We made it! I have just arrived home from 7 hours long meeting with ECPR representatives, held at Faculty of Social Sciences. The idea of ECPR summer school in Ljubljana was born in summer 2004, when I met prof Dirk Berg-Schlosser as an instructor to one of my courses at Essex summer school. At that time I hoped but not actually believed it would happen. Then prof Anuska Ferligoj, who was our dean for the last two years showed a lot of interests, the negotiations started and here it is: Ljubljana summer school, starting next summer. I am most proud and happy that we will have the opportunity to welcome graduate students from various countries.
Confirmed Course Descriptions
1. Basic Statistics
Katja Lozar Mandfreda and Anuska Ferligoj, Faculty of Social Science, University of Ljubljana
The course provides an introduction into the basic elements of statistical thinking. It proceeds from descriptive statistics via a brief discussion of probability theory to the concept of a sampling distribution. This is used as a fundament of test theory, focusing in particular on the z-, t-, and F-tests for continuous data, and the ¬2-test for categorical data. Finally, the course discusses the concept of correlation and provides a thorough introduction into regression analysis.
2. Mathematical Concepts Formal Modeling
Rebecca Morton, Wilf Family Department of Politics, New York University
The course consists of two parts: the first week refreshes some basic mathematical concepts: functions, differentiation, and integration. The second week applies these concepts to social science research questions and presents formal models for actor-centred (rational choice) and systems-dynamic settings.
3. Expert Interview
Beate Littig, Institute for Advanced Studies
The course aims to give an overview of the methodology and practice of expert interviews. Expert interviews are frequently used in empirical research but rarely theoretically reflected. In the first part of the course the methodology of expert interviews will be considered: What is an expert? Is it appropriate to state a special methodology of expert interviews? What are the main characteristics and problems of expert interviews?
The second part will focus on the topics of sampling, the interaction between interviewer(s) and interviewee and gender effects. In the third part the most important techniques of expert interviews will be trained: designing a topic guide, conducting an expert interview and methods of analysis.
4. Cross-National Survey Design and Analysis
Bruno Cautrès, CEVIPOF, Fondation Nationale des Sciences Politiques, Institut d’Etudes Politiques de Paris
The course aims to provide an introduction to the main issues raised by the design, the use and the analysis of cross-national surveys. The course will have three main parts, each of which based on readings and practical examples: comparative surveys traditions and main goals/problems/issues; designing a cross-national survey; analysing cross-national surveys and databases. The course will tackle both the theoretical and practical aspects of cross-national (and cross-cultural) analysis. Main comparative surveys such as Eurobarometers, ISSP, European Values and European Social Survey will be used and compared in their main advantages. The course also aims to teach students what they can do with these types of data, beyond traditional statistical analyses and discover patterns of similarities and differences in the data.
5. Multivariate Regression Analyis
Bernhard Kittel, Amsterdam School for Social Science Research, University of Amsterdam
The course assumes proficiency with statistics at the exit level of basic statistics. In the first week, it starts with the matrix representation of the multivariate regression model, discusses the central assumptions of OLS, along with related tests and suitable corrections to the estimation methods (in particular, autocorrelation and heteroskedasticity). The second part focuses on functional form (nonlinear and interaction terms, dummies). In the third part, the analysis of categorical dependent variables is introduced. Finally, the fourth part gives an overview of the analysis of longitudinal data, i.e. time series, panel data.
6. Interpretive Methods
Dvora Yanow, Free University of Amsterdam
The aim of this course is to improve knowledge of the different kinds of inquiries employing qualitative methods as well as their theoretical underpinnings, e.g. grounded theory, case-studies, ethnography and conversational analysis. The status of qualitative data is discussed, as are its consequences for the design of qualitative studies. Qualitative research can serve three general purposes: exploring social phenomena (Verstehen), generating theory (formulating ex-post hypotheses) and testing theory. Also, the relation with quantitative approaches will be discussed. Finally, the course provides an overview of a range of designs in qualitative research.
7. Quantitative Textual Analysis
Roberto Franzosi, Department of Sociology, University of Reading
The first week of this course is used for a thorough practical introduction to in-depth interviewing techniques. Students will learn how to construct different item lists, depending on the status of the interview-data. Interview-data can be regarded as facts about events, actions or opinions that are situated outside the interview, as ways of feeling and thinking and as situationally constructed narratives. In the course, students will be trained to do expert interviews, and practice the style and strategies of posing questions and the effects of the wording and sequence of questions. Furthermore, recording and transcribing will be discussed. It focuses in particular on expert interviews. In the second week, computer-assisted methods for qualitative text analysis will be discussed.
8. Systematic Comparative Methods
Benoît Rihoux, Centre de Politique Comparée, Université Catholique de Louvain, and
Dirk Berg-Schlosser, Institut für Politikwissenschaft, Universität Marburg
An introduction to specific methods for dealing with complex associations in research designs with a restricted number (”small N”) of cases. The first week of the course begins with a detailed discussion of epistemological underpinnings and practical aspects of a comparative research design (especially case selection, variable selection and operationalisation). Then students are trained to use some specific techniques and software, especially dichotomous QCA, multi-value QCA (MVQCA) and Fuzzy Sets. The added value and limitations of these techniques, vis-Ã -vis “soft” qualitative comparisons and “hard” quantitative (i.e. statistical) treatment, are also debated with the students, relying on concrete examples.
9. Comparative Historical Analysis and Case Study Design
John Gerring, Political Science Department, Boston University
This course addresses current debates on how to develop comparative research designs and to collect comparative data. Students are introduced to typologies of comparisons in the social sciences, what these imply for a researcher’s choice of units of research, and how these lead to the collection of selected data. Particular attention will be paid to issues of comparability, unit choice, the problem of between-unit dependence, and data collection in transnational research. Special attention is given to the approaches summarized under the heading ‘comparative historical analysis’. Small-N case study research usually combines different methods of data collection and analysis in the attempt to answer a research question. This course is specifically addressed to participants who are interested in conducting such research and explains how various methods can usefully be combined in case-study research. For example, a comparison of the impact of cultural stereotypes in several countries might usefully employ survey research, discourse analysis, and policy analysis. This course will explain how the validity and reliability of the findings of case studies (both single-case and comparative) can be maximised through methodological triangulation and how inferences can be made from a small number of cases and case selection.
10. Network Analysis
Vladimir Batagelj, Faculty of Mathematics and Physics, University of Ljubljana, and
Andrej Mrvar, Faculty of Social Sciences, University of Ljubljana
Network analysis is an approach to social phenomena which de-emphasises attributes of actors and focuses on their interdependencies instead. Interdependencies are represented as a “graph”, thereby enhancing precision, clarity, and computation. The course starts out with sociological rather than network concepts. Concepts to be discussed are social cohesion, groups and identity, segregation, competition, power and status, social capital, small worlds, knowledge and innovation, health, and culture in economy. Students will learn that for each sociological concept, due to inherent ambiguity, a multitude of network concepts has been developed, each representing some aspect of the concept, and each being useful in some, and less useful in other situations.
11. Time and Sequence in Political Science (provisional)
Many research problems in the social sciences refer to processes or series of events which typically happen in a particular order. Sequence analysis not only addresses the existence of such patterns but also allows to ask questions about the influence of these patterns on other variables and about the impact of external variables on the particular sequential pattern. The course introduces event structure analysis and optimal matching methods.
