Teacher(s)
Language
French
Main themes
The conditions for the production of scientific knowledge, research postures in communication, bibliographical and documentary resources in communication, research approaches in communication, the state of the art in scientific literature on an initial question, research methods and tools in communication.
Learning outcomes
At the end of this learning unit, the student is able to : | |
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Content
The course introduces students to the design and implementation of a research project in communication science, from formulating a research question to presenting the results. It is structured into five modules:
Module 1 – The Making of Science and Research. What are science, research, and a paradigm? The stages of the scientific method; types of reasoning (deductive, inductive, hypothetical-deductive, abductive); the place of scientific knowledge among other forms of knowledge.
Module 2 – Drawing on and Contributing to the Literature. Why and how to construct a state-of-the-art review; critical reading and reading notes; the distinction between a state-of-the-art review and a theoretical framework; literature search; scientific integrity, citation standards, and plagiarism; uses and limitations of generative AI in bibliographic work.
Module 3 – Formulating a Research Problem. Topic, problem, research question, problem formulation; formulating a clear, relevant, and feasible research question; research objectives and hypotheses.
Module 4 – Designing the Methodological Framework. Epistemological stances (ontology, epistemology, methodology); quantitative and qualitative approaches; research techniques (questionnaires, interviews, observation, content and discourse analysis); sampling; ethics of data collection; data processing, analysis, and interpretation; researcher reflexivity.
Module 5 – Dissemination and Communication. The world of scientific publishing and its key players; peer review; open access, economic models, and bibliometric indicators; dissemination tailored to academic and non-academic audiences.
A collaborative research project runs throughout the course: each group progressively develops a research question, a review of the current state of the art, a methodological framework, a research report, and a communication product (podcast, video, poster, slides), which is presented orally to a panel.
Module 1 – The Making of Science and Research. What are science, research, and a paradigm? The stages of the scientific method; types of reasoning (deductive, inductive, hypothetical-deductive, abductive); the place of scientific knowledge among other forms of knowledge.
Module 2 – Drawing on and Contributing to the Literature. Why and how to construct a state-of-the-art review; critical reading and reading notes; the distinction between a state-of-the-art review and a theoretical framework; literature search; scientific integrity, citation standards, and plagiarism; uses and limitations of generative AI in bibliographic work.
Module 3 – Formulating a Research Problem. Topic, problem, research question, problem formulation; formulating a clear, relevant, and feasible research question; research objectives and hypotheses.
Module 4 – Designing the Methodological Framework. Epistemological stances (ontology, epistemology, methodology); quantitative and qualitative approaches; research techniques (questionnaires, interviews, observation, content and discourse analysis); sampling; ethics of data collection; data processing, analysis, and interpretation; researcher reflexivity.
Module 5 – Dissemination and Communication. The world of scientific publishing and its key players; peer review; open access, economic models, and bibliometric indicators; dissemination tailored to academic and non-academic audiences.
A collaborative research project runs throughout the course: each group progressively develops a research question, a review of the current state of the art, a methodological framework, a research report, and a communication product (podcast, video, poster, slides), which is presented orally to a panel.
Teaching methods
The course is based on active learning and alternates, in each session, between theoretical lectures, hands-on workshops, and guided group work.
- Interactive lectures supported by concrete examples and case studies.
- Classroom workshops: “scientific speed dating” (reading, summary, and pitch), cross-referencing sources in a comparative table, AI workshop (comparison of a reading summary generated by a prompt and one created manually), literature review, formulation of the research question, methodological choices, data processing and interpretation.
- A collaborative research project conducted in groups throughout the four-month term, with regular methodological guidance from the instructor and teaching assistant.
- Formative peer assessment: each group evaluates the research question and then another group’s report using a criteria rubric, followed by feedback in a plenary session.
- Management of group dynamics using the Dynamo tool (self- and peer-assessment) at the midpoint and end of the project.
- Presentation of ongoing research by a guest researcher or doctoral student, to provide insight into a scientific process in progress.
- Supplementary online resources (readings, videos, podcasts, summaries) made available on Moodle to support the sessions, as well as a mock exam graded collectively.
Evaluation methods
Assessment is continuous and summative. It combines two group deliverables, an individual quiz and an individual written examination.
a) Quiz (10 %)
b) Research problem and literature review (20 %)
c) Group project (30 %)
d) Written examination (40 %)
Academic integrity. Any fraud or plagiarism results in a mark of zero for the activity concerned.
a) Quiz (10 %)
b) Research problem and literature review (20 %)
c) Group project (30 %)
d) Written examination (40 %)
Academic integrity. Any fraud or plagiarism results in a mark of zero for the activity concerned.
Other information
A single calendar listing all deadlines, along with the grading rubrics, is distributed and explained during the first session. No deadlines are set during the exam period.
The use of generative AI is covered in a specific workshop and governed by a usage policy: its use is permitted when explicitly mentioned and documented by students, and prohibited for the production of content presented as personal work.
Students with special status (PEPS) are encouraged to come forward at the beginning of the semester so that the necessary accommodations can be made.
Language of instruction and assessment: French.
The use of generative AI is covered in a specific workshop and governed by a usage policy: its use is permitted when explicitly mentioned and documented by students, and prohibited for the production of content presented as personal work.
Students with special status (PEPS) are encouraged to come forward at the beginning of the semester so that the necessary accommodations can be made.
Language of instruction and assessment: French.
Online resources
The course's Moodle space, which centralizes all course materials:
- Course slides
- Case studies
- Access to the UCLouvain library's bibliographic databases
- Assessment rubrics
Bibliography
Bardin, L. (2013). L’analyse de contenu (Quadrige éd.). Presses Universitaires de France.
Becker, H. S. (2002). Les ficelles du métier : comment conduire sa recherche en sciences sociales. La Découverte.
Brummans, B. H. J. M. (2014). Pathways to Mindful Qualitative Organizational Communication Research. Management Communication Quarterly, 28(3), 440-447. https://doi.org/10.1177/0893318914535286
Dépeltau, F. (2018). La démarche d’une recherche en sciences humaines. De Boeck.
Derèze, G. (2009). Méthodes empiriques de recherche en communication. Bruxelles: De Boeck Supérieur.
Eaton, S. E. (2022). New priorities for academic integrity: Equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 18(10). https://doi.org/10.1007/s40979-022-00105-0
Gaudet, S., & Robert, D. (2018). L'aventure de la recherche qualitative : du questionnement à la rédaction scientifique. University of Ottawa Press.
Gauthier, B. (2019). Recherche sociale : de la problématique à la collecte des données. Presses de l’Université du Québec.
Lambert-Chan, M. (2012). Petit guide de survie des étudiants. Les Presses de l’Université de Montréal.
Lessard-Hébert, M., Goyette, G., & Boutin, G. (2019). La recherche qualitative : fondements et pratiques. De Boeck.
Miles, M. B., & Huberman, A. M. (2005). Analyse des données qualitatives. De Boeck.
Piron, F., & Arsenault, É. (Eds.). (2021). Guide décolonisé et pluriversel de formation à la recherche en sciences sociales et humaines. Éditions science et bien commun. https://scienceetbiencommun.pressbooks.pub/projetthese/
Ross, T., Joyce, Z., & Matheson, D. (2025). Introduction: Decolonizing Research on Emerging Media. Emerging Media, 3(1), 5-12. https://doi.org/10.1177/27523543251325894
Seurrat, A. (2014). Écrire un mémoire en sciences de l'information et de la communication. Récits de cas, démarches et méthodes. Paris: Presses Sorbonne Nouvelle.
Smith, L. T. (2022). Decolonizing Methodologies. Research and Indigenous Peoples (3e ed.). Bloomsbury Academic.
Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Van Campenhoudt, L., Marquet, J., & Quivy, R. (2017). Manuel de recherche en sciences sociales (5e ed.). Malakoff: Dunod.
Becker, H. S. (2002). Les ficelles du métier : comment conduire sa recherche en sciences sociales. La Découverte.
Brummans, B. H. J. M. (2014). Pathways to Mindful Qualitative Organizational Communication Research. Management Communication Quarterly, 28(3), 440-447. https://doi.org/10.1177/0893318914535286
Dépeltau, F. (2018). La démarche d’une recherche en sciences humaines. De Boeck.
Derèze, G. (2009). Méthodes empiriques de recherche en communication. Bruxelles: De Boeck Supérieur.
Eaton, S. E. (2022). New priorities for academic integrity: Equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 18(10). https://doi.org/10.1007/s40979-022-00105-0
Gaudet, S., & Robert, D. (2018). L'aventure de la recherche qualitative : du questionnement à la rédaction scientifique. University of Ottawa Press.
Gauthier, B. (2019). Recherche sociale : de la problématique à la collecte des données. Presses de l’Université du Québec.
Lambert-Chan, M. (2012). Petit guide de survie des étudiants. Les Presses de l’Université de Montréal.
Lessard-Hébert, M., Goyette, G., & Boutin, G. (2019). La recherche qualitative : fondements et pratiques. De Boeck.
Miles, M. B., & Huberman, A. M. (2005). Analyse des données qualitatives. De Boeck.
Piron, F., & Arsenault, É. (Eds.). (2021). Guide décolonisé et pluriversel de formation à la recherche en sciences sociales et humaines. Éditions science et bien commun. https://scienceetbiencommun.pressbooks.pub/projetthese/
Ross, T., Joyce, Z., & Matheson, D. (2025). Introduction: Decolonizing Research on Emerging Media. Emerging Media, 3(1), 5-12. https://doi.org/10.1177/27523543251325894
Seurrat, A. (2014). Écrire un mémoire en sciences de l'information et de la communication. Récits de cas, démarches et méthodes. Paris: Presses Sorbonne Nouvelle.
Smith, L. T. (2022). Decolonizing Methodologies. Research and Indigenous Peoples (3e ed.). Bloomsbury Academic.
Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
Van Campenhoudt, L., Marquet, J., & Quivy, R. (2017). Manuel de recherche en sciences sociales (5e ed.). Malakoff: Dunod.
Faculty or entity