Module SOCI44815: Analysing Causal Relations in Social Science Research

Department: Sociology

SOCI44815: Analysing Causal Relations in Social Science Research

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce the debates over the meaning of causality or causation in social science research.
• To introduce and explain a variety of approaches to understanding and studying causal relations in social science research;
• To help students develop awareness of the key ideas and the potential benefits and limitations of each approach in light of making causal arguments;
• To provide students with an initial training in conducting causal analysis and the resources for developing further skills in the future.

Content

• Introduction: what causation/causality is about, why it is important for social science research, how we shall study it in this module, linking the module to student research interests
• Philosophical ideas and debates
• Lab experiments and randomized controlled trials (RCTs)
• Natural experiments, discontinuity and related methods
• Why is it so difficult to analyse causation in observational studies? The concept of ‘counterfactuals’
• Causal relations between historical events
• Structural equation models (SEM): a conceptual introduction
• Propensity score analysis (PSA)
• Directed Acyclic Graphs (DAGs)
• Review and advice on student research essay.

Learning Outcomes

• Understanding the logic and the specific principles of a range of methods and tools for analysing causal relations in the social sciences;
• Detailed knowledge and critical understanding of basic but important principles for using a variety of methods in social science research;
• Understanding why the type and the preparation of data is important and how it affects subsequent analyses of data;
• Knowledge of different types of methodological approaches and when to use a particular one in a specific situation;
• Understanding the meaning of causation (or causality) and the logic of representing and analysing it in empirical investigations;
• Initial knowledge of the specific methods and resources for further learning and skill developing.

• Capabilities for managing research, including collecting and analysing data, conducting and disseminating research in such a way that is consistent with both professional practice and principles of research ethics and risk assessment;
• Interpretation of research findings derived from a particular methodological approach;
• Ability to evaluate the relative pros and cons in each specific approach and method in the process of developing causal arguments;
• Ability to check basic information and assumptions of variables for subsequent analyses;
• Ability to formulate the rationale for causation in a specific context;
• Ability to critically review other researcher’s work in light of causal reasoning;
• Ability to construct a causal model in a specific research proposal.

• KS1 - The ability to evaluate and synthesize information obtained from a variety of sources (written, electronic, oral, visual); to communicate relevant information in a variety of ways and to select the most appropriate means of communication relative to the specific task. Students will also be able to communicate their own formulations in a clear and accessible way; they will be able to respond effectively to others and to reflect on and monitor the use of their communication skills;
• KS2 - The ability to read and interpret complex tables, graphs, and diagrams; to organize, classify and interpret numerical and logical data; to make inferences from sets of data; to use advanced techniques of data analysis; and to appreciate the scope and applicability of numerical and logical data;
• KS3 - Competence in using information technology to use a computer software package effectively; to use effective information storage and retrieval; and to use web-based resources;
• KS5 - Effective time-management, working to prescribed deadlines;
• KS6 - The ability to engage in different forms of learning, to seek and to use feedback from both peers and academic staff, and to monitor and critically reflect on the learning process.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures: the lecturer will explain the idea, the logic and the procedure of using each particular method.
• Seminars: under the guidance of the lecturer, students will discuss the core ideas of a particular approach to analysing causal relations or learn about how to conduct causal analysis by reading and discussing a published example study.
• Summative assessment: students will be asked to produce a 3000-word essay on a specific issue of their choice either in the form of a critical literature review or an empirical study on a particular topic. If choosing to conduct a critical literature review, students are expected to demonstrate familiarity with relevant approaches to analysing causal relations in social phenomena and correct understanding of key concepts and theoretical models. If students opt for an empirical study, they should not only demonstrate the ability of managing and analysing a real-world dataset with an appropriate, specific method but also connect the empirical analyses to a wider theoretical approach or debate.
• Formative Assessment: A short proposal (500 words max) for completing the summative assessment, including questions to be answered, source of publications or data, the particular approaches to be examined, and expected conclusions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A short proposal (500 words max) for completing the summative assessment, including questions to be answered, source of data, methods of data analysis, and expected results.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University