Methodological courses 1st study year

Semester 1-2 · 15144 · PhD Programme in Education and Social Sciences · 35CP · IT · EN · DE

Training activities appropriate to the creation of common ground in the epistemology, methodology and ethics of research.
Common core training in the areas of the philosophy of science and epistemology of the disciplines involved as well as research methodologies, both qualitative and quantitative, as well as current topics of debate and methodologies in an international context.

Lecturers: Annemarie Augschöll Blasbichler, Doris Kofler, Livia Taverna, Monica Adriana Parricchi, Vanessa Macchia, Martina Irsara, Giulia Cavrini, Ilaria Riccioni, Heidrun Demo, Federica Viganò, Demis Basso, Dorothy Louise Zinn, Andrea Di Michele, Barbara Gross, Johann Kienzl, Ulrike Elfriede Loch, Maria Cristina Gatti, Iris Nentwig-Gesemann, Attilio Carraro, Simone Seitz, Jeanette Hoffmann, Cecilia Lazzeretti, Sonia Maria Lisco, Caterina Fantoni

Teaching Hours: 206
Lab Hours: 6
Mandatory Attendance: in accordance with the regulation

Course Topics
Higher education activities with reference to advanced research activities, new research methods in the educational and social field, interdisciplinary, multidisciplinary and transdisciplinary training activities, language training, in the field of didactics, research management and knowledge of European and international research systems, valorisation and dissemination of results, intellectual property and open access to data and research products, fundamental principles of ethics, gender equality and integrity.

Teaching format
SPSS lectures and laboratory

Educational objectives
High-level theoretical and methodological training in a multilingual context, ability to work in the field of basic academic research and applied research in university, national and international settings, with a multilingual approach.

Assessment
Presentation of in-progress research and written documentation of milestones and research activity to the Board of Directors and lecturers

Evaluation criteria
No evaluation

Required readings

will be indicated during the meetings

Download as pdf

Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 1-2 · 15144A · PhD Programme in Education and Social Sciences · 0CP · IT · EN · DE

Module A — Philosophy of science

The course introduces students to the basic literature and fundamental concepts of the philosophy of science and the sociology of science; the debate, its protagonists and implications for research.

Lecturers: Federica Viganò

Teaching Hours: 5
Lab Hours: 0

Course Topics
Positivism, Critical Theory, Hermeneutics, Phenomenology, Constructivism, Grounded Theory. New theoretical approaches in the humanities and social sciences and their implications for research and development; new approaches to research in the social sciences and humanities and implications for research. A workshop on communicating the research content of PhD students is planned in collaboration with the unibz press office.

Teaching format
Lecture and exercise

Required readings

will be indicated in the meetings

.

Supplementary readings

Loner E, Fattorini E, Bucchi M (2023) The role of science in a crisis: Talks by political

leaders during the COVID-19 pandemic. PLoS ONE 18(3): e0282529. https://doi.org/10.1371/journal.pone.0282529

Ella McCarthy and Will J Grant (2024), What are we talking about when

we are talking about the audience? Exploring the concept of audience in

science communication research and education, Public Understanding of Science 1 –17

Semester 1-2 · 15144B · PhD Programme in Education and Social Sciences · 0CP · EN · DE · IT

Module B — Epistemology of Education and Social sciences

The course aims to impart basic scientific and professional skills and to acquire scientific research methods and the ability to express oneself in the educational and social sciences. The course aims to acquaint students with the theoretical and methodological scientific foundations of the educational and social sciences, as well as the principles and corresponding specificities of scientific work and research.

Lecturers: Annemarie Augschöll Blasbichler, Doris Kofler, Monica Adriana Parricchi, Ilaria Riccioni, Jeanette Hoffmann

Teaching Hours: 26: 5 Prof. Annemarie Augschöll 5 Prof. Jeanette Hoffmann 3 Prof. aggr. Doris Kofler 3 Prof. Monica Parricchi 10 Prof. Ilaria Riccioni
Lab Hours: 0

Course Topics
Prof. Annemarie Augschöll History of pedagogical ideas and their institutionalisation Childhood and educational biographies History of education and schools with a focus on South Tyrol (schools and education in South Tyrol and their historical genesis) Prof. Jeanette Hoffmann Epistemology of narration in pedagogical contexts (1h) Narrative learning in classroom interaction and professionalisation research (2h) Narrative acquisition in educational research and didactics (2h) Prof. Doris Kofler Fields of pedagogy between innovation through research and complexities Ethical components in the objectives of research and social relevance Transformation research Prof. Monica Parricchi Epistemology of education: approaches to research in social pedagogy The complexity paradigm The sustainability paradigm: The future between sustainability and resilience Prof. Ilaria Riccioni - Epistemology of the scoial sciences Epistemology in the social sciences Question of objectivity in the social sciences Methodenstreit Methodological positivism Hermeneutics

Teaching format
Prof. Annemarie Augschöll: Inputs and interactive discussion of the topics Prof. Jeanette Hoffmann: Lecture, text discussion, analysis of narrative learning processes Prof. Doris Kofler: Theoretical inputs with discussion prompts Prof. Monica Parricchi: Interactive lecture, discussionInteractive lecture, discussion Prof. Ilaria RIccioni: frontal and partecipatory

Required readings

Annemarie Augschöll

· Vogt, M., Augschöll Blasbichler, A. (2021), Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history: Lucien Criblez.

Espacio, Tiempo y Educacio´n, 8

(2), 251–257.

· Augschöll Blasbichler, A. (2018), Totalitarian school politics during fascism in Italy and their transgenerational effects. In History of Education Review: Special Issue: Powerful narratives and compelling explanations.

Educational historians and museums at work, 47

(2), 155–168.

Jeanette Hoffmann

· Dehn, M., Merklinger, D., & Schüler, L. (2014). Narrative Acquisition in Educational Research and Didactics. In P. Hühn, J. Ch. Meister, J. Pier, & W. Schmid (Eds.), Handbook of Narratology (pp. 489–506). De Gruyter. https://doi.org/10.1515/9783110316469.489

· Hoffmann, J. (2020). Narratives Lernen in Unterrichts- und Professionsforschung. In R. Ertl-Schmuck, & J. Hoffmann (Eds.), Spannungsfelder zwischen Theorie und Praxis in der Lehrer/innenbildung – Interdisziplinäre Perspektiven (pp. 61–89). Beltz Juventa.

Doris Kofler

· Kollmorgen, R., Merkel, W, & Wagener, H. J. (Hrsg.) (2015), Handbuch Transformationsforschung. Springer. DOI 10.1007/978-3-658-05348-2

[Das Handbuch umfasst 761 Seiten, und Auszüge müssen je nach Forschungsschwerpunkt der PhD-Studierenden entsprechend ihrer Forschungsausrichtung ausgewählt werden.]

Monica Parricchi

· Giovannini E, Calvano G. Educazione è Sostenibilità Franco Angeli. https://francoangeli.it/Libro/Educazione-è-Sostenibilità?Id=29511

· Educazione alla Sostenibilità Pedagogia Oggi, 16(1), 2018 https://ojs.pensamultimedia.it/index.php/siped/issue/view/172

Ilaria Riccioni: Texts indicated in the final bibliography of each lecture power point

Supplementary readings

Supplementary literature will be announced in the individual courses.

Semester 1-2 · 15144C · PhD Programme in Education and Social Sciences · 0CP · IT · EN · DE

Module C — Qualitative methodology

The course aims to introduce the methodologies useful for the development of the entire qualitative research process, i.e.: acquisition and utilisation of specialist literature, including appropriate databases and digital media; development of a scientific question, research designs and their implementation; educational and social sciences and research methods; principles and specifics of scientific work and the development or discussion of the scientific question contained in the students' research projects and their implementation; fundamentals of empirical research: theoretical familiarisation with the basic rules and concepts of the research process.

Lecturers: Vanessa Macchia, Heidrun Demo, Andrea Di Michele, Barbara Gross, Ulrike Elfriede Loch, Iris Nentwig-Gesemann, Attilio Carraro, Simone Seitz

Teaching Hours: 50: 8 Prof. Attilio Carraro 5 Prof. Heidrun Demo 8 Prof. Di Michele Andrea 4 Prof. Barbara Gross 8 Prof. Ulrike Loch 5 Prof. Vanessa Macchia 4 Prof. Iris Nentwig-Gesemann 8 Prof. Simone Seitz
Lab Hours: 0

Course Topics
Prof. Carraro: The aim of this module is to provide participants with basic knowledge and skills for writing research proposals and applications. The module consists of a theoretical introduction about what a research proposal is (the what, the why, and what it shouldn’t do), and the presentation of the “5 steps model for writing a successful research proposal”; practical activities, i.e. designing, writing, presenting and assessing, a research proposal are also planned. Prof. Demo: - Qualitative Content Analysis: Fundamentals - Application of Qualitative Content Analysis based on completed research projects - Practical exercises with a focus on category development and coding Prof. Di Michele: The course aims to illustrate the fundamentals of historical research methodology, considering that they may be useful for any researcher who needs to set up a research project focusing on any topic addressed from a temporal perspective. The course topics will be as follows: - The characteristics of historical knowledge - The usefulness and meaning of history - The public and instrumental use of historical discourse - The elements of history: space, time and historical text - The historical evolution of the discipline - The role of sources: definition, identification, critical analysis... Prof. Gross: Mixed Methods Research: discussion of theoretical considerations, research design, data collection, data analysis, data merging, interpretation, and limitations. Implementation exercises. Prof. Loch: Introduction in the methodology of narrative interviews (4 hours) and practicing narrative questions (6 hours): - Introduction in narrative interviewing - Practicing narrative interview tools - Preparing a narrative interview - Practicing narrative interview tools - Exchange about interview experience Prof. Macchia: Research Methodology - Action Research and Ricerca Formazione - Action research: introduction and examples of the action research process - Action research: analysis of a finished action research project - Examples IT CRESPI and DT CARN D.A.CH. Netzwerk Prof. Nentwig-Gesemann: - Discussion of the participants' research topics and methods to sharpen their research proposals - Praxeological Sociology of Knowledge and Documentary Method - Childhood research, child perspective research and documentary multispecies research Prof. Seitz: Current discourses on theoretical frames and qualitative methodology in inequity-critical educational research, links to the participants’ research interests and research topics, with a particular focus on the potential of: - reconstructive research approaches - transnational and comparative research

Teaching format
Prof. Carraro: Lecture, guided discussion, students’ work, critical analysis of their proposals. Prof. Demo: - Prof. Macchia: Lecture and practical discussion, plenary work Prof. Gross: Lecture; discussion Prof. Loch: Lecture and practice, conducting an interviews Prof. Seitz: Lecture, methodologically guided discussion, analysis of empirical material Prof. Di Michele: Lecture, guided discussion, critical analysis of their proposals. Prof. Nentwig-Gesemann: Lecturer’s input, discussion of texts, and brief student presentations

Required readings

Prof. Carraro: Materials and e-resources presented during classes with PhD students.

Prof. Di Michele: Materials and e-resources presented during classes with PhD students.

Prof. Macchia: Giorgio Asquini (a cura di) 2025. La Ricerca-Formazione. Temi, esperienze, prospettive. Franco Angeli, Ianes D, Dell'Anna S, Demo H & Macchia V. (2020). IN-IN: Strumenti per l'Inclusione/Instrumente für Inklusion. Milano: FrancoAngeli, ISBN: 978-88-351-0563-3 open access

Prof. Gross: Creswell, J. W., & Plano Clark, V. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage.

Prof. Loch:

Rosenthal, Gabriele (2018): Interpretive Social Research. An Introduction. Universitätsverlag Göttingen. (free download: Göttingen university press), Chapter 5;
Rosenthal, Gabriele (2011): Interpretative Sozialforschung. Weinheim: Juventa, 5. Kapitel.

Prof. Seitz: will be announced before the course starts

Prof. Nentwig-Gesemann:

Bohnsack, R., Nentwig-Gesemann, I. & Nohl, A. M. (Hrsg.) (2007): Einleitung: Die dokumentarische Methode und ihre Forschungspraxis. In R. Bohnsack, I. Nentwig-Gesemann & A. M. Nohl (Hrsg.): Die dokumentarische Methode und ihre Forschungspraxis. Grundlagen qualitativer Sozialforschung. 2., erweiterte und aktualisierte Auflage. VS Verlag, S. 9-32.
Nentwig-Gesemann, I. (2025): Dokumentarische Kindheits- und Kinderperspektivenforschung. In F. Heinzel (Hrsg.): Methoden der Kindheitsforschung. 3., überarbeitete und erweiterte Auflage. Weinheim und Basel: Beltz Juventa, S. 233-244.
Nentwig-Gesemann, I. & Veith, L. M. (2025). „Der Wolf mag nicht gesehen werden. Das hat er überhaupt nicht gern“. Kinderperspektiven auf Beziehungen zu Wildtieren. In W. Smidt, B. Benoist-Kosler & E.-M. Embacher (Hrsg.), Interaktionen, Beziehungen und Bindungen in der frühen Kindheit“. Waxmann, S. 15-34.

Supplementary readings

Prof. Gross: Tashakkori, A., Johnson, R. B. & Teddlie, C. (2020). Foundations of Mixed Methods Research (2nd ed.). Sage
Prof. Seitz: will be decided together during the course

Semester 1-2 · 15144D · PhD Programme in Education and Social Sciences · 0CP · IT · DE · EN

Module D — Quantitative methodology

The course belongs to the subject area of social statistics. It aims to provide the foundations of statistical reasoning, to help understand how and why to choose between the various statistical methods required to prepare the collection, representation, processing and synthesis of data, and to gain a thorough understanding of the theory underlying the various methods. The aim is to provide the methodological and statistical tools required to prepare a survey in the pedagogical and social field and for the subsequent analysis of the data collected and interpretation of the results obtained.

Lecturers: Giulia Cavrini, Demis Basso

Teaching Hours: 54 42 Prof. Giulia Cavrini 12 Prof. Demis Basso
Lab Hours: 6 Prof. Giulia Cavrini

Course Topics
In particular, the basic concepts of descriptive and inferential statistics as well as some multivariate data analysis techniques will be introduced. The technical lectures are complemented by laboratory exercises using statistical software.

Teaching format
The course consists of in-person 54 hours of lectures and 6 hours of lab sessions, during which the professor will present the various topics. The lecture content will be delivered using PowerPoint presentations, which will be made available to students on TEAMS. All sessions follow a mixed approach: traditional lecture-based teaching alternates with interactive learning moments, with proportions varying depending on the topic and the type of activity carried out. Typically, the interactive component will be more prominent during in-class exercises and lab sessions.

Required readings

M.K. Pelosi, T.M. Sandifer, P. Cerchiello, P. Giudici Introduzione alla statistica, McGraw Hill, 2009 (ch. 0 - 5, 7-8).

D. F. Iezzi Statistica per le scienze sociali, Carrocci 2009 (ch. 1-6 e 11).

Lecture notes prepared by the teacher will also be provided.

Semester 1-2 · 15144E · PhD Programme in Education and Social Sciences · 0CP · EN · DE · IT

Module E — Ethnographic research methods

Over the past century, the ethnographic method, theorized by Malinowski (1922) as a scientific and systematic fieldwork approach, has expanded from anthropology to other social sciences. Since the 1980s, scholars have critically reexamined it, emphasizing subjectivity, colonial power dynamics, and the need for reflexivity. Today, critical and reflexive ethnography—through techniques like participant observation, interviews, autoethnography, sensory and digital ethnography—plays a central role in social and educational research. It seeks to understand participants’ perspectives, promote empathy and critical thinking, and support decolonial and social justice goals.
This course introduces ethnographic methods, their epistemological and ethical dimensions, and offers PhD students in Education and Social Sciences the chance to apply them to their own research projects and reflect on ethnographic writing practices.

Lecturers: Daniela Salvucci

Teaching Hours: 20
Lab Hours: 0

Course Topics
Introduction to ethnographic methods and approaches. From Malinowski’s theorization and the Chicago school to contemporary trends. Holism, “otherness” and ethnography “at home”. Interpretation and “thick description” (Geertz 1973). From the village to the multi-sided ethnography (Marcus 1995). “Writing culture” critique (Clifford and Marcus 1986) and the rigour of the qualitative (Olivier de Sardan 2015). “Writing against culture” (Abu-Lughod 1991): ethnography, power, and interculturality (Dietz 2011). Ethnographer’s ethics and in-betweenness (inside/outside, science/art, activist/betrayer). Ethnography as education of “attention” (Ingold 2014, 2017). Participant observation and observation of participation (Tedlock 1991). Ethnographic fieldwork and ethnographic techniques (Oliver de Sardan 2015): explorations, fieldnotes (Emerson et al. 1995, Okely 2012), ethnographic journal, and personal diary. Ethnography as theory (Nader 2011) and narration. Ethnographic writing styles (Behar and Gordon 1996, Salvucci 2025, Tauber and Zinn 2021). Reflexivity, feminist ethnography (Davis and Craven 2023), and autoethnography (Beatty 2010, Reed-Danahay 2001). Evocative ethnography, and “thin description” (Jackson 2013). Collaborative (Lassiter 2005), reciprocal (Gay y Blasco and Hernández 2020), and participative ethnography (Schensul and LeCompte 2016). Ethnographic interviews (Sherman Heyl 2014), “participant listening” (Forsey 2010), narratives, and memories. Charting, mapping, and genealogies. Visual (Pink 2013) and sensory (Vannini 2023) ethnography. Artifacts’ biographies, multispecies ethnography (Kiksey, Helreich 2010), digital ethnography (Pink et al. 2015), and multimedia, creative, interdisciplinary methods, such as the “deep mapping” (Boos et al. 2022).

Teaching format
Lecture, in-class discussions and in-class activities.

Required readings

(At least one article or chapter from the requested or the supplementary bibliography)

Abu-Lughod, L. 1991, “Writing against Culture”, in Richard G. Fox (ed.) Recapturing Anthropology: Working in the Present, Santa Fe (USA): School of American Research Press.

Atkinson, A. Coffey, S. Delamont, J. Lofland, and L. Lofland (eds.) 2014 (2001) Handbook of Ethnography. London, UK: Sage.

Beatty, A., 2010, “How Did It Feel for You? Emotion, Narrative, and the Limits of Ethnography”. American Anthropologist 112(3): 430–443.

Behar, R., and Gordon D., (eds.), 1996, Women Writing Culture. Berkeley: University of California Press.

Boos T., Ietri D. & Mastropietro E., 2022, “Deep Map and Short Residence as Crucial Elements for a Dialogic Research Method Investigating Places”, TheProfessional Geographer, 1-11.

Clifford, J., and G. E. Marcus, eds. 1986. Writing Cultures: Poetics and Politics of Ethnography. Berkeley: University of California Press.

Davis D.-A. and Craven C., 2023, Feminist Ethnography: Thinking through Methodologies, Challenges, and Possibilities, Rowman&Littlefield.

Dietz, G. 2011. “Towards a doubly reflexive ethnography: A proposal from the anthropology of interculturality”. AIBR-Revista de Antropología Iberoamericana, 6(1): 3 – 26.

Emerson R., Fretz R., Shaw L., 1995. Writing ethnographic fieldnotes, Chicago: Chicago University Press.

Forsey, M. G., 2010, “Ethnography as participant listening”, Ethnography, 11(4): 558-572.

Geertz C., 1973, Interpretation of cultures. New York: Basic Book

Gay y Blasco, P. and Hernández L., 2020, Writing Friendship. A Reciprocal Ethnography, London: Palgrave Macmillan.

Ingold, T., 2014, “That’s enough about ethnography!”, Hau: Journal of Ethnographic Theory, 4(1): 383–395.

Ingold, T., 2017, “Anthropology contra ethnography”, Hau: Journal of Ethnographic Theory, 7 (1): 21–26.

Jackson, J. L. Jr., 2013, Thin Description. Ethnography and the African Hebrew Israelites of Jerusalem, Boston: Harvard University Press.

Kirksey, E. and Helmreich S., 2010, “The emergence of multispecies ethnography”, Cultural Anthropology, 25(4): 545–576.

Lassiter, L. E., 2005, “Collaborative Ethnography and Public Anthropology,” Current Anthropology, 46(1): 83-106.

Malinowski B., 1922, “Introduction: The subject, method and scope of this enquiry”, in Argonauts of the Western Pacific, London: Routledge and Kegan Paul.

Marcus, G., 1998 [1995], “Ethnography in/of the World System: the Emerge of the Multi-sited Ethnography”, in Marcus, George, 1998, Ethnography through thick and thin, Princeton: Princeton University Press, pp. 79-104.

Okely, J. 2012, Anthropological Practice Fieldwork and the Ethnographic Method Anthropological practice fieldwork and the ethnographic method, London: Routledge.

Olivier Sardan, J-P., 2015, Epistemology, Fieldwork, and Anthropology. London: Palgrave Macmillan.

Perecman, E. and Curran S., 2006, A Handbook for Social Science Field Research: Essays & Bibliographic Sources on Research Design and Methods. SAGE Publication.

Supplementary readings

Is part of the required reading list:

Pink, S. 2013, Doing visual ethnography. SAGE.

Pink S. et al. 2015, Digital Ethnography. Principles and Practice. SAGE

Reed-Danahay, D. 2001. “Autobiography, Intimacy and Ethnography.” In Handbook of Ethnography, edited by P. Atkinson, A. Coffey, S. Delamont, J. Lofland, and L. Lofland, 407–25. London: Sage.

Salvucci, D. 2025, “It is Like Being ‘in’ a Story”: The Influence of Nineteenth- and Early Twentieth-Century Literature on Bronislaw Malinowski’s work as reflected in his letter exchange with Elsie Masson”, in Schwab C., Ahrens F., Riedl K., Ethnography and Folklore in Print: Cross-Genre Explorations of Nineteenth-Century Social Knowledge, pp.169-190. Bielefeld: Transcript Verlag.

Sherman Heyl, B., 2014, “Ethnographic interviewing”, in Atkinson et al. Handbook of Ethnography, Sage.

Tauber, E. and Zinn D. L. (eds.), 2021, Gender and Genre in Ethnographic Writing, London: Palgrave Macmillan.

Tedlock, B. 1991, “From Participant Observation to the Observation of Participation: The Emergence of Narrative Ethnography”, Journal of Anthropological Research, 47(1): 69-94.

Vannini, P. (ed.) 2023, The Routledge International Handbook of Sensory Ethnography, Routledge.

Further bibliographical references will be provided during the lessons

Semester 1-2 · 15144F · PhD Programme in Education and Social Sciences · 0CP · EN

Module F — English for Academic purposes

This course aims to familiarise PhD students with academic research conventions and academic discourse in English, in both spoken and written contexts. Participants will learn how to formulate research questions and a thesis statement, how to present an argument, how to structure paragraphs for coherence and cohesion, how to write an abstract in English for an academic audience and aspects of effective oral presentations. Genre and corpus approaches will be used to heighten learners’ awareness of academic language in use, through such observation skills as validating, formulating and checking hypotheses about the rhetorical structures and language characterising academic genres. Corpus work will contribute to learning by ‘noticing’ or ‘discovery’, encouraging students to adopt an inductive approach in analysing academic language.

Lecturers: Martina Irsara, Maria Cristina Gatti, Cecilia Lazzeretti

Teaching Hours: 20 6 Prof. Maria Cristina Gatti 7 Prof. aggr. Martina Irsara 7 Dr. Cecilia Lazzeretti
Lab Hours: 0

Course Topics
• Academic writing and its conventions • Linguistic features of academic writing in English • Aspects of reading for academic writing • Exploiting basic corpus techniques to explore academic language • Compiling a corpus representative of academic language use • Developing arguments • Structure of abstracts • Use of English in academic writing for educational research • Structuring oral presentations • Using effective linking phrases during oral presentations • Make effective use of presenting software such as PowerPoint

Teaching format
Lecture, workshop, seminar, discussion, individual work

Required readings

Selected chapters from:

Burton, G. (2011). Collins Academic Skills Series: Presenting. London: HarperCollins.

Swales, John M. & Feak, C. (2009). Abstracts and the writing of abstracts. Ann Arbor, MI: University of Michigan Press.

Swales, John M. & Feak, C. (2014). Academic writing for graduate students: Essential tasks and skills. 3rd ed. Ann Arbor, MI: University of Michigan Press.

Readings and slides for the course will be available on OLE.

Supplementary readings

Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363-372.

Graham, A. (2018). English for academic purposes: A handbook for students. St. Albans: Critical Publishing. Retrieved from: https://www.criticalpublishing.com/asset/211915/1/Graham_Web_Material.pdf

Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543-562.

Karpenko-Seccombe, T. (2020). Academic writing with corpora: A resource book for data-driven learning. London and New York: Routledge.

Swales, John M. & Feak, C. (2010). From text to task: Putting research on abstracts to work. In M. Ruiz-Garrido, J. C. Palmer-Silveira & I. Fortanet-Gomez (Eds.), English for professional and academic purposes (pp. 169-182). Amsterdam: Brill-Rodopi.

Semester 1-2 · 15144G · PhD Programme in Education and Social Sciences · 0CP · DE · IT · EN

Module G — Information Literacy

The course covers standard Information Literacy competences according to the International Guidelines for Higher Education and Doctoral Programmes and explores the fields of application of bibliometrics.
The course explores the individual stages of the publication process and provides tools for identifying high-quality journals. In addition, predatory journals will be analyzed and strategies for avoiding them will be suggested.
PhD students will learn about journal evaluation criteria and become familiar with the main bibliometric indicators. Students will be shown the best bibliographic research tools and guidelines for preventing plagiarism and ensuring academic integrity. At the end of the training, they will also be able to use reference management software, the university's research information system, and master the correct syntax for citations.

Lecturers: Johann Kienzl, Sonia Maria Lisco, Caterina Fantoni

Teaching Hours: 10 2 Dr. Caterina Fantoni 6 Dr. Sonia M. Lisco 2. Dr. Johann Kienzl
Lab Hours: 0

Course Topics
Information literacy - Citation style guidelines (e.g. APA 7th edition) - Reference management software features - Academic integrity concepts and introduction to the use of Turnitin Bibliometrics - Predatory and low quality journals - Open Access - Publication process - Introduction to peer review - Bibliometric databases - Research evaluation in the Italian research context

Teaching format
Workshops and seminars

Required readings

None

Supplementary readings

Supplementary readings:

American Psychological Association. (2020). Publication manual of the american psychological association (7th edition). American Psychological Association. https://doi.org/10.1037/0000165-000

De Vita, G., Begley, J., & Bowen, D. (2021). Roadmap to a successful PhD in business and management and the social sciences. Lang. https://doi.org/10.3726/b18616

Gosling, P., & Noordam, L. D. (2011). Mastering Your PhD: Survival and Success in the Doctoral Years and Beyond (2nd edition). Springer. https://doi.org/10.1007/978-3-642-15847-6

Bibliometrics:

Beall, J. (2015). Predatory journals and the breakdown of research cultures. Information development, 31(5), 473–476. https://doi.org/10.1177/0266666915601421

Björk, B.-C., & Hedlund, T. (2004): A formalised model of the scientific publication process. Online Information Review, 28(1), 8–21. https://doi.org/10.1108/14684520410522411

Semester 1-2 · 15144H · PhD Programme in Education and Social Sciences · 0CP · EN · DE · IT

Module H — Research Ethics

The course aims to clarify the ethical aspects of interest in research, introducing students to the principles of scientific integrity (presentation of EU guidelines), as well as providing information on how to apply for approval by the Data Protection Office and the Research Ethics Committee.

Lecturers: Livia Taverna

Teaching Hours: 5
Lab Hours: 0

Course Topics
1. Ethical principles of research: Reliability, Honesty, Respect and Responsibility 2. Ethics and methodology for ethical science 3. Ethical and legal aspects of research 4. Procedures for designing research protocols

Teaching format
Lesson and group discussion

Required readings

Martinson, B., Anderson, M. e de Vries, R. (2005). Scientists behaving badly. Nature, 435, 737- 738. https://doi.org/10.1038/435737a.

Supplementary readings

Brighi, A., Laghi, F., Ligorio, B., Milani, L., Palladino, B.E., Zanetti, M.A. (2021). Etica della ricerca o ricerca etica? Psicologia clinica dello sviluppo, (2), 276–278. https://doi.org/10.1449/101503
National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. (2009). On being a scientist: A guide to responsible conduct in research (3rd ed.). The National Academies Press. https://doi.org/10.17226/12192.

Semester 1-2 · 15144I · PhD Programme in Education and Social Sciences · 0CP · IT · DE · EN

Module I — Coaching I

In addition to being a means for mutually beneficial learning through engagement with one's PhD students’ peers, Coaching I aims to foster constructive and critical discussion of the students’ thesis projects as they progress. It also aims to provide support and guidance for questions of research ethics and milestones such as the direct participation in scientific events and the preparation of a publication.

Lecturers: Heidrun Demo, Demis Basso, Dorothy Louise Zinn

Teaching Hours: 10 3 Prof. Demis Basso 3 Prof. Heidrun Demo 4 Prof. Dorothy Zinn
Lab Hours: 0

Course Topics
Progress on doctoral students' research projects; students' doctoral paths and milestones.

Teaching format
Discussion.

Required readings

Will be announced during the meetings

Semester 1-2 · 15144J · PhD Programme in Education and Social Sciences · 0CP · DE · IT · EN

Module J — Systematic Literature review

The course provides an overview of the main research synthesis methodologies in the social and educational fields (narrative reviews, critical reviews, scoping and mapping reviews, systematic reviews, meta-analyses and umbrella reviews), with a specific focus on conducting systematic reviews. Through critical analysis of real examples and protocols, as well as practical exercises, the course will address the key aspects of this method: formulating an appropriate research question for a systematic review; defining the types of studies to be included; designing a comprehensive search for studies and selecting suitable ones; assessing the quality and relevance of studies; synthesising study results, in narrative or quantitative form, as appropriate; assessing whether the results of the review are robust; disseminating the results of the review.
The aim of the course is to provide a general understanding of the method, enabling further independent study and application.

Lecturers: Alessandra Imperio

Teaching Hours: 6
Lab Hours: 0

Course Topics
- Types of research synthesis in the social and educational fields. - Systematic review: theoretical foundations and operational principles. - Main steps for conducting a systematic review. - Critical aspects and limitations.

Teaching format
The lessons combine theoretical input with practical/reflective activities.

Required readings

Scientific papers provided by the lecturer.

Petticrew, M., & Roberts, H. (2006). Systematic Review in the Social Sciences. A practical guide. Blackwell Publishing.

Pellegrini, M., & Vivanet, G. (2018). Sintesi di ricerca in educazione. Basi teoriche e metodologiche. Carocci Editore.

Supplementary readings

Cooper, H., Hedges, L.V., & Valentine, J.C. (Eds.) (2009). The Handbook of Research Synthesis and Meta-Analysis (2nd Edition). Russell Sage Foundation.

Ghirotto, L. (2020). Le systematic review nella ricerca qualitativa. Metodi e strategie. Carocci editore.