The course is an introduction to empirical research methods in political and social sciences. In particular, the course will focus on quantitative data analysis and adopt a “how to do” approach, combining theoretical lectures with practical exercises. The course represents an opportunity for students to develop skills in data analysis, and interpretation and presentation of research findings, including standards for written research papers. The course will be split in two main sections. The first part of the course will focus on the basics of quantitative methods, revising topics such as data collection, measurement, research design, statistical inference, and univariate, bivariate and multivariate data analysis. The second part will concentrate on advanced techniques of data analysis (including panel data analysis, sequence analysis, and factor analysis) and on how to present and report the results of quantitative analyses. Regular classes will be organized in theoretical lectures followed by laboratory sessions. Approximately one third of the time will be devoted to lectures, and two third of the time will consist of laboratory sessions where students can implement data analysis using R, one of the most widely used statistical software in social sciences. Through lectures, readings, and lab-sessions, students are expected to learn how to address empirical issues in political and social sciences, as well as how to tackle the main methodological problems researchers might encounter in quantitative empirical research. Furthermore, students are expected to develop intermediate skills in the use of R statistical software.
A thorough knowledge of the literature and an in-depth understanding of classic works in the field of political and social science will be acquired. Analytical skills and the capacity to critically evaluate scholarly research will be developed. Originality in the application of knowledge will be encouraged, alongside a practical understanding of how research and enquiry contribute to the creation and interpretation of knowledge.
This course discusses the main features of designing qualitative research in the social and political sciences, presents some of the most common qualitative data-gathering methods and introduces some key analytical strategies and approaches to make sense of qualitative data, including the use of software to support qualitative research. Students must attend all classes, study compulsory readings in advance and be ready to discuss them with the professor. Students will be assessed through in-class participation and a final paper in which they address and discuss a methodological topic related to qualitative research design and qualitative methods. The paper topic must be agreed in advance with the instructor and handed in by the 9h of May 2025 at the latest. The paper will be 5,000 words in length, references excluded.
This seminar examines a selection of foundational works in the field of international relations, that is, books and articles that have helped set the terms of intellectual inquiry in the field during the past half-century or more. Accordingly, we will examine how scholarship has framed the IR field in terms of a central problem, namely, the problem of war and conflict between nations on the one hand, and peace and cooperation among them on the other. We will examine how scholarship has addressed this problem through the employment of arguments at one or another of three basic levels of analysis in the study of international relations, that is, the identification and assessment by scholars of causal mechanisms producing war/conflict and peace/cooperation that emphasize the impact of individuals, domestic-structures, and the interstate-structure.
This course is intended for PhD-level students and aims to stimulate them to apply different theories to the historical evolution of the international system from 1815. In particular, after one introductory lecture, the course will be focused on 4 seminars in which students are required to prepare presentations and participate in the discussion.
Learning Outcomes:
At the end of the course, students: Will have demonstrated a systematic understanding of International Relations and mastery of the skills and methods of research associated; Will be capable of critical analysis, evaluation and synthesis of new and complex ideas; Will be able to communicate with their peers, the larger scholarly community and with society in general about International Relations;
The module explores several interconnected themes, beginning with the legacies of classical International Relations (IR) theory and their enduring relevance in contemporary analyses. By examining foundational theories, the module encourages students to consider how these theoretical frameworks continue to shape contemporary approaches to IR, while also prompting reflection on their evolving interpretations. A significant focus is placed on bridging the gap between IR theories and area studies, particularly in their application to the “non-Western” world. This involves assessing the adaptability of IR theories when applied to diverse global contexts, questioning whether these approaches can, or should, be reconciled with local knowledge and regional dynamics. The module will include a discussion on the possibility to “de-centre” and “globalize” IR theory, and on the possible limits. This conversation revolves around the critique of Eurocentrism in the field and calls for more inclusive, globally representative approaches. Finally, the module will include a debate on how national identities and collective memories shape foreign policy priorities, national legitimacy, processes of reconciliation and different visions of the regional order.
The module deals with communication technologies, understood as the various tools that over the course of social evolution have transformed the forms and scope of communication - from handwriting to the mass media and recent forms of communication using algorithms. An extensive literature has addressed the social impact of these tools, which goes far beyond the use of different codes and the possibility of reaching interlocutors who are distant in space and time and possibly unknown. Based on selected texts, the discussion during the meetings will focus on the socio-historical development of the difference between fact, fake and fiction – form early modernity to the recent debate about deepfakes.
The module is intensively discussion-based. Participants are expected to read the readings for each meeting in advance and prepare two questions for discussion, which will be presented at the opening of the session. A brief presentation of the reading by one of the participants is highly recommended.
These seminars offer a comprehensive overview of major approaches and current debates in the field of inequality and the welfare state. Through both theoretical frameworks and empirical findings, students will explore crucial topics including social stratification, gender imbalances and paradoxes, and the ecological and green transition. Active participation is essential: students are expected to engage fully with the assigned readings and to take the lead in presenting and discussing at least two articles during the course, according to the seminar schedule. Each presentation should last about 20 minutes, followed by a 10–15 minute discussion. The final assessment will be based on the presentation and discussion of the assigned readings.
This course provides a comprehensive theoretical and methodological understanding of segregation, a central theme in sociological analysis. It explores two key dimensions: racial residential segregation and occupational gender segregation. Students will engage with foundational academic papers, examining key theoretical frameworks and methodological approaches. The course emphasizes quantitative methods, focusing on research design, data collection, and analytical techniques. Through guided discussions and hands-on practice, students will replicate key studies using STATA, gaining practical experience in applying these methodologies.
This seminar course is designed to introduce doctoral students to the literature on public policy and to develop their ability to think critically about policy-making in different political and social contexts. The course focuses largely on theories and conceptualisations related to understanding and explaining policy dynamics. Doctoral students should consider this course as a stepping stone to mastering a broad knowledge of the key concepts of how policy dynamics (and even their policy trade-offs) evolve over time. Actors and agency, change and stability, institutions and ideas are the central concepts of the main theories of policy dynamics, although they are mixed and arranged in different ways according to the research questions the theories seek to answer. Thus, by focusing on the drivers and components of policy dynamics, the course also sheds light on the political and social drivers of the processes through which collectivized decisions are made and implemented, at different institutional and governance levels, and their socio-political effects. The course will serve as a foundation for the students’ research not only in public policy, but also in sister disciplines like sociology and international relations.
These seminars provide an overview of the key approaches and issues in the substantive sub-fields of Comparative Politics. This introduction will outline the key sub-fields of Comparative Politics, cultivate individual academic-mindedness, and highlight promising research topics. We will engage seminal works as well as more recent research in order to familiarize ourselves with the origin and development of streams of research central to the field. This course is designed to be a foundational survey of the field and students will engage key dimensions of major sub-field literatures in discussion, interaction, and research.
Current approaches in epistemology of the social sciences
The course aims to give a basic orientation in the epistemology of social science. The lectures will focus on epistemological issues and problems fundamental to social scientific explanation. We will address traditional questions of the scientific method about the kind of knowledge that social science should, or can, strive for. Then we will focus on the relationship between individual actors and larger social structures and the epistemological foundations of the rational choice approach that shaped social science research in recent decades.
Requirements and Assessment:
Students are required to read and present book chapters or articles from the weekly reading list. Each week, a set of questions will be assigned based on the readings. Participants are expected to come to class after reading the material and preparing short answers to the questions. Students’ presentations should highlight the main points of the assigned readings.
Grading:
The final grade will be based on active participation in class activities.
Ethical dilemmas and safety concerns can arise in any social science research, regardless of the topic or the researcher's career stage. This crash course equips doctoral students with tools and best practices to address ethical and safety issues at three key stages of the research lifecycle: before, during, and after fieldwork. The course emphasizes the researcher’s positionality as a central factor in designing, conducting, and promoting research, encouraging critical thinking throughout this entire process. Its goal is to help researchers uphold the highest standards of integrity and safety in their work. Participants are expected to develop a more reflexive understanding of their role in the field, as well as the ethical and safety challenges they may encounter both for themselves and for their research participants. This includes preparing risk assessments, negotiating access to where data should be collected, managing relationships with research participants or facilitators, ensuring proper data storage, and writing up and publishing their findings. The course supports participants in devising strategies to mitigate these challenges. By the end of the crash course, researchers will have completed their own risk assessments for their PhD projects and started to develop key ethical documents, including the information sheet and consent forms. This course is designed for students who are either in the pre-fieldwork phase or in the early stages of their fieldwork. However, students who have already completed their field research are also encouraged to participate and use the workshop as a reflective exercise.
Experimental research in political and social sciences
Randomized controlled trials (RCTs) are considered as the gold standard in the policy evaluation literature because they are a powerful tool to identify causal effect. The course supplies an introduction to the use of RCTs in the political and social sciences. The aim is to stress pros and cons of RCTs in order to develop doctoral candidates’ understanding of RCTs as well as to recognize how they can help to answer a wide range of research questions and to solve relevant social issues. The course will provide students with the competences to conduct and to critically discuss RCT and experimental research in the political and social sciences.
Getting published is notoriously hard. Although there are no rules of thumbs to construct a good research paper, the course deals with how to write articles for academic journals. The primary focus is on writing papers and responding to reviews. A secondary goal is to familiarize students with the requirements of journals as well as to provide them with first-hand experience with the publication process.
Seminar content:
Despite significant differences, good articles in any subfield of the social sciences (i.e., international relations theory, political science, political theory, and sociology) share a similar structure based on three main elements: an important research question, a sound research design, and a skilled execution consistent with the first two elements. The seminar will be organized in four two-hours meetings. In the first seminar, we will explore and delve into the three key aspects of a publishable paper. In the two following meetings we will examine and discuss several published articles in order to understand why and how they were published and, in some instances, why perhaps they did not deserve to be published but they were published anyway. In order to do so, students will prepare short evaluations of the assigned readings. Finally, in the last class students will present their own research structured around the three key requirements of a good research article.