From Course Structure to Research Competence

Theoretical and Practical Perspectives on Seminar Design

Abstract

This paper presents the structure and content of a qualitative research seminar for undergraduate sociology students. What sets this seminar apart is that its structure mirrors that of a traditional scientific article, students sequentially work through background, methods, results, discussion and limitations, allowing them to develop a small pilot study with a single case, with a strong emphasis on methodological reflection throughout the process. The course is based on the principles of Constructive Alignment and Research-Based Learning, which shape its practice-oriented, learning-by-doing approach throughout each session. To complete the module, students write an independently developed project paper that includes an individual qualitative-empirical component. The paper includes reflections by a participating student. Opportunities for improvement and the potential for adaptation are explored within the concluding remarks.