Osnova sekce

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    Introduction to the Course

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    The course introduces the fundamentals of research strategies and methodologies commonly used in International Relations and Security Studies. Its main aim is to familiarize students with the nature of qualitative research, the principles of qualitative research design, and key methodologies, methods, and techniques for investigating social phenomena qualitatively. Particular emphasis is placed on understanding the logic of qualitative research design in order to strengthen students’ ability to navigate a broad range of qualitative approaches and—most importantly—to apply course insights when making competent and confident methodological choices for their Master’s dissertations.

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    MA Dissertation Project and Topic Registration

    During the semester students should start considering the topic of their MA dissertation. They should consult it with a potential supervisor. While developing this relation, students should make sure that their supervisor will register their MA dissertation topic in the SIS by 15th June.

    The supervisors will ask the students to formulate the project of their MA dissertation. The project should be finalized and uploaded to the SIS by the supervisor by the end of September 2025. There is a template for the dissertation project that will be uploaded to the SIS. This procedure is not related to the assessment process in this course. The course is generally meant to contribute to students’ ability to submit a coherent piece of MA research.

    The final versions of MA projects will be uploaded to SIS by individual supervisors.

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    Course Requirements

    Take-home Assignments

    Literature Review (30%): Please check the assignment file in Week 4

    Start date: 9 March

    Deadline: 23 March

     

    Research Design (30%):  Research Design (30%): Students will select two articles and review them, focusing on key steps of the research design. The assignment is completed with two Moodle-based tests that assess the understanding of how the research was designed and conducted. The list of articles, along with guiding questions, will be made available on Moodle. The task is designed to develop students’ ability to identify how published research is methodologically structured, including key design choices and their implications. 

    Start date: 13 April

    Deadline: 27 April

     

    Qualitative Data Analysis Exercise (30%): In this exercise, students will choose one of three provided datasets, each designed to fit typical research problems in IR and Security Studies. Students will submit a short report (approximately 1–2 pages) explaining how they would analyse the selected dataset while taking into account its specific characteristics. The report should identify the qualitative analysis method the student would use, describe how the method would be implemented in practice, and present preliminary results in the form of an initial thematic analysis. The purpose of the exercise is to demonstrate the ability to select an appropriate qualitative strategy and apply it to generate meaningful insights from empirical material. Detailed instructions and submission guidelines will be posted on Moodle.

    Start date: 27 April

    Deadline: 11 May

     

    MA Dissertation Registration: Throughout the semester, students should begin developing ideas for their MA dissertation topic and consult these with a potential supervisor. As part of the official university process, the supervisor must register the dissertation topic in SIS by 15 June. In the Security Studies programs (BS/MISS), students must prepare their MA dissertation project using the official SIS template. Supervisors will then upload the completed document to SIS by the end of September. In the IR programs (MV/MAIN), students will work on their MA dissertation projects during the winter semester and register for JPM958 I/JPM953 I. The projects must be finalized and uploaded to SIS by the end of the winter semester. This administrative process is separate from the assessment in this course. However, the course is designed to strengthen students’ ability to plan and produce a coherent MA-level research project.

    Start date: 16 February

    Deadline: 15 June

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    Syllabus

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    1. Introductory Lecture (Vít Střítecký)

    This session explains how the course is organized, what assignments you will complete, and how the MA dissertation registration process works. It also introduces the assessment matrix that reviewers will use when evaluating your MA dissertation. During the lecture, we will discuss the overall philosophy behind the matrix and walk through its key sections in detail. Because the matrix captures the core expectations of high-quality research, it should be treated as a practical guideline for planning and writing your dissertation. Finally, the lecture presents the MA dissertation project and outlines how you will develop it over the semester.

     

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    2. Fundamentals of Qualitative Research Design (IR & Security Studies) (Vít Střítecký)

    This session focuses on assembling the fundamental components of qualitative research design in International Relations and Security Studies from the ground up. Students will learn how to identify a research problem and translate it into clear, well-phrased research questions. The lecture also covers the basics of data collection and data analysis in qualitative research, including how and why to use triangulation. In addition, it addresses how to formulate research objectives and articulate the intended contribution of a project. The session concludes with an introduction to key research ethics principles and a review of citation and referencing standards required for academic work.

    Compulsory Reading (53pp):

    -   Lamont, Christopher K. 2015. Research Methods in International Relations. Los Angeles: Sage, 37-62 (Chapter 2).

    -   Maxwell, Joseph A. 2012. Qualitative Research Design: An Interactive Approach. Los Angeles: Sage, 78-90 (Chapter 4).

    -   Tracy, Sarah J. 2013. Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Chichester: Wiley-Blackwell, 21-36 (Chapter 2),

    Recommended Reading (9pp):

    -   Barkin, Samuel. 2008. “‘Qualitative’ Methods?” In Qualitative Methods in International Relations: A Pluralist Guide, edited by Agata Klotz and Deepa Prakash, 211-220. London: Palgrave Macmillan.

     

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    3. Epistemology and Ontology (Jakub Tesař)

    This lecture introduces the philosophical foundations that underpin different methodological approaches in the social sciences. It explains how assumptions about what counts as knowledge, how social reality can be understood, and what constitutes valid evidence shape the choice of research methods. The session also highlights key contrasts among major methodological traditions and shows how these philosophical commitments influence research design, analysis, and the interpretation of findings.

     

    Compulsory Reading (40pp):

    -   Jackson, Patrick Thaddeus. 2011. The Conduct of Inquiry in International Relations. Philosophy of Science and its Implications for the Study of World Politics. London and New York: Routledge. (Chapters 1 and 2)

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    4. Communicating with Theories: Literature Review (Vít Střítecký)

    This session focuses on how to integrate a theoretical and conceptual framework into your research. It introduces ways of “communicating with theory,” meaning how to use theories not only as background knowledge but as tools for guiding research design, shaping analysis, and interpreting findings. The lecture also presents analytical approaches to writing a literature review, with emphasis on treating the literature review as an active instrument for incorporating theories and concepts into your project. By the end of the session, students should be able to position their research within relevant scholarly debates and build a coherent framework that supports their research questions and analytical strategy.

    Compulsory Reading (35pp):

    -   Lamont, Christopher K. 2015. Research Methods in International Relations. Los Angeles: Sage, 79-92 (Chapter 4).

    -   Randolph, Justus. 2009. “A Guide to Writing the Dissertation Literature Review.” Practical Assessment, Research, and Evaluation 14(1): 13.

    -   Silverman, David, and Amir Marvasti. 2008. Doing Qualitative Research: A Comprehensive Guide. Los Angeles: Sage, 365-373 (Chapter 21).




     

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    5. Basics of Qualitative Case Studies (Vít Střítecký)

    This session introduces the fundamentals of case study design in qualitative research. It explains what distinguishes case studies from other research designs and presents key typologies used to classify different kinds of case studies. The lecture also discusses major paradigmatic approaches to conducting case study research and how these approaches shape choices about evidence, explanation, and inference. Finally, it highlights how case studies interact with other qualitative methods, including where they overlap, how they can be combined, and what methodological trade-offs these combinations involve.

    Compulsory Reading (59pp):

    -   Gray, David E. 2004. Doing Research in the Real World. Los Angeles: Sage, 123-151 (Chapter 6 Designing Case Studies).

    -   George, Alexander L., and Andrew Bennett. 2005. Case Studies and Theory Development in the Social Sciences. Cambridge, Massachusetts: MIT Press, 355-356, 388-389, 405-406, 415-422 (Appendix with Case Study applications).

    -   Yazan, Bedrettine. 2015. “Three Approaches to Case Study Methods in Education: Yin, Merriam, and Stake”. The Qualitative Report 20(2), 134-152.

    Recommended Reading (19pp):

    Gerring, John. 2005. Case Study Research: Principles and Practices. CUP, 17-36 (Chapter 2)




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    6. Explanatory Case Studies: Causal Mechanisms in Qualitative Research I (Vít Střítecký)

    This session focuses on how to analyse causality within cases by tracking causal mechanisms in qualitative research. It explains what it means to make causal claims in a within-case framework and how researchers can identify and assess the links between causes and outcomes. The lecture introduces two key approaches for this purpose: process tracing and congruence analysis. Students will learn the basic logic of each method, the kinds of evidence they rely on, and how they can be used to evaluate alternative explanations and strengthen causal inference in qualitative case study research.

     

    Compulsory Reading (60pp):

    -   Evangelista, Matthew. 2015. Explaining the Cold War’s End: Process Tracing All the Way Down? In Process Tracing: From Metaphor to Analytic Tool, edited by Bennett, Andrew and Jeffrey T. Checkel. Cambridge: CUP, 153-185 (Chapter 6).

    -   George, Alexander L., and Andrew Bennett. 2005. Case Studies and Theory Development in the Social Sciences. Cambridge, Massachusetts: MIT Press, 226-254 (Chapter 9 The Congruence Method).




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    7. Explanatory Case Studies: Causal Mechanisms in Qualitative Research II (Vít Střítecký)

    Readings will be provided before the class.

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    8. Easter Monday - no class

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    9. Visual Analysis (Jakub Tesař)

    This session moves beyond text-based methods to examine visual methodologies used in the study of international politics and security. It introduces key approaches for analysing visual materials—such as photographs, videos, maps, graphics, and other imagery—as sources of political meaning and evidence. The lecture discusses what visual data can reveal about security practices, identities, and power relations, and it outlines practical considerations for selecting, interpreting, and presenting visual materials in research. It also addresses methodological and ethical challenges specific to working with visual sources.

     

    Recommended Reading (55pp):

    -   Bleiker, Roland. 2018. ‘Mapping Visual Global Politics.’ In Visual Global Politics, edited by Roland Bleiker, 1–29. Abingdon; New York: Routledge.

    -   Schlag, Gabi. 2016. ‘Imagining Security: A Visual Methodology for Security Studies’. In Transformations of Security Studies: Dialogues, Diversity and Discipline, edited by Gabi Schlag, Julian Junk, and Christopher Daase, 173–89. London and New York: Routledge.

    -   Robinson NT. 2014. Have you won the war on terror? Military videogames and the state of American exceptionalism. Millennium - Journal of International Studies 43(2): 450-470




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    10. Qualitative Content Analysis and Thematic Analysis (Kristián Földes)

    This session introduces several approaches to content analysis, including basic descriptive techniques as well as interpretive and more broadly qualitative strategies. It pays special attention to thematic analysis, explaining its purpose, main steps, and typical outputs. The lecture also clarifies how inductive, deductive, and abductive logics can be applied in qualitative analysis and how these reasoning strategies shape the development of categories, themes, and explanations. In addition, students will learn the core principles of coding, including how to build and refine a coding scheme and maintain analytical consistency. The session concludes with an overview of software-aided qualitative content analysis, focusing on how digital tools can support coding, data management, and transparent documentation of analytic decisions.

     

    Compulsory Reading (46pp):

    -   Drisko, James W. and Tina Maschi. 2016. Content Analysis. New York: Oxford University Press, 1-8 (Introduction), 81-119 (Chapter 4).

    Recommended Reading (25pp):

    -   Swain, Jon. 2018. A Hybrid Approach to Thematic Analysis in Qualitative Research: Using a Practical Example. In SAGE Research Methods Cases. London: SAGE Publications Ltd.




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    11. Discourse Analysis (Kristián Földes)

    This session provides an introduction to the principles of discourse analysis and critical discourse analysis, with an emphasis on how these approaches can be applied in research practice. It explains how discourse analysts study language and meaning-making as social processes and how critical discourse analysis connects discourse to power relations, hierarchy, and political or institutional contexts. The lecture also outlines core analytical steps, typical sources of data, and practical strategies for using these methods to examine how issues, actors, and events are framed and contested.

     

    Compulsory Reading (38pp):

    • van Dijk, Teun A. 2009. Critical Discourse Studies: A Sociocognitive Approach. In Methods of Critical Discourse Analysis, edited by Wodak, Ruth and Michael Meyer, 80-102. Los Angeles: Sage, 80-102 (Chapter 3).

    • Neumann, Iver B. 2008. Discourse Analysis. In Qualitative Methods in International Relations: A Pluralist Guide, edited by Agata Klotz and Deepa Prakash, 61-77. London: Palgrave Macmillan, 61-77 (Chapter 5).

     

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    Research design assignment (tests on April 28/29)

    Instructions:
    Select two of the four articles in the folder below - the selection should reflect your interest in the topic or/and the method used there, and your availability for the Moodle test devoted to your article (see below). Carefully review the article, focusing on the methodological choices made when researching the topic. You can use the guiding questions available in the attached document.

    Moodle tests:
    Your grasp of the methodologies in the two assigned papers will be tested in the Moodle tests, organized according to the schedule below. You will take two tests to check your grasp of the articles you select. (You do not need to confirm the selection anywhere; take the two corresponding tests.) Each test will have 12 multiple-choice questions (with one or more correct answers) and one open-ended question at the end. The time limit will be 30 minutes. The test will not allow you to go back to previous questions. The four tests will be organized according to this schedule:
    • Tuesday, 28th of April, at 7 pm: Regina Heller (2018) More Rigor to Emotions
    • Tuesday, 28th of April, at 8 pm: Huseyn Aliyev (2022): Social sanctions and violent mobilization
    • Wednesday, 29th of April, at 8 am: Jakob Hauter (2023): Forensic conflict studies
    • Wednesday, 29th of April, at 9 am: Roxanna Sjöstedt (2024): Socializing Warlord Democrats

    Three things to emphasize:
    • There are four tests available, but the expectation is that you will take just two (any of your choice). If you take more than two, the two highest scores count.
    • It is not possible to go back in the test - only forward. A good plan is to take a maximum of 2 minutes per multiple-choice question. The remaining 6+ minutes will be enough to write the open-ended question at the end.
    • You should start at the designated time to have a full 30 minutes for each test (there is a 2-minute leeway, though).


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    12. Engaging AI/LLM I (Vít Střítecký)

    These sessions examine how advances in artificial intelligence—especially large language models (LLMs)—are likely to reshape social science research. They introduce the basic principles behind the technology and explain why LLMs matter for the ways researchers search for information, generate and refine text, and support analysis. The lectures also provide practical guidance on the current landscape of LLM tools, including their typical strengths, limitations, and appropriate use cases in academic work. Finally, the sessions highlight the ethical standards that should guide responsible use of AI in research, with particular attention to academic integrity, transparency, and proper scholarly practice.

     
     

    Compulsory Reading:

    - Grossmann, Igor et al. (2023). AI and the transformation of social science

    research. Science, Vol 380, Issue 6650, pp. 1108-1109

    - Valdenegro, Daniel (2023). A Large Language Models Digest For Social

    Scientists. preprint https://osf.io/preprints/socarxiv/m74vs

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    13. Engaging AI/LLM II (Vít Střítecký)

    These sessions examine how advances in artificial intelligence—especially large language models (LLMs)—are likely to reshape social science research. They introduce the basic principles behind the technology and explain why LLMs matter for the ways researchers search for information, generate and refine text, and support analysis. The lectures also provide practical guidance on the current landscape of LLM tools, including their typical strengths, limitations, and appropriate use cases in academic work. Finally, the sessions highlight the ethical standards that should guide responsible use of AI in research, with particular attention to academic integrity, transparency, and proper scholarly practice.