General Research Skills

URL study guide

https://studiegids.vu.nl/en/courses/2025-2026/G_GRS

Course Objective

After participating in this course, students will:Acquire the basic vocabulary of religion and theology researchLearn how to formulate a good research question, choose and operationalize appropriate methods, find relevant literature, analyze data (both empirical and non-empirical), and report research findings in written form.Gain knowledge of the Netherlands Code of Conduct for Scientific Practices, ethical issues pertaining to research, and the basics of designing a study in the field of religious studies and theology.Demonstrate the ability to critically summarize, discuss and contextualize the major research paradigms and methods, as well as compare and contrast major approaches to research.Understand the criteria for assessing their thesis and demonstrate the ability to put together research designs.Learn to reflect on their research and its reliability.Experience the joy and excitement of doing research, andGain the necessary minimum ability to engage with research for different purposes and connect their context with the application for their research designs.

Course Content

Through this course, the students will be well equipped with the skills necessary for their Master’s thesis research. The course aims to provide participants with an integrative perspective on research, which encompasses different research approaches and methods, and with an understanding of how original research is situated within the broader context of knowledge. Throughout the course, participants will learn about each step of the research process, from formulating good research questions to analyzing data and reflecting on the reliability of their findings. The course also aims to preclude the tendency of researchers to develop biases towards certain approaches, which can limit their ability to explore the full range of possibilities and interdisciplinary perspectives. By focusing on both the art and skill of research, this course aims to nurture a research mindset that is both practical and imaginative. Through engaging activities and workshops, participants will have the opportunity to cultivate a research mindset and explore the applicability of different research worldviews to diverse contexts. Ultimately, this course aims to instill the love for good research by fostering a passion for discovery and an appreciation for the many paths that can lead to meaningful insights.

Teaching Methods

The course takes a practice-based learning approach that includes a combination of lectures, individual study, videos, discussions, and peer feedback as follows:Lectures: lecture sessions are mandatory for all participants. They intend to cover the key concepts that enable them to make sense of the research in general.Inspiration sessions: There would be some guest sessions where researchers will be invited to share their research stories.In-class discussions and peer review: Participants would be encouraged to have debates and discussions around issues and cases, where better research design and usage of particular tools could have led to better outcomes. They will review parts of each other’s draft thesis research proposals.Mentorship: Throughout the course, students will be connected to a mentor who will act as the thesis supervisor. The final research proposal will be developed in conversation with the mentor.Other approaches: Additionally, the participants will do individual study, learn by practicing, and demonstrate their understanding of concepts through formative and summative assignment(s).

Method of Assessment

The assessment comprises the following:Formative assessments:Summative assessments: 80%Class participation: 20%Formative assessments: Class Assignments (evaluated as a Go/No go) i. Position Paper Describe yourself in appr. 500 words by answering the following questions:How would you describe your basic worldview in terms of ontology (what is the nature of reality?), epistemology (how do we know and what is good, reliable knowledge?), and ethics (what do I aspire?; what is important in life?; what do I believe to be good in life?). If you think of yourself as a religious or spiritual person, or rather an atheist or agnostic person, please try to connect your answers to your philosophical/religious/spiritual tradition and/or convictions.How would you describe your engagement as a researcher / scholar / academic professional?What is your learning style? In order to answer this question, please fill in the Kolb test and calculate your learning style; then describe your learning style in this position paper with some recognizable strong and weak points.This assignment is all about generating awareness of your own basic assumptions, worldview and learning style. There are no wrong answers to those questions; you only might lose some points if your answers are too brief, if your assignment is incomplete or if you do not master the basic concepts mentioned here (ontology, epistemology, ethics, and engagement). ii. Writing research question(s) Read the article Wisse & Roeland (2022) about composing a research question and, Flick chapter 6. In November: Write and upload a tentative main research question for your Master’s thesis using the article's ABC method, accompanied by a set of 3-4 sub-questions. Students will be assigned to review each other’s research questions and provide constructive feedback. Based on the topic of the question, students will be assigned to potential supervisors for their Master’s thesis. iii. Short research proposal draft By mid-December, write a short draft of your thesis proposal, which includes the main research question, the sub-questions, a short literature review (with reference to at least 3-4 articles and chapters relevant for the topic), and a provisional methodology. These short proposals are then peer-reviewed by other students. Summative assessments: Thesis research proposal (80%) The main output of this course, around which everything is structured, is the thesis research proposal. Before the end of period 3, you will develop this in close conversation with your thesis supervisor. Start from the short proposal draft previously submitted and develop it into a full-length thesis proposal (according to the FRT guidelines), by incorporating the feedback received from your supervisor and peers. Class Participation (20%)
- Based on the quality of participation in class interactions and peer reviews. Note: All assignment submissions can be bilingual
- English and/or Native language (with prior agreement with the instructor).

Literature

Selected chapters and articles from the following literature will be discussed in the class:Uwe Flick (2018). An Introduction to Qualitative Research (6th edition). Los Angeles: Sage.The Netherlands Code of Conduct for Scientific Practice. Principles of good academic teaching and research, ‘s-Gravenhage: VSNU, 2018. see http://www.vsnu.nl/files/documents/Netherlands%20Code%20of%20Conduct%20for%20Research%20Integrity%202018.pdfDe Nederlandse Gedragscode Wetenschapsbeoefening. Principes van goed wetenschappelijk onderwijs en onderzoek (’s-Gravenhage: VSNU, 2018); zie http://www.vsnu.nl/files/documenten/Nederlandse%20gedragscode%20wetenschappelijke%20integriteit%202018.pdfWisse, M., & Roeland, J. (2022). Building blocks for developing a research question: The ABC‐model. Teaching Theology & Religion, 25(1), 22-34. Other Useful Reading (Optional)Braud, W., & Anderson, R. (1998). Transpersonal research methods for the social sciences: Honoring human experience. Sage.Engler, S., & Stausberg, M. (Eds.). (2021). The Routledge handbook of research methods in the study of religion. Routledge. (see: https://vu.on.worldcat.org/v2/oclc/787851197)Gigerenzer, G., Krauss, S., & Vitouch, O. (2004). The null ritual. The Sage handbook of quantitative methodology for the social sciences, 391-408.Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2(163-194), 105.Mario L. S., Calarco J. M. (2022). Qualitative Literacy: A Guide to Evaluating Ethnographic and Interview Research. Oakland, CA: University of California Press.Mertens, D. M. (2012). What comes first? The paradigm or the approach?. Journal of mixed methods research, 6(4), 255-257.Small, M. L., & Calarco, J. M. (2022). Qualitative literacy: A guide to evaluating ethnographic and interview research. Univ of California Press.Vidal, C. (2008). What is a worldview?. In De wetenschappen en het creatieve aspect van de werkelijkheid.Ziliak, S. T., & McCloskey, D. N. (2008). The cult of statistical significance. Ann Arbor: University of Michigan Press, 27.Writing a review: https://essaypro.com/blog/article-reviewReviewing a manuscript: https://authorservices.wiley.com/Reviewers/journal-reviewers/how-to-perform-a-peer-review/step-by-step-guide-to-reviewing-a-manuscript.htmlHow to review a journal article
- https://www.uis.edu/learning-hub/writing-resources/handouts/learning-hub/how-to-review-a-journal-articleWriting a review article: https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/how-to-write-review-article/

Target Audience

This course is obligatory for students of the one-year master's programme of FRT. It is not open for other students.