On completion of the course, the student should be able to:

- describe different perspectives and traditions within the philosophy of science
- explain, in a deepened manner, the applicability of quantitative methods for studying media and communication
- explain, in a deepened manner, the applicability of qualitative methods for studying media and communication
- explain, in a deepened manner, the relation between theory and methods in specific media and communication research contexts

- summarize specific perspectives and traditions within the philosophy of science and relate them to specific theories and methods used in media and communication studies
- apply, in a deepened manner, quantitative analysis of media and communication related data, including the application and interpretation of tests of significance
- collect complex sets of data for qualitative analysis
- make detailed qualitative analyses of media and communication data

- critically reflect on the relationship between specific perspectives and traditions within the philosophy of science and specific methods used in media and communication research
- critically reflect on the strengths and limitations of specific methods for analysing media and communication related problems

• Philosophy of science in media and communication research
• Advanced perspectives in quantitative research methodology
• Advanced perspectives in qualitative research methodology

The teaching consists of lectures, seminars and exercises performed individually and in groups.

A learning management system is used.

Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.

The teaching is conducted in English.

75 credits from the master's programme, including Master Thesis in Media and Communication 1, 15 credits, or equivalent

The course is graded A, B, C, D, E, FX or F.

The grades A, B, C, D and E are all passing grades. For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course. The final grade of the course is issued only when all elements of examination have been passed.

The examination is based on the intended learning outcomes.

The course is examined through one written group assignment, two seminars and one individual written assignment.

The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.

Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.

If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.

In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.

Name of the Test	Value	Grading
Written group assignment	1.5 credits	A/B/C/D/E/FX/F
Seminar 1	1 credit	A/B/C/D/E/FX/F
Seminar 2	1 credit	A/B/C/D/E/FX/F
Individual written assignment	4 credits	A/B/C/D/E/FX/F

The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.

Bruce, Nicola, Snelgar, Rosemary & Kemp, Richard (2016). SPSS for Psychologists. Sixth edition. Basingstoke: Palgrave Macmillan. 440 pages.

Chalmers Alan F. (2013). What is this thing called science? 4th edition. Berkshire: Open University Press. 282 pages.

Inglis, David & Thorpe, Christopher (2012). An invitation to social theory. Cambridge: Polity. 224 pages.

Machin, David & Mayr, Andrea (2012). How to Do Critical Discourse Analysis: A Multimodal Introduction. London: Sage Publications. 250 pages.

Neuendorf, Kimberly A. (2017). The content analysis guidebook. 2. ed. London: Sage. 456 pages.

Articles 200 pages.

Please note that changes may be made to the reading list up until one month before the start of the course.

Sloan, Luke & Quan-Haase, Anabel (Eds.). (2017). The SAGE Handbook of Social Media Research Methods. London: SAGE Publications.

Citing Sources – How to Create Literature References
http://ju.se/library/search--write/citing-sources---how-to-create-literature-references.html

The Interactive Anti-Plagiarism Guide – Jönköping University
Information about plagiarism at higher education institutions
Available in the learning management system