Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Design and Evaluation of Information Collection Processes in Psychosocial Research
Code: 45428Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Psychosocial Research and Intervention | OP | 1 |
Contact lecturer
- Name :
- Lupicinio Iñiguez Rueda
- Email :
- lupicinio.iniguez@uab.cat
Teaching staff
- Joan Pujol Tarres
- Luz María Martinez Martinez
- Joan Moya Kohler
- Enrique Baleriola Escudero
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites.
It is advisable to have completed the previous subjects in the itinerary (A1, A2a, A3a, A3b).
Objectives
- Understand the theoretical foundations and practical bases underpinning information gathering systems in order to implement them in the study and approach to social reality.
- Acquire the theoretical and practical foundations for the selection and use of methodological resources aimed at obtaining information in contemporary social psychology.
- Learn the practical skills involved in information gathering procedures and how to operate them appropriately to consistently meet the needs and conditions of a particular context and purpose.
Learning outcomes
- CA18 (Critically and reflexively incorporate current theoretical frameworks into approaches to and analysis of psychosocial problems.) Critically and reflexively incorporate current theoretical frameworks into approaches to and analysis of psychosocial problems.
- CA19 (Define procedures to ethically and legally protect the participants in a psychosocial intervention.) Define procedures to ethically and legally protect the participants in a psychosocial intervention.
- CA20 (Adapt the design and procedure of the analysis of a psychosocial intervention to the needs and characteristics of the participants.) Adapt the design and procedure of the analysis of a psychosocial intervention to the needs and characteristics of the participants.
- CA21 (Define the procedure for collecting and analysing empirical data for a specific psychosocial intervention process.) Define the procedure for collecting and analysing empirical data for a specific psychosocial intervention process.
- KA21 (Define empirical material collection techniques appropriate to the theoretical perspective and objectives of the intervention.) Define empirical material collection techniques appropriate to the theoretical perspective and objectives of the intervention.
- KA22 (Coherently relate research perspectives and research techniques to the development of a specific psychosocial research project.) Coherently relate research perspectives and research techniques to the development of a specific psychosocial research project.
- SA14 (Critically apply theoretical perspectives from the psychosocial field to the conceptual and methodological definition of a psychosocial problem.) Critically apply theoretical perspectives from the psychosocial field to the conceptual and methodological definition of a psychosocial problem.
- SA15 (Build tools for the collection of empirical material that is consistent with the objectives and the epistemological and methodological principles of a specific psychosocial intervention.) Build tools for the collection of empirical material that is consistent with the objectives and the epistemological and methodological principles of a specific psychosocial intervention.
Contents
In this course, mandatory for the specialisation in Research in Social Psychology, students will learn to carry out fieldwork specific to their subject of study, based on the previously designed research objectives. In this course, therefore, the practical use that students make of the methodologies studied in previous subjects is examined, such as discursive and narrative methodologies, ethnographic methodologies, or research with groups and communities. Additionally, skills for the systematisation of the collected empirical material are developed.
Contents:
● Identification of problems associated with access to different fields of study.
● Analysis of qualitative information gathering processes: discursive and narrative methodologies, ethnographic methodologies, and action research.
● Principles and procedures for the systematisation of the information gathered through the different research techniques.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Preparation and development of assignments | 69 | 2.76 | |
| Lectures and group discussion | 18 | 0.72 | |
| Collection of empirical material | 49 | 1.96 | |
| Oral presentations | 12 | 0.48 |
Teaching methodologies may combine the following forms of work: seminars, individual and group tutorials, preparation and development of reports, collection of empirical materials, reading of articles and/or reports of interest, and personal study.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev2: Classroom-based learning activities | 30% | 2 | 0.08 | CA21, KA21, KA22, SA15 |
| Ev1: Development and written presentation of fieldwork and pre-analysis of empirical material. | 50% | 0 | 0 | CA18, CA19, CA20, CA21, KA21, KA22, SA14, SA15 |
| Ev3: Attendance and participation | 20% | 0 | 0 | CA19, CA21, KA21, KA22, SA15 |
a) Assessment Conditions
To pass the module, all learning outcomes linked to the acquisition of the different skills, knowledge, and abilities covered in the module will be taken into consideration. More specifically, students must complete:
Ev1: Supervised learning activities (outside the classroom) (50%): presentation of fieldwork results and pre-analysis of empirical material (individual activity submitted virtually in writing).
Ev2: In-person training activities (in the classroom) (30%): acting as responsible researchers for the fieldwork, documenting decisions, justifying the chosen courses of action, and reflecting on their consequences for knowledge production as well as potential avenues for solution (joint classroom activity). Completing and submitting at the end of the module a critical analysis on common errors, learning acquired, and the role of methodological supervision.
Ev3: Record of participation and attendance via a verifiable product generated in the classroom (20%): completing and submitting at the end of each session a brief written sheet recording the results of the proposed activity, which serves as proof of attendance and active participation.
The final mark will be the sum of the weighted results from evidence 1, 2, and 3 if a grade of 4.0 or higher in each on-campus assessment activity that accounts for 20% or more of the continuous assessment grade is obtained. If these requirement are not met, the highest final grade that may be recorded on the student's academic transcript will be 4.5.
A student who has submitted learning evidence (one or more) with a total weight equal to or greater than 4 points (40%) cannot be recorded in the official marksheet as "non-evaluable" (no avaluable).
b) Submissions/Completion of Evidence:
Consult the Master's programme calendar.
c) Feedback:
Ev1: Before 18 June 2027, by means of a mark accompanied by comments and/or a rubric, via the virtual classroom.
Ev2: Before 18 June 2027, by means of a mark accompanied by comments and/or a rubric, via the virtual classroom.
Ev3: Oral feedback with the module coordinator.
d) Single Assessment Scheme
When a student chooses the single assessment option, the procedure will be as follows: all module content will be assessed on the submission date for Evidence 1. On that day, the visual information capsule (Ev2: 30%) will be submitted in teams alongside other students enrolled in the single assessment scheme on one of the module's topics (assessed using the criteria set for Evidence 2), and the written assignment for Evidence 1 will be submitted in the virtual campus classroom (Ev1: 50%). The class attendance mark (Ev3) will be assessed via a 20-question multiple-choice exam on the content covered in class, based on the reading list available for each topic on the virtual campus.
d) Re-assessment / Resits
No re-assessment/resit examinations are conducted.
e) In this module, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the assignment development, provided that the final outcome reflects a significant contribution by the student in terms of personal analysis and reflection. Students must clearly identify which sections have been generated or revised using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final result of the activity.
A lack of transparency in the use of AI, failure to verify the accuracy of statements provided by AI, citation of non-existent bibliographical references, or the use of AI-generated data will be considered academic misconduct and will lead to a mark penalty for the activity, or more severe sanctions in serious cases.
Faculty of Psychology Assessment Guidelines:
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
Banister, Peter; Burman, Erica; Parker, lan; Taylor, Maye y Tindall, Carol (1994). Qualitative Methods in Psychology. A Research Guide. Open University Press.
Delgado, José Manuel y Gutiérrez Fernández, Juan (Coor.) (1995). Métodos y técnicas cualitativas de investigación en ciencias sociales. Síntesis.
Denzin, Norman K. i Lincoln, Yvonna S. (Eds.). (1994/2013) Manual de investigación cualitativa. Vol III. Las estrategias de investigación cualitativa. Gedisa.
Denzin, Norman K. i Lincoln, Yvonna S. (Eds.). (1994/2013) Manual de investigación cualitativa. Vol IV. Métodos de recolección y análisis de datos. Gedisa.
Flick, Uwe. (2018). An Introduction to Qualitative Research (6th ed.). Sage Publications.
Ibáñez, Jesús (1986/1996). Perspectivas de la Investigación Social: el diseño en las tres perspectivas. (42-75). En M. García Ferrando, J. Ibáñez y F. Alvira (Comps.) El análisis de la realidad social. Métodos y técnicas de investigación. Madrid: Alianza Editorial.
Ibáñez, Tomás e Íñiguez, Lupicinio (1997). Aspectos Metodológicos de la Psicología Social Aplicada. (PP.57-84). En J.L. Álvaro, A. Garrido y J.R. Torregrosa (Coords.) Psicología Social Aplicada. Madrid: McGraw Hill.
Pla, Marga (1999). El rigor en la investigación cualitativa. Atención Primaria, 5(24), 295-300.
Ruiz Olabuénaga, José Ignacio (1996). Metodología de la investigación cualitativa. Bilbao: Universidad de Deusto.
Silverman, David (2020). Qualitative Research (5th ed.). Sage Publications.
Taylor, Steven J. y Bogdan, Robert (1984/1987).Introducción a los métodos cualitativos de investigación. Paidós.
The specific bibliography for each contentof the subject will be provided through the virtual campus.
Software
This subject promotes the use of free software for ethical and political reasons. We recommend students to use free operating systems (e.g., Linux distributions), to create their work using open-source software (e.g., LibreOffice and similar), and to submit assignments in open formats (e.g., .odt, .odp, .ods).
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | second semester | afternoon |