own projects in intensive workshop discussions (only for students taking module B).

Friday 14.2.2014, Room Ls A32 (Main building)

10.15-10.30 Welcome and introduction to the course
10.30-12.00 Participants’ short introductions of their own doctoral projects
12.00-13.00 Lunch
13.00-14.30 Laura Huttunen: Theoretical conceptions and thick description: Contours of ethnographic research processes
14.30-15 Discussion and further instructions

Friday 21.2.2014, Room Ls A4 (Main building)

10.15-11.15 Discussion on the assigned readings
11.15-12.15 Anitta Kynsilehto: Working ethnographically with multiple sites
12.15-13.15 Lunch
13.15-14.30 Mari Korpela: What should I do now? Analysing ethnographic data
14.30-15 Concluding discussion

Thursday 6.3.2014 Deadline for written assignments

Thursday 13.3.2014, Room Atalpa (208, 326)
Klo 10-15 Workshop

Friday 14.3.2014, Room Atalpa (208, 326)
Klo 10-15 Workshop

Assigned reading

Hannerz, Ulf (2003) Being there... and there... and there!:  Reflections on Multi-Site Ethnography.  Ethnography 4:2, 201-216.

Malkki, Liisa: Tradition and improvisation in ethnographic field research. In Allen Cerwonka & Liisa Malkki (2007) Improvising theory: Process and temporality in Ethnographic fieldwork. University of Chicago Press.

Enrolment

Max. 30 students will be accepted, of whom max. 16 may participate in the 5 ECTS module (to be enrolled in Nettiopsu). Students are selected in the order of enrolment. The student has to check the selection from NettiOpsu after the enrolment period.

Instructions for written assignments:

A)     For students taking the 3 ECTS module:

Write a max. 3 pages learning diary and tell what you learnt during the course. Address the following questions:

-          Did your understanding of ethnography change during the course? If yes, how? If not, specify.

-          What did you learn from the assigned readings (Malkki, Hannerz) ?

B)      For students taking the 5 ECTS module:

 Write a description of your own research project (a max. 5 pages) which contains the following items:

-          Research question(s)

-          What is your ethnographic field?

-          What are your main theoretical concepts?

-          Describe your (expected) data

-          How do you see the relationship between description and analysis in your work?

-          The phase of your research: what has been done, what will be done

-          Any other aspect you would specifically like to discuss in the workshop – a ‘problem’

Learning outcomes:

On completing the course, the participants will be able to extract arguments from a text  and analyze their structure. They will recognise the central types of arguments and learn how to evaluate their validity. They should also understand what role critical argumentation plays in scientific research, and know how to apply these skills in their own research projects.

Course Contents:

1. Arguments and their critical analysis;
2. Types of arguments and  typical argumentation fallacies;
3. Deductive reasoning: conditional arguments, hypothetical and categorical syllogisms;
4. Inductive reasoning: statistical and analogical arguments, causal arguments;
5. Hypothetical reasoning.

Course Schedule

Lectures
Tu 11.3. 10-15, Room K113 (Linna)
Fri 14.3. 10-15, Room PinniB 3107
Tu 18.3. 10-15, Room C6 (Main building)
Fri 21.3. 10-15, Room PinniB 4113

Evaluation Criteria: Passing the course requires an active participation to lectures, exercises and discussions. The focus on the course will be in exercises. After the course, the participants are required to produce a brief essay (3-4 pages) where they should reflect and connect the themes of the course to their own scientific field/research topic.

Student Selection:
The maximum number of students is 40. Students are selected on a first-come, first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

Pre-assignment: The students accepted to the course should send a brief pre-assignment by 28.2.2014 through course Moodle area (https://learning2.uta.fi/course/view.php?id=3624). It should include the following information:

1.    Your name and discipline;
2.    A brief description of your own research topic;
3.    Related to your own research, what do you expect from this course?

General description: This course will give you practical tips and strategies for writing scientific articles in English. Designed as a two-day workshop, the main objective of this course is to learn to identify and produce the most important elements in English academic writing.

The first day offers a series of exercises and points to ponder, whereas the second day offers the students an opportunity to apply these tips and strategies in an "Editing Clinic". During the second day, the students will be taught a ten-step editing process that they will apply to texts in class.

Schedule: 27.3., 3.4., 10.4.2014 at 9-16 o’clock

Place: Kauppi campus, Finnmedi 1, 3rd floor lecture hall

Contents:

27.3.2014 (group 1)

3.4.2014 (group 2)

9:00-9:45 Online sources: Scientific, clear, transparent
9:45-11:00 Drafting, Differences between Finnish and Anglo-American traditions
11:00-11:30  Components of a Scientific Article, The Sequence of Writing
11:30 Lunch
12:15 Problems, Transitions, Tenses
14:00 Coffee break
14:15 Old Information and New Information, Nouns and Verbs for Academic Writing
15:30 Self-editing
16:00 End of the day

Scientific Writing: The "Editing Clinic": Revising English Texts

10.4.2014 (both groups)

The students select a scientific text from their field and also bring in two to three pages of their own writing (5 copies of these pages). These texts will be evaluated in class.

9:00-10:30 Introduction to editing. Practice of editing on the "ideal" article in your field
10:30-10:40 Short break
10:40-11:30 Editing
11:30-12:10 Lunch  (40 min.)
12:10-14:00 Editing groups
14:00-14:20 Coffee break (20 min.)
14:20-15:25  Editing Groups
15:25-16:00  Course Discussions (Questions and Answers)
16:00   End of the course

The maximum number of students is 18 in both groups. Students are selected on first come-first-served principle. The student has to check the selection from NettiOpsu after the enrolment period.

Evaluation: Pass/fail.

Study materials: Booklet handed out by the instructor.

Learning outcomes: To familiarise students with various aspects of scientific communication.

Form of education: Lectures 16 h (different lecturers). On Tuesdays 11.3.-6.5.2014 at 15.15. - 17.00 o'clock (no lectures on 22.4.).

All lectures in Kauppi Campus B-building, big lecture hall.

Programme

11.3.
15:15-15:20 Opening the course / Seppo Parkkila
15:20-16:15 Statistical reporting / Heini Huhtala
16:15-17:00 Writing a scientific article from biomedical research / Seppo Parkkila

18.3.
15:15-17:00 Speech Communication and public speaking / Hanna Porrassalmi

25.3.
15:15-17:00 Producing better English text / Robert Hollingsworth

1.4.
15:15-17:00 Tables and statistical graphics / Raili Salmelin

8.4.
15:15-17:00 The role of the editor in scientific publishing / Timo Partonen

15.4.
15:15-16:00 Research article publishing: Open access / Raija Aaltonen
16:15-17:00 Basic principles and publications forums of qualitative research / Jari Luomanen

22.4 BREAK, Easter holiday

29.4.
15:15-16:00 Scientific lectures, congress abstracts and posters / Seppo Parkkila
16:15-17:00 Science communications / Laura Tohka

6.5.
15:15-15:45 Two forms of doctoral dissertation / Kaija Seppä
15:45-16:15 Publishing a doctoral dissertation / Petri Juuti
16:15-17:00 Doctoral dissertation – practical aspects / Markku Kulomaa

Participants: Open to all. Especially recommended for doctoral students and students enrolled on the Tampere Research Training Program for Medical Students.

Evaluation: Pass/fail.

Enrolment by e-form: https://elomake3.uta.fi/lomakkeet/6964/lomake.html (enrolment begins 6.2. and ends 28.2.2014)

Target group:

Professors, lecturers and teachers, and doctoral students of the University of Tampere.

Learning outcomes:

After completing the studies, the participant is expected to

- be familiar with the central theoretical questions for university teaching and learning
- understand the role of learning objectives and assessment in teaching and curriculum design
- understand the idea of constructive alignment in teaching and be able to apply the idea in their own practice
- be able to support and supervise learning activities in flexible ways in various contexts of academic teaching
- identify personal and institutional goals in developing pedagogical expertise and practice

Topics

- learning in higher education: theories and practice
- constructive alignment: learning objectives, teaching methods and assessment promoting learning
- curriculum in higher education; research-teaching nexus
- teaching in higher education: lectures, supervisory processes and collaboration in online and traditional learning environments
- developing expertise in teaching

Mode of study: blended learning

The course consists of lectures, discussions, readings, study circles, and writing assignments. A virtual learning environment is used. There will be an intensive period of contact days in the beginning and in the end, and in-between the themes are further explored in study circles in virtual learning environment. 10 ECTS means 267 hours of students work.

Contact days: 27.-28.1. (Room Virta 219) and 12.-13.5.2014 (Room A31 Main building) at 9.15-15.00

Adobe Connect online seminars: 3.3., 17.3. and 7.4.2014 at 14.00-16.00

Required assignments

Active participation in contact days, online seminars and tasks and study circle exercises (individual and group assignments) and an elaborated developmental case in one`s own work.

Assessment and grading

Pass/fail. Assessment of learning is carried out via various tasks during the course, as well as a practical developmental task and portfolio completed towards the end of the course. The assessment focuses on how the teacher recognizes and explicates his or her problem-solving activities in the developmental task and how the participant recognizes and explicates his or her learning and teaching approach or philosophy and identifies points for development.

Study materials

Hunt, L. & Chalmers, D. (eds) 2013. University teaching in focus. A learning-centred approach. London & New York: Routledge. Available online at http://www.tampere.eblib.com/patron/FullRecord.aspx?p=1092635

Biggs, J. & Tang, C. 2007. Teaching for quality learning at university: what the student does. 3rd edition. Available online at http ://site.ebrary.com/lib/Tampere/docDetail.action?DocID=10229859

Research articles

Application procedure

Electronic application form is open 8.11.–8.12.2013. Twenty participants from the University of Tampere will be selected on the basis of their application documents. Priority is given to applicants who cannot participate in corresponding pedagogical training in Finnish, and who have teaching intensive posts. All applicants are informed of the selections by 18.12. 2013.

Electronic application form (https://elomake3.uta.fi/lomakkeet/10945/lomake.html)

Learning outcomes: The aim of this course is to familiarize the participant with different traditions in ethnographic research. The participant will understand what is specific in ethnographic approaches, and see ethnographic research as a process combining theoretical conceptions and empirical research. Moreover, the course gives tools to tackle questions such as:

•             how is the ethnographic field constituted;
•             how does the researcher get positioned in the field(s);
•             how to analyze data gathered during the research process;
•             how to report findings.

General description: Ethnographic approaches are increasingly popular in a variety of disciplines. In addition to anthropology, which has an established tradition of ethnographic research, field-based methods and participant observation are increasingly deployed also in other social sciences, in administration studies, political sciences and health sciences. Ethnographic approaches are particularly useful in studies that seek to analyze cultural processes and the embeddedness of human beings in such processes. While ethnographic approaches draw on various methods used in other approaches as well, such as participant observation and interviews, it is important to understand what actually is distinctive in ethnographic approaches.

This course focuses on ethnographic research as an approach in doing research rather than as a method in more technical sense. During the course, following questions are discussed: 

•             What kinds of research questions are fruitful when using ethnographic methodologies?
•             How is the research setting shaped by ethnographic approach? How to analyze observation data?
•             What is the relationship between description and analysis in ethnographic research?

These questions are addressed in lectures and in reading assignments; students taking the 5 ECTS module will also get individual feedback to their own ethnographic research designs.

There are two alternative modes for taking the course: A) 3 ECTS or B) 5 ECTS:

A) 3 ECTS: active participation in lectures (14.2. and 21.2.), assigned reading (two articles) and a written assignment (max. 3 pages; see Instructions for written assignments).

B) 5 ECTS: active participation in lectures (14.2. and 21.2.); assigned reading  (two articles); a written assignment  (4-5 pages; see Instructions for written assignments) that presents in a concise form the participant’s own ethnographic research; oral presentation in the workshop (13.–14.3.) and commenting other participants’ presentations in the workshop.

Teaching schedule: The course consists of four days, with the first two days covering different aspects of ethnographic research (for students taking modules A & B). The latter two days focus on students’ own projects in intensive workshop discussions (only for students taking module B).

Friday 14.2.2014, Room Ls A32 (Main building)

10.15-10.30 Welcome and introduction to the course
10.30-12.00 Participants’ short introductions of their own doctoral projects
12.00-13.00 Lunch
13.00-14.30 Laura Huttunen: Theoretical conceptions and thick description: Contours of ethnographic research processes
14.30-15 Discussion and further instructions

Friday 21.2.2014, Room Ls A4 (Main building)

10.15-11.15 Discussion on the assigned readings
11.15-12.15 Anitta Kynsilehto: Working ethnographically with multiple sites
12.15-13.15 Lunch
13.15-14.30 Mari Korpela: What should I do now? Analysing ethnographic data
14.30-15 Concluding discussion

Thursday 6.3.2014 Deadline for written assignments

Thursday 13.3.2014, Room Atalpa (208, 326)
Klo 10-15 Workshop

Friday 14.3.2014, Room Atalpa (208, 326)
Klo 10-15 Workshop

Assigned reading

Hannerz, Ulf (2003) Being there... and there... and there!:  Reflections on Multi-Site Ethnography.  Ethnography 4:2, 201-216.

Malkki, Liisa: Tradition and improvisation in ethnographic field research. In Allen Cerwonka & Liisa Malkki (2007) Improvising theory: Process and temporality in Ethnographic fieldwork. University of Chicago Press.

Enrolment

Max. 30 students will be accepted, of whom max. 16 may participate in the 5 ECTS module (to be enrolled in Nettiopsu). Students are selected in the order of enrolment. The student has to check the selection from NettiOpsu after the enrolment period.

Instructions for written assignments:

A)     For students taking the 3 ECTS module:

Write a max. 3 pages learning diary and tell what you learnt during the course. Address the following questions:

-          Did your understanding of ethnography change during the course? If yes, how? If not, specify.

-          What did you learn from the assigned readings (Malkki, Hannerz) ?

B)      For students taking the 5 ECTS module:

 Write a description of your own research project (a max. 5 pages) which contains the following items:

-          Research question(s)

-          What is your ethnographic field?

-          What are your main theoretical concepts?

-          Describe your (expected) data

-          How do you see the relationship between description and analysis in your work?

-          The phase of your research: what has been done, what will be done

-          Any other aspect you would specifically like to discuss in the workshop – a ‘problem’

Learning outcomes:

In the course

- students are introduced to theoretical and methodological points of departure of relationalist social analysis as it is conceived in different social sciences and humanities;
- empirical examples are discussed in order to help the students to model their own analysis from the relationalist perspective as well as to strike a reasonable balance between relationalist and substantialist approaches.

General description:

One of the crucial dilemmas in social analysis is whether to conceive the social world as consisting primarily in substances or relations, in static “things” or dynamic unfolding processes. Various major paradigms (rational choice, structuralism, functionalism, variable- centered analysis) in sociology, anthropology, political science or communication studies presume more or less the former position about social reality, which we could call “substantialism”. However, the “relationalist” perspective (characteristic to semiotic, discourse-theoretical, pragmatist approaches) outlined in the course adopts the latter position. During the two-day course both advantages and shortcomings of relationalist approaches compared to different forms of substantialisms are discussed; in addition, the methodological choices involved in combining or reconciling relationalist and substantialist research strategies are reflected upon.

Completion:

Passing the course requires active participation in the seminars. The students are required to write a 3 page written presentation where the dilemma of relationalist and substantialist approaches to research is connected with the student’s own research topic. In addition they are required to give a presentation (up to 10 minutes) about his/her research topic and its relation to the dilemma of substantialism/relationalism followed by a 10 minute general discussion

Place: Seminar room Atalpa 143

Programme:

May 8, 2014

LECTURE (10.00-12.00): Relationalism vs substantialism: a general outline.

Lunch break (12.00-13.00)

LECTURE (13.00 – 15.00): Relationalism vs substantialism: methodological issues

Coffee break (15.00-15.15)

SEMINAR (15.15-17.15): Interactive discussion of examples provided by the lecturer


May 15, 2014
SEMINAR (10.00-12.00): Interactive discussions of examples provided by the lecturer or (in case of more than 12 participants) discussion of students’ presentations

Lunch break (12.00-13.00)

SEMINAR (13.00-15.00): Interactive discussion of students’ presentations.

Coffee break (15.00-15.15)

SEMINAR (15.15-17.15): Interactive discussion of students’ presentations.

Number of participants: up to 15. Students are selected in enrolment order.

Enrolment in NettiOpsu 17.3.-7.4.2014. The student has to check the selection from NettiOpsu after the enrolment period.