The course Research Project: Digital Transition is an integrated teaching unit (unité d’enseignement intégrée). It follows the progression of competences targeted by the "learning by doing" projects: to observe (bloc 1), to explain (bloc 2), to act (bloc 3). The project aims at providing students with the fundamental methodological, analytical, and theoretical tools to analyze digital transition and how it affects human relations and communication. Through the project, students acquire the ability to build a research problematic about the digital transition of our society, to define a research question, to conduct a literature review, to collect relevant data, to analyze these data and to reflexively discuss their hypothesis.
The course is divided into 4 modules, 1 of which is taught in English and 3 in French (see “Contents” section for details).
The teaching method combines the added value of lectures (introducing students to fundamental concepts and theories of digital transition) with empirical and theoretical analyses of real case-studies conducted by the students. Students apply concepts and theoretical models to an empirical analysis of their choice (in coordination with the teaching team). Regular meetings are organized with the teacher and teaching assistants to receive comprehensive feedback throughout both semesters, before the final jury and the submission of their research paper.
Consequently, the organization of the course largely relies on students' regular participation and commitment to field work.
The Project "Digital Transition" aims to enable students to develop a research project and a research strategy on the theme: “How does the digital transition affect human relations and communication?”. This objective encompasses the following skills:
The course takes place over the entire academic year and is divided into 4 complementary modules - 1 of which is taught in English and 3 in French. Each module provides students with the specific knowledge and necessary skills for the final jury, the production of a research paper and of a scientific abstract.
In module 1, students are introduced to the basic principles of the scientific approach through epistemological and methodological reflection. The aim is to lay the foundations of science through the notions of theory, concept, paradigm, variables and indicators. Two paradigms will be highlighted: the explanatory paradigm and the comprehensive paradigm. The aim is to identify their contours, basic principles and underlying methodological devices.
"Digital transition" refers to the transition from analog to digital processes in various domains of life, such as economy and labor, education, health, participation in society, and politics. This transition – which is sometimes called a “digital revolution” – implies complex phenomena. In the module 2, students learn about the digital transition, discover the horizon of expectations that surrounded the development of digital technologies in different areas of life, but also the inherent limitations of these changes. This introduction enables students to lay the foundations for a critical understanding of how the digital transition affects human relations and communication.
In addition, through the reading and analysis of scientific papers on these issues, students will discover how a qualitative research approach is developed (with particular emphasis on the construction of a problematized research question, a theoretical framework and a literature review).
This module also includes:
Module 3 will focus on the technical tools of data collection and analysis. More specifically, the aim is to demonstrate data collection techniques and sampling principles in quantitative and qualitative research, and to introduce students to thematic analysis in social sciences.
Module 4 builds on the previous methodological and disciplinary modules. Students use the concepts, theories and methodological skills acquired in previous modules to collaboratively conduct a qualitative research project (through comprehensive interviews) on the topic of their choice. They are guided in this research process by regular coaching sessions with the teaching team, workshops and English coaching sessions.
The evaluation of the course is a continuous and additive process taking place throughout the academic year for the different modules. It is therefore crucial that each student starts working as early as day 1. Overall, the evaluation method of the different modules is both individual and collective and mobilizes different evaluation methods (i.e., a traditional written exam, oral exam, oral group presentations, research paper, etc.). To pass the course, students must (1) pass all modules (2) and get an average of 10/20 for the academic year.
Summary of assessment procedures:
A document presenting detailed instructions, expectations and assessment criteria for each of these tests is available to students on WebCampus.
The students who fail the evaluation of module 1 and/or module 2 (i.e., individual evaluations) must retake their exam during the August session.
The students who fail the final paper and/or the abstract writing must retake their evaluation during the August session.
There are no retake exams for the final jury presentation.
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Bachelier en information et communication | Standard | 0 | 10 | |
| Bachelier en information et communication | Standard | 2 | 10 |