DUTCH POLITICS & QUALITATIVE METHODS 2021-22

Course manual for students

General information
Course name: Dutch Politics and Qualitative Methods
Course code: S_DPQM
Period: 5: April - May
Target group: (First year) undergraduate students Politicologie & Global Politics,
pre-Master students Political Science
EC: 6
Language: English
Coordinator: Thijs Bogers MA ..................................................................................... t.j.bogers@vu.nl
Lecturer: dr. André Krouwel ........................................................................... andre.krouwel@vu.nl
Guest lecturers: dr. Loes Aaldering, prof.dr. Bastiaan van Apeldoorn, dr. Patrick Overeem, Michiel van
Schagen MSc.
Seminar lecturers: Geert Luteijn MA ................................................................................... g.p.luteijn@vu.nl
Sarah Poss MSc .......................................................................................... s.n.poss@vu.nl
Katherine Senneville MSc ............................................................... k.m.senneville@vu.nl
Sietske van der Vliet MSc ................................................................ s.van.der.vliet@vu.nl

Content
Learning objectives & exit qualifications .................................................................................................. p. 01
Academic skills learning sequence Bachelor’s programme Political Science year 1 ................................ p. 03
Literature ................................................................................................................................................... p. 04
Course process & student responsibilities ................................................................................................. p. 05
Time allocation .......................................................................................................................................... p. 05
Times and locations of the seminar sessions per group ............................................................................. p. 05
No hybrid lectures and seminars: motivation ............................................................................................ p. 06
Examination ............................................................................................................................................... p. 07
Examination matrix ................................................................................................................................... p. 08
Course schedule ......................................................................................................................................... p. 09
Appendix: Instructions research paper ...................................................................................................... p. 10

Course Manual by Thijs Bogers

0
Learning objectives & exit qualifications

Consensus democracy, constitutional monarchy, multicultural society, bicameral

parliament, a unified yet decentralised state, multiparty representation, proportional
electoral system, member of NATO, founding member of the EU – in political terms the
Netherlands is a unique, complex and fascinating case. The course Dutch Politics &
Qualitative Methods (hereinafter: DPQM) is aimed at enhancing and deepening students’
understanding of politics in the Netherlands. Both the essential characteristics of the
Dutch political system and current developments in Dutch politics are central to the
course. In addition, the course will introduce students to a selection of the foremost
qualitative research methods of political science. These are discourse analysis,
interviewing and content analysis. The theoretical underpinnings of these methods will
be discussed, but also their practical do’s and don’ts. This component of the course builds
upon the course Social Research Methodology. Students will conduct research into Dutch
politics themselves by applying a qualitative method and they will write a research paper.
After successfully completing the course, the student will be able to:

1) Generate a comprehensive and detailed overview of the specificities of the Dutch

political system, the contemporary Dutch political landscape and contemporary
developments in Dutch politics;
2) Analyse (new) developments in Dutch politics as a political scientist;
3) Generate a comprehensive and detailed overview of the specificities of foremost
qualitative research methods of political science;
4) Applying qualitative research methods to (new) developments in Dutch politics;
5) Construe a scientific puzzle (theory versus empirics);
6) Draw connections between academic insights and societal ideas and insights and/or
empirics pertaining to politics in the Netherlands;
7) Employ rules for referencing in written scientific texts;
8) Maintain a critical engagement with academic ideas and insights.

To attain the formulated skills, students will read an acclaimed academic text book on
Dutch politics and academic articles on both Dutch politics and qualitative methods. The
course consists of both lectures and seminar sessions. Students’ knowledge and skills will
be tested through an exam and a research paper.

The learning objectives of DPQM contribute to reaching the exit qualifications of the
Bachelor’s programme in Political Science. The specific exit qualifications to which
DPQM contributes, are underlined on the next page. The exit qualifications are taken
from the Teaching and Examination Regulations (TER), Faculty of Social Sciences,
Bachelor’s programme in Politicologie, track: Global Politics, academic year 2021-22,
article 10.3

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Article 10.3 – Exit qualifications
A graduate of the study programme will:

Have good knowledge and understanding of:

• the core political phenomenon of social-conflict regulation by the state or by private or semi-
private institutions, including the underlying power processes;
• the increasing internationalization of the public domain and how this influences governance and
policy at different, often interacting levels;
• the most important theories in modern Political Science, especially those in respect of general
and comparative politics, the doctrine of international relations and normative political theory;
• methods and techniques in social scientific research, in particular those important for Political
Science studies; and,
• the specific position of Political Science by comparison with other social sciences.

Be able:
• to analyse and interpret political data, including in the national and international context;
• to assess Political Science research results for their reliability, validity and usability;
• to apply Political Science knowledge and insights to current social issues;
• to process knowledge drawn from other relevant disciplines and to apply this in the analysis of
social and political problems;
• to recognize, based on their knowledge of normative theories, the value ladenness of both
scientific theories and policy intentions;
• to function within a group and to contribute to joint research and suchlike products;
• to provide clear oral and written reports of their Political Science knowledge and understanding;
and,
• to complete the entire empirical cycle by carrying out basic scientific research under supervision.

Display:
• a demonstrable interest in the causes of and background to political phenomena;
• a critical attitude towards academic Political Science literature and towards prevailing views on
politics;
• intellectual integrity and a willingness to self-criticise.

Reading comprehension of scientific literature, paraphrasing scientific texts correctly,

connecting and combining academic insights and academic insights with empirical
information, and writing a scientific text correctly are all essential skills that students
must master in order to be able to successfully complete the Political Science programme.
Skills attained during ASW-PS-1 in period 1 are employed and expanded upon during
ASW-PS-2 in period 2 & 3. Thereafter, the seminar component of the course Dutch
Politics and Qualitative Methods in period 5, build upon the skills acquired so far. Lastly,
during the course Bachelor’s Tutorial in Political Science 3: Workshop Model United
Nations in period 6 students will learn practical professional skills. Next to that they will
learn to apply the skill set acquired throughout the whole academic year in a research
paper.

Together, these (components of) courses make up the learning sequence academic skills
of the first year of the Bachelor’s programme in Political Science. The learning sequence
is depicted in grey in table 1 on the next page.

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 BACHELOR POLITICAL SCIENCE YEAR 1
Learning sequence academic skills

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

The Governance and

State, Power & Descriptive and History of Social
Politics of Social
Conflict Inferential Statistics Science
Problems

Social Research
Methodology History of Dutch Politics & Bachelor’s Tutorial in
ASW-PS-1: Academic Political Science 3:
Political Thought Qualitative Methods
skills & political Workshop Model
representation United Nations
ASW-PS-2: Academic skills & political
legitimacy

Table 1: Academic skills learning sequence of the Bachelor’s programme Political Science year 1

3
Literature

Textbook:
Andeweg, R. B., Irwin, G. A. & Louwerse, T. (2020). Governance and politics of the Netherlands.
London, United Kingdom: Palgrave Macmillan.
Note, only the 5th edition from 2020 suffices.

Articles:
Aaldering, L., Van Der Meer, T., & Van der Brug, W. (2018). Mediated leader effects: The impact of
newspapers’ portrayal of party leadership on electoral support. The international journal of
press/politics, 23(1), 70-94.
Aaldering, L., & Van Der Pas, D. J. (2020). Political leadership in the media: Gender bias in leader
stereotypes during campaign and routine times. British Journal of Political Science, 50(3),
911-931.
Brouwer, P & Staal, K. (2020). The future viability of the Dutch democracy: A model case. Munich
Social Science Review, 3, 7-53.
Kleinnijenhuis, J. (2020). Televised election debates in the Netherlands: Indirect effects on party
preferences through media coverage. In Juárez-Gámiz, J., Holtz-Bacha, C. & Schroeder, A.
(Eds.). Routledge international handbook on electoral debates (pp. 175-187), New York, NY:
Routledge.
Krouwel, A. P. M. & van Elfrinkhof, A. M. E. (2014). Combining strengths of methods of party
positioning to counter their weaknesses: The development of a new methodology to calibrate
parties on issues and ideological dimensions. Quality and Quantity, 48(3), 1455-1472.
Krouwel, A. P. M., & Koedam, J. (2015). The Netherlands: Investiture behind closed doors. In B. E.
Rasch, S. Martin, & J. A. Cheibub (Eds.), Parliaments and Government Formation: Unpacking
Investiture Rules (pp. 253-274). Oxford University press.
Krouwel, A., & van Prooijen, J. W. (2021). The new european order? Euroscepticism and conspiracy
belief. In A. Önnerfors, & A. Krouwel (Eds.), Europe: Continent of Conspiracies: Conspiracy
Theories in and about Europe (pp. 22-35). Routledge. https://doi.org/10.4324/9781003048640-2
Kutiyski, Y., Krouwel, A. P. M., & van Prooijen, J. W. (2021). Political extremism and distrust:
Does radical political orientation predict political distrust and negative attitudes towards
European integration? Social Science Journal, 58(1), 1-16.
https://doi.org/10.1016/j.soscij.2019.03.004
Lijphart, A. (2012), Patterns of democracy: Government forms and performance in thirty-six
countries, New Haven, CT: Yale University Press.
Mahoney, J. & Goertz, G. (2006). A tale of two cultures: Contrasting quantitative and qualitative
research. Political Analysis, 14, pp. 227-249.
Roggeband, C., & Verloo, M. (2007). Dutch women are liberated, migrant women are a problem:
The evolution of policy frames on gender and migration in the Netherlands, 1995–2005. Social
policy & administration, 41(3), 271-288.
van Meeteren, M.J. & L.N. van Oostendorp (2019). Are muslims in the Netherlands constructed as a
‘suspect community’? An analysis of Dutch political discourse on terrorism in 2004-
2015. Crime Law Soc Change, 71(5), 525–540.
de Raadt, J., Hollanders, D. & Krouwel, A. P. M. (2004). Varieties of populism: An analysis of the
programmatic character of six European parties. Working Papers Political Science No.
2004/04. Available at https://research.vu.nl/en/publications/varieties-of-populism-an-analysis-
of-the-programmatic-character-o-2
Strikovic, E., van der Meer, T., van der Goot, E., Bos, L., & Vliegenthart, R. (2020). On behalf of the
people: The use of public opinion and the perception of “the people” in political communication
strategies of Dutch MPs. The International Journal of Press/Politics, 25(1), pp. 135-157.

Note, (links to) the articles will be available on Canvas.

4
Course process & student responsibilities

Lectures
Attending the lectures and participating actively in them is not obligatory but highly recommended.
An instrumental reason is that, besides the readings, the lectures are also part of the material tested in
the exam. An intrinsic reason is that it is valuable to think along, with the lecturer and fellow students,
about the content of the lectures. Some further rules about attendance:
- To make fruitful attendance and participation possible, those who attend a lecture must (!) have
read the assigned texts in advance. (This is also the case for the very first lecture, of course.)
- During their lecture, teachers will ask students whether they have questions or comments.
Students can also politely and not disturbingly interrupt to raise a question themselves.

Seminars
There are four seminar sessions in total. The sessions will take place solely on campus. Attending the
sessions is voluntary. However, students who wish to discuss their ideas for their paper with their
lecturer during the fourth session, need to have been present at all prior three sessions.

Use of smartphones, tablets and laptops during seminar sessions

Students keep their devices stowed during sessions. To minimise the possibility of distraction, the
use of devices is not allowed during sessions. Students are expected to demonstrate a committed
learning attitude and to minimise distractions during sessions.

Time allocation

For DPQM a total of 168 hours throughout Period 5 is calculated. A specification of the time
allocation is provided in Table 2:
Activity Specification Total
Lectures: 11 x 90 minutes = 16,5 hrs.
Seminar sessions: 4 x 90 minutes = 6 hrs.
Exam: 1 x 165 minutes = 2,67 hrs.
Reading speed = 4 pages per hour of
Reading & revising: close reading and revising: 127,5 hrs.
510 pages ÷ 4 =
Writing paper: 16 hrs.
Total: 168 hrs.

Table 2: Time allocation

Times and locations of the seminar sessions per group

All seminar sessions will take place on campus. Table 3 shows the times of the seminar sessions per
group:
Calendar
Group Lecturer Day Time
weeks
1 Katherine Senneville 11.00-12.45 hrs.
2 Sarah Poss 09.00-10.45 hrs.
16, 17, 19, 20 Thursday
3 Sietske van der Vliet 11.00-12.45 hrs.
4 Geert Luteijn 11.00-12.45 hrs.
Table 3: Times and locations of the seminar sessions per group
5
No hybrid lectures and seminars: motivation

Both the lectures and the seminar sessions will take place on campus and will not be offered
online. It is thus demanded of students that they, similar to pre-Covid times, show up at the VU
to follow the lectures and the seminar sessions. With this choice, the guideline of the Faculty of
Social Sciences is followed. This guideline was communicated in a letter to students in March,
relevant excerpts of the letter can be found below.

Dear student,

The press conference on terminating of almost all corona measures on Tuesday, March 15, went
largely unnoticed due to the war in Ukraine and the local elections. For our program, however, this
announcement was very important: we can go to campus without any restrictions! And we are
extremely happy about that!

Student welfare and campus education

In the national news and also in the surveys on student wellbeing at VU, it has been shown time and
again that students are struggling because of online education. The study associations and the faculty
student council have also regularly pointed this out to us. The period in which you study is not only
important to gain a lot of knowledge and skills, you also form your identity and you are part of the
academic community. VU is a campus university and wants to be one. Everywhere in the buildings
we like to see students taking classes, collaborating on projects and doing extracurricular activities.
It is precisely being together on campus that makes your studies an unforgettable and formative
period in your life.

No hybrid education
We have seen in recent times that offering hybrid education hinders the return to campus. We want
everyone to come to campus when there is a lecture, study group or practicum scheduled. Therefore,
starting in period 5 hybrid education will only be offered in exceptional cases. Of course this takes
some time getting used to, for both students and teachers. After almost two years of living with
corona measures, we have lost a bit of the routine of traveling and getting out the door on time. But
this routine will return soon enough when we agree to meet again on campus.

Will all online education disappear?

No, definitely not. We've learned an awful lot in the past two years about using software tools and
varying online instruction and campus instruction effectively. Online assignments help students
study more regularly, get more out of their studies and perform better. This means that our courses
will continue to offer an effective blend of online education and campus education. For example, you
can watch knowledge clips at home and then work on assignments or apply the knowledge to a case
on campus with the instructor and fellow students. A very good way to get to grips with sometimes
difficult theoretical material!

Recording of lectures
Students ask for the recording of lectures. At the same time, students indicate that if lectures are
recorded, they tend not to come to the lectures, and this is also what we see in practice. As we
indicated above, we want an effective mix of online and campus education. On campus, you work
with fellow students, there is interaction between the lecturer and the audience to reach deeper
understanding, and you are challenged to solve a problem together with the lecturer and students.
This means that for didactic reasons, the instructor determines whether lectures are recorded. In an
interactive lecture or a working group, recording is pointless: active participation is central there. In
a lecture where mainly information is given, it is conceivable that a recording makes sense. Your
lecturer will make this consideration and decide if, when, and in what form recordings will be shared
with you.

On behalf of the Faculty Board,

Peter Kerkhof
Sylvia Vink

6
Examination

Examination of the course is done via a written exam, which counts for 60% towards the
final grade, and one written paper which counts for 40% towards the final grade. The final
grade is the weighted average of the resulting two partial grades. To pass the course, the
partial grade for the paper needs to be a 5.5 (pass) at minimum. The partial grades and
the final grade will be determined according to the rules as explicated in article 3.6 of the
Teaching and Examination Regulations (TER; in Dutch OER) of the Bachelors
Programme in Political Science 2021-2022:

Article 3.6 Marks

1. Partial marks are given on a scale from 1 to 10 with no more than one decimal point.
2. A final mark between 5 and 6 will be rounded to the nearest whole number: up to 5.50,
rounded down; higher than 5.50, rounded up. All other final marks will be expressed in
whole or half marks.
3. To pass a given course or unit, a final mark of 6 or higher is required.

Exam
The exam will cover both the readings and the lectures. Concerning the former, both the
book and the articles will be tested in the exam. Although not every detail of the book
will be recapitulated in the lectures, students are required to know the book in-depth. The
questions of the exam will be formulated in English and can be answered in either English
or Dutch (but never both in one answer). During the exam, using a dictionary is not
allowed; if students do not know the meaning of an English word, they can ask the
examiner. Some students with special permission will have 30 minutes extra.

Research paper
The paper must be submitted via Canvas before the deadline on Tuesday 31 May, 17.00
hrs. A hard copy version does not need to be submitted. The paper can be written in either
English or Dutch and must count 1800-2200 words all-in, no less and no more. The
papers will be marked with a rubric which can also be found on Canvas. Further
instructions on the paper can be found in Appendix A below.

Feedback and inspection sessions

After publication of the (partial) grades on Canvas of each exam and of the paper, students
can request a meeting with the appropriate lecturer to discuss the result and get advice for
future examinations or retake(s). The aim is not to allow you to bargain about the grade
awarded to your work.

Retake policy
For both the exam and the paper, there is a retake opportunity. The rules for retakes are
as follows:
- If one does a retake, the most recent grade will apply for the final course grade.
- To retake the paper, the previously written paper needs to be improved (substantially).

7
Examination matrix

Table 5 below provides a specified overview of how the components of DPQM contribute to reaching the different learning objectives when the
course is completed successfully.

Seminar Research
Lectures Exam
sessions paper
Learning objectives
Formative exams Summative exams

1) generate a comprehensive and detailed overview of the specificities of

the Dutch political system, the contemporary Dutch political landscape X X X
and contemporary developments in Dutch politics

2) analyse (new) developments in Dutch politics as a political scientist X X X X

3) generate a comprehensive and detailed overview of the specificities of

foremost qualitative research methods of political science X X X X

4) applying qualitative research methods to (new) developments in Dutch

politics
X X X X

5) construe a scientific puzzle (theory versus empirics) X X

6) draw connections between academic insights and societal ideas and

insights and/or empirics pertaining to politics in the Netherlands
X X X

7) employ rules for referencing in written scientific texts X

8) maintain a critical engagement with academic ideas and insights X X X

Table 5: Examination matrix DPQM

A formative test provides the student with feedback on the work done and prepares the student for a summative test.
A summative test translates the student's knowledge and skills into a grade and is a prerequisite for obtaining credits.

8
 Course schedule
Week Day Time Lecturer Topic Literature Pages

1 (14) Lecture free week. Students are expected to read the literature for next week and make the assignment which needs to be submitted next Monday.
Write a short essay of 450-500 words wherein you answer the following question:
To what extent is the Netherlands still a consensus democracy or not? Address all ten
Monday,
characteristics mentioned by Lijphart. Lijphart 2012 (pp. 1-45) 45
11 April
Submit as a Word file on Canvas, before 17.00 hrs. The assignment will not be marked
but has to be made (sufficiently) in order to obtain the course credits.

Dutch politics: Dutch consensus democracy AI&L – Ch. 1&2

2 (15) Tuesday,
13.30-15.15 hrs. Krouwel 64
12 April
Qualitative method: Introduction Mahony & Goertz 2006

Wednesday, Dutch political landscape and

13.30-15.15 hrs. Krouwel Dutch politics: AI&L – Ch. 3 33
13 April political parties

Party competition, elections & AI&L – Ch.4;

Dutch politics:
election campaigns Kleinnijenhuis 2020
Tuesday,
13.30-15.15 hrs. Krouwel 78
19 April
Content analysis: Populism, De Raadt et al. 2004;
Qualitative method:
issues and election manifestoes Krouwel & Elfrinkhof 2014
3 (16)
Thursday,
SEMINAR SESSION I/IV on Content Analysis
21 April

Friday, AI&L – Ch. 5;

13.30-15.15 hrs. Krouwel Dutch politics: Coalition formation 34
22 April Krouwel and Koedam 2015

Van Meeteren & Van

Tuesday,
13.30-15.15 hrs. Van Schagen Qualitative method: Discourse Analysis Oostendorp 2019; 30
26 April Roggeband & Verloo 2007

Thursday,
4 (17) SEMINAR SESSION II/IV on Discourse Analysis
28 April

Friday, AI&L – Ch. 6;

13.30-15.15 hrs. Overeem Dutch politics: Parliamentary politics 52
29 April Brouwer & Staal 2020

5 (18) No lectures or seminars this week

Tuesday, Political leadership, media and Aaldering et al. 2018;

13.30-15.15 hrs. Aaldering Dutch politics: 44
10 May gender in Dutch politics Aaldering & Van der Pas 2020

6 (19) Thursday,
SEMINAR SESSION III/IV on Interviews
12 May

Friday,
13.30-15.15 hrs. Overeem Dutch politics: Policymaking in the ‘polder’ AI&L – Ch. 7, 9 & 11 54
13 May

Krouwel & van Prooijen 2021;

Non-voters, political cynicism,
Dutch politics: Kutiyski, Krouwel & van
distrust and Euroscepticism
Tuesday, Prooijen 2021
13.30-15.15 hrs. Krouwel 45
17 May Strikovic, van der Meer, van
Qualitative method: Interviews der Goot, Bos & Vliegenthart
2020
7 (20)
Thursday,
SEMINAR SESSION IV/IV on paper
19 May

Friday, The Netherlands in Europe and

13.30-15.15 hrs. Apeldoorn Dutch politics: AI&L – Ch. 8 & 10 31
20 May beyond

Tuesday,
8 (21) 13.30-15.15 hrs. Krouwel Q&A & mock exam
24 May

Tuesday,
17.00 hrs. Deadline research paper: submit via Canvas
31 May
9 (22)
Friday,
18.45-21.30 hrs. EXAM
3 June
Deadline RESIT research paper: submit via Canvas
t.b.d.
RESIT EXAM

9
Appendix: Instructions research paper

In the research paper, one of the three qualitative research methods which have been practised in the
seminar sessions will be applied to an aspect of Dutch politics. Those methods are: discourse
analysis, interviews and content analysis. Only one of these methods can be applied in the paper.
The research needs to solve a scientific puzzle which has been designed by the student. The research
paper, which is an individual assignment, needs to consist of a total of 1800-2200 words and can be
written in either Dutch or English.

The research paper consists of:

- scientific puzzle;
- research question;
- methodological justification;
- analysis & interpretation;
- conclusion.
The requirements of the different components are explained below. Formal criteria are explicated
when applicable. The paper needs to comply to scientific guidelines of source allocation. Make sure
to follow the instructions from both the APA guideline from Tilburg University (Canvas) and the
Dutch or English version of the Guidelines academic writing – learning sequence academic skills –
political science year 1 (Canvas).

Scientific puzzle
Choose an insight concerning an aspect of Dutch politics as presented in the book of Andeweg, Irwin
and Louwerse (2020). Question this insight with information from at least two and a maximum of
four academic articles, each published after 2000. The articles could have been discussed during the
lectures. It is not necessary for the articles to deal specifically with Dutch politics. The discussion
does however need to lead to a question regarding an aspect of Dutch politics. The choice for
confronting theory with theory or theory with empirics in the puzzle, can be made yourself. In any
case, the puzzle needs to be followed by qualitative research into empirical data.

An example to illustrate. Andeweg, Irwin and Louwerse (2020, pp. 40-42) discuss what
depillarisation of Dutch society has meant for its politics. According to Van Dam (2011) however,
the idea of depillarisation is foremost a myth. The tension between the insights of these publications
can be explored further towards a scientific puzzle.1

Formal requirements academic puzzle:

- Make use of Andeweg, Irwin and Louwerse (2020) and in addition between two (minimum) and
four (maximum) academic publications, all published after 2000.
- The scientific puzzle consists of at least 600 words.

1 Literature:
Andeweg, R. B., Irwin, G. I. & Louwerse, T. (2020). Governance and politics of the Netherlands (5th ed.). London, United Kingdom:
Palgrave Macmillan.
Van Dam, P. (2011). Een wankel vertoog: Over ontzuiling als karikatuur. BMGN – Low Countries Historical Review, 126(3), 52-
77.

10
Research question
The scientific puzzle leads to a query which needs to be translated into a research question. Make
sure to present a realistic research question, which is written down in an unambiguous manner. Also,
present the research question explicitly in order to prevent confusion about what your question is
(thus, write: “The research question is: ...?”).

Methodological justification
The options for a research method are: discourse analysis, interviews and content analysis. It is not
possible to combine methods. Not each method will be suited for your research question. Why the
chosen method is best suited for the query, needs to be justified in the paper. To this end, make use
of at least one and a maximum of two academic publications, published after 2000, which explain
the method and/or wherein the method is applied. This can also be a publication which has been
discussed in the lectures.

Formal requirements methodological justification

- Make use of one or two academic publications, all published after 2000.
- This section consists of at least 400 words.

Analysis & interpretation

In this section, how the actual research is conducted is presented. It does not suffice to simply present
the findings of the research. The reader needs to become part of the research process. This way, how
the findings have come about will be made insightful to the reader.

Formal requirements analysis & interpretation, and specific requirements for each method:
- The analysis & interpretation consists of at least 800 words.
- Discourse analysis: At least two texts of each at least 3000 words have been analysed.
- Content analysis: At least two documents, each consisting of at least ten pages, have been
coded.
- Interviews: At least two interviews have been conducted, each lasting at least 30
minutes. The interviews can be conducted in person (preferred) or through
Zoom, but not via e-mail.
- The data used for the research, for instance particular documents or recordings of conducted
interviews, need to be submitted on Canvas as a separate document to be checked by the lecturer.

Conclusion
Summarise the research query. Thereafter, repeat the main research question and present a clear
answer to it. Motivate how the answer has followed from the research. No new information should
be presented in the conclusion.

11