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Member rate £492.50
Non-Member rate £985.00
Save £45 Loyalty discount applied automatically*
Save 5% on each additional course booked
*If you attended our Methods School in the last calendar year, you qualify for £45 off your course fee.
Monday 17 – Friday 21 February 2019, 14:00 – 17:30 (finishing slightly earlier on Friday)
15 hours over five days
This course teaches you how to conceive and conduct the most appropriate comparative research design, broadly defined as any research enterprise that comprises at least two ‘cases’ or units of analysis. It answers fundamental questions, including:
We will examine the practicalities of different types of comparative research, following these hands-on steps:
The course alternates between lectures and interactive sessions, giving ample time for questions, open discussions, and solution-finding for your individual projects.
By the end of this course, you will know how to conceive and conduct the most appropriate comparative research design – the latter broadly defined as any research enterprise that comprises at least two ‘cases’ or units of analysis.
Tasks for ECTS Credits
2 credits (pass/fail grade):
4 credits As above, plus write up a take-home paper to be evaluated by the teaching team. The format, focus, evaluation criteria, submission deadline etc. will be explained on Days 1 and 5. There is some flexibility in terms of focus (more details on Day 5), with – among other possibilities – a paper laying out out all the main elements of one’s CRD, or a paper focusing on one specific step of one‘s CRD.
Benoît Rihoux is a full professor of political science whose research interests include political parties, new social movements, organisational studies, political change, and policy processes.
He is manager of the COMPASSS international research group on comparative methods, in the development and refinement of which he plays a leading role, bringing together scholars from Europe, North America and Japan in particular.
Benoît is a convenor of international methods initiatives more generally, and has published Innovative Comparative Methods for Policy Analysis: Beyond the Quantitative-Qualitative Divide (Springer/Kluwer, ed. with Heike Grimm 2006) and Configurational Comparative Methods: Qualitative Comparative Analysis (QCA) and Related Techniques (Sage, ed. with Charles Ragin 2009).
He has published extensively on systematic comparative methods (QCA in particular) and their applications in diverse fields – especially policy- and management-related – with interdisciplinary teams.
This course will teach you to how conceive and conduct the most appropriate comparative research design – broadly defined as any research enterprise that comprises at least two ‘cases’ or observations. It will cover fundamental questions upstream of practical and hands-on choices:
We will examine in detail the practicalities of different types of comparative research designs, by following all the hands-on steps:
Steps 1 and 2 will be examined in greater detail. Each session allows time for open discussions and interaction.
Day 1
After introducing the practical and organisational aspects of the course, we will frame comparative research in the broader context of a comparative approach. This means considering some epistemological issues underpinning comparison. Starting from the discussion of comparison as a basic mental operation, we will progress to comparison in the social sciences, then to political science specifically. One core focus will be on the different goals of comparison, with practical examples. To conclude, we will discuss a first series of participants’ projects, focusing on the goals pursued (why go for a comparative research design?).
Day 2
We locate comparative research designs within the whole range of possible designs. We present the practical steps of a good comparative research design, focusing on the major arbitrations. We also have a first look at Step 1 operations that lie upstream of case selection, such as the formulation of the research question(s) and hypotheses, the correct use of concepts for the purpose of comparison, the number of cases one will be able to manage, and the choice between cross-country or within-country case selection. We conclude by discussing a second series of participants’ projects, with a focus on upstream arbitrations.
Day 3
We continue examining Step 1 operations, and deepen the question of 'what is a case?' within a comparative research design – with an emphasis on core arbitrations such as depth vs breadth and cross-country vs within-country vs within-system casing and case selection. Then we’ll systematically survey all the main options for the core Step 2 operation: case selection. We first envisage rather basic or simple strategies of case selection, from very small-N to very large-N, and following different criteria; the pros and cons of each strategy will also be discussed. We conclude by discussing a second series of participants’ projects, with a focus on casing and case selection
Day 4
We turn to more refined strategies, in particular considering time/sequence and multilevel phenomena, and discussing the pros and cons of each. Then we look at hands-on tricks of the trade for collecting and managing data in a comparative research (Step 3) – including ways to troubleshoot and to make case selection adjustments as your research develops. A fourth interactive section around participants’ projects will focus on case selection and data collection/management.
Day 5
We examine different ways to engage in comparative data analysis, envisaging three main families of options:
We will examine the pros and cons of each, as well as the potential difficulties of sequencing different data analysis techniques in a mixed- or multi-method design. In particular, we'll discuss the potential of sequencing QCA with single case studies, in small- or intermediate-N designs. In the second part of the morning session, we revisit some core points – with a focus on the strengths of comparative research designs, but even more on main perils or caveats of comparison. You will become more aware of ways to mis-compare – and avoid it in your own research.
Finally, in an open interactive session, we discuss points still to be clarified, points of debate or disagreements, remaining questions and answers about participants’ projects, etc.
You are encouraged to bring your own research questions and hypotheses, first thoughts and difficulties (if any) in case definition and case selection, and (if applicable) any data you have already compiled. The course is designed to help you make the most appropriate choices in comparative research design. You will be able to reflect and to work on your own project as we follow the sequence of fundamental and then applied steps. Whenever possible, we’ll use input from participants’ own projects during the interactive parts of each one of the five sessions.
Connections with other courses (see also 'Courses before' and 'Courses after', below):
This course can be taken as a standalone course, but it has been designed as an introductory course, particularly for Summer School courses – in particular Methodologies of Case Studies, QCA and Fuzzy Sets and Mixed Methods Designs (exact course titles may change).
This is not a specialist QCA course. Some main features of QCA (as an approach & set of techniques) will be presented at introductory level, but if you want hands-on QCA training, follow Eva Thomann's week-long Introduction to QCA course, or the two-week QCA course at the Summer School.
The course may also be of interest for scholars engaged in ‘thick’ observational work (e.g. ethnography, participant observation, interviews) or in in-depth single case studies (using e.g. process tracing), as well as those interested in formalised or statistical approaches (large-N statistical techniques, experiments), especially if their populations and/or samples are not so obvious to circumscribe.
Little specific knowledge is expected. Prior training in qualitative and/or quantitative methods is of course an asset, but by no means a requirement.
You should simply be willing to reflect openly about your research design – there is no best or one-size-fits-all approach.
Day | Topic | Details |
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1 | 1. Overall introduction (30 minutes) |
Presentation of course, teaching team, course structure, practical organisation, assignments, logistics etc. |
1 | 2. Fundamentals: the comparative approach I (1 hour 45 minutes) |
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2 | 3. Hands-on comparative research design, introduction (1 hour) |
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1 | Interactive session I (45 minutes) |
Discussing individual participants’ projects: Why go for comparison? |
2 | 2. Fundamentals: the comparative approach II (1 hour) |
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2 | Interactive session II (45 minutes) |
Discussing individual participants’ projects – upstream arbitrations |
3 | 4. Hands-on comparative research design, step 1, upstream (1 hour) |
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3 | 5. Hands-on comparative research design, step 2. Case selection – basic strategies (1 hour) |
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4 | 6. Hands-on comparative research design, step 2 Case selection – more advanced strategies (45 minutes) |
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4 | 7. Hands-on comparative research design, step 3. Data collection & management strategies and fine-tuning of case selection (1 hour) |
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4 | Interactive session IV (1 hour 15 minutes) |
Discussing individual participants’ projects: case selection (following) and data collection/management; wrapping up: good practice & tricks of the trade |
5 | 8. Hands-on comparative research design, step 4: Methodologies for comparative data analysis (1 hour) |
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5 | Interactive session V (45 minutes) |
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5 | 9. Conclusion: adding leverage through comparison, and reflecting on how one performs comparison (45 minutes) |
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5 | Interactive session VI (30 minutes) |
Feedback on other projects; open discussion, points still unclear, points of debate, further practical questions & answers about projects, transversal issues, etc. |
3 | Interactive session III (1 hour) |
Discussing individual participants’ projects: 'casing' and case selection |
Day | Readings |
---|---|
1 |
Lijphart, A. (1975) Lijphart, A. (1971) English-language version of: Aarebrot, F.H. and Bakka, P.H. (2003) Ragin, C.C. (2004) Pennings, P., Keman, H. and Kleinnijenhuis, J. (1999) Blatter, J. and Blume, T. (2008) Excerpts from: Blatter, J. and Haverland, M. (2012) Excerpts from: Peters, B.G. (2013) |
2 |
Pennings, P., Keman, H. and Kleinnijenhuis, J. (1999) Berg-Schlosser, D. and De Meur, G. (2009) Goertz, G. and Mahoney, J. (2006) Peters, B.G. (2013) |
3 |
Levi-Faur, D. (2006) Denk, T. (2010) Lieberman, E.S. (2005) Rohlfing, Ingo. (2011) Schneider, Carsten Q., & Rohlfing, Ingo. (2013) Excerpts from Rohlfing, Ingo. (2012) |
4 |
Excerpts from: Blatter, J. and Haverland, M. (2012) Excerpts from: Peters, B.G. (2013) Excerpts from: Landman, Todd (Ed.). (2003) As further reading after the course, one book-length comparative study, displaying good practice, proposed by each course participant as a reference to feed group discussion. We will also discuss a selection of specialist textbooks and resources on data collection in connection with participants’ projects. |
5 |
Rihoux, B. and Lobe, B. (2009) Berg-Schlosser, Dirk, Gisèle De Meur, Benoît Rihoux, and Charles C. Ragin Sartori, G. (1991) Ebbinghaus, B. (2005) Excerpts from: Goertz, G. (2006) Excerpts from: Goertz, G. (2017) Excerpts from: Pennings, Paul, Keman, Hans, & Kleinnijenhuis, Jan (Eds.). (1999) Excerpts from: Yin, Robert K (Ed.). (2003) |
0 |
Among those readings, I particularly recommend you buy the following two books:
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No particular software will be used intensively throughout the course, apart from the usual suites (such as MS Office).
We will discuss the strengths and limitations of different software to compile, store and manage numerical and non-numerical data about a certain number of cases (from small-N to larger-N situations) – primarily Excel, Access, SPSS & NVivo, but these software packages will not be used hands-on in the lab.
Please bring your own laptop. No specific technical requirements.
Further readings (recommended – not compulsory. A full, more extensive list of other related readings will be made available during the course):
Bartolini, S. (1993)
On time and comparative research
Journal of Theoretical Politics 5(2): 131–167
Becker, H.S. (1998)
Tricks of the trade: how to think about your research while you're doing it
Chicago: University of Chicago Press
Brady, H. and Collier, D. (2010)
Rethinking social inquiry: Diverse tools, shared standards
New York: Rowman & Littlefield Publishers
Byrne, D. and Ragin, C. (2009)
The Sage handbook of case-based methods
London: Sage
Della Porta, D. and Keating, M. (2008)
Approaches and methodologies in the social sciences: A pluralist perspective
Cambridge: Cambridge University Press
George, A.L. and Bennett, A. (2005)
Case studies and theory development in the social sciences
Cambridge, MA: MIT Press
Gerring, J. (2007)
Case study research: principles and practices
Cambridge: Cambridge University Press
Mahoney, J. and Rueschemeyer, D. (2003)
Comparative historical analysis in the social sciences
Cambridge: Cambridge University Press
Przeworski, A. and Teune, H. (1970)
The logic of comparative social inquiry
New York: Wiley-Interscience
Ragin, C.C. and Becker, H.S. (1992)
What is a case? Exploring the foundations of social inquiry
Cambridge: Cambridge University Press
Teune, H. (1990)
Comparing countries: lessons learned
In: Oyen, E., (Ed.) Comparative methodology: theory and practice in international social research, pp. 38–62
London: Sage.
Winter School
Foundations of set-theoretic and case-oriented thinking and methodology
Philosophy and Methodology of the Social Sciences: A Pluralistic Framework
Tools for the analysis of complex social system: an introduction
Automated web data collection with R
Introduction to Qualitative Data Analysis with Atlas.ti
Introduction to NVivo for Qualitative Data Analysis
Advanced Multi-Method Research
Introduction to MAXQDA, a Qualitative and Mixed Methods Data Analysis Software
Process tracing (introductory or advanced)
Summer School
Process tracing (introductory or advanced)
Winter School
Methodologies of Case Studies
QCA and Fuzzy Sets
Mixed Methods Designs
Process tracing (introductory or advanced)
Summer School
QCA and Fuzzy Sets
Advanced Multi-Method Research
Process tracing (introductory or advanced)