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This is the concluding lecture from SIS-680, Summer 2009. I decided to re-deliver this one this year because I wasn’t entirely happy with the last version, so here it is — recorded live.

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Here’s the outline for proposal #3 for SIS-680, Summer 2009.

Here are the two documents I mentioned in class tonight:

ethnographic fieldnoting assignment

interpretive research proposal outline

Here are the slides-plus-audio of my brief in-class presentation today in which I outlined the potential next steps that might follow in the development of a comparative study of how people’s research interests are linked to their academic program.

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Here’s the outline for the first assignment for SIS-680: a partial proposal for a piece of comparative case study research. “Partial” because I am not asking you for either a literature summary or a literature critique.

The 2009 edition of the introductory lecture for my SIS-680 course. Something of a remix from last year’s version, and also features a corect synching of the audio and the slides (I think).

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Here’s the Summer 2009 edition of the SIS-680 “‘Qualitative’ Research Methodologies” syllabus. I still dislike — as in “abhor” — the category “qualitative,” but that’s what I’m stuck with for the moment.

The final lecturelet for SIS-301; this one’s about Naeem Inayatullah and David Blaney’s book International Relations and the Problem of Difference.

Naeem and David actually have spoken about their approach at a workshop I organized, and a recording of those remarks is available here.

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Almost the end of the series! Here’s lecturelet 12, which is somewhat about feminism and somewhat about the broader critical-theoretical tradition that it is part of, at least or especially in IR.

My subjective perception was that I talked a bit fast on a couple of these slides. Fortunately, QuickTime has options that you can use to slow down playback, if that’s necessary.

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Based on some class and post-class comments, I decided to whip up a quick supplemental lecturelet on motivational versus intentional explanations. This kind of issue always comes up when one starts delving into constructivist theory, but I don’t think that the explanation I gave in class was sufficient . . . so here’s another attempt.

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