Empirical Research in Political Sciences

The Empirical Research in Political Science (ERiPS) course contributes to PPPA's goals of familiarizing students with the research methods used to study and explain political and social processes, as well as the philosophical methods of conceptual, logical, and argumentative analysis and critical evaluation.
ERiPS introduces students to the use of empirics to respond to foundational research questions — "what," "why," "how," and "will"—about political phenomena. Students will examine key meth-odological approaches in political science —descriptive, causal and explanatory, and predictive—focusing on their epistemological assumptions, trade-offs, and specific translation into actual strategies. Students will grow essential reflexive competencies and analytical mindsets for more applied methodological modules. Therefore, ERiPS examines strategies in an exploratory manner rather than for technical mastery.

KNOWLEDGE AND UNDERSTANDING:

Students are expected to acquire a comprehensive understanding of the foundations underpinning empirical political science research and their implications for descriptive, explanatory, and predictive inquiry. More specifically, students are expected to be able to:
- Define and deconstruct political concepts, identifying dimensions, attributes, and their relationships while avoiding concept stretching and misformation;
- Recognize different conceptions of causality and their epistemological implications;
- Distinguish between theory-driven strategies and design-based strategies for causal inference;
- Appreciate commonalities and differences between explanatory and predictive goals in political science research and their respective logics;
- Analyze how different epistemological traditions shape methodological choices;
- Articulate the trade-offs between internal validity, external validity, and theoretical relevance across different research designs;
- Consider nesting approaches for robust causal inference.

APPLYING KNOWLEDGE AND UNDERSTANDING:

Students are expected to apply their acquired methodological knowledge through progressive portfolio assignments that mirror real research practice.
Through brief assignments, method journal entries, and a final research proposal memo, students will practice conceptualizing political phenomena, selecting appropriate causal strategies, and developing coherent empirical designs.
Moreover, during class discussions of published contributions, students will learn to recognize how epistemological choices shape research outcomes and assess the appropriateness of different strategies for specific political questions.

MAKING JUDGMENTS:

The portfolio-based structure and comparative analysis of readings are designed to enhance students' capacity for autonomous methodological reasoning. The course systematically presents competing approaches—from different conceptualization strategies to alternative causal inference methods—requiring students to:
- Assess the coherence between logical assumptions, methodological choices, and empirical claims in research;
- Evaluate the relative merits of theory-driven versus design-based causal strategies for specific research questions;
- Critically examine the assumptions underlying different predictive strategies and their suitability for political analysis;
- Judge independently whether nested designs offer advantages over single-method approaches for particular inquiries;
- Develop criteria for selecting among competing methodological options based on research goals and epistemological commitments.
Through iterative assignments and reflective journal entries, students will cultivate the critical judgment necessary for coherent research design.

COMMUNICATION:

Through method journal entries, research briefs, and class discussions, students develop their ability to articulate complex methodological reasoning with precision and clarity. The course will require them to:
- Synthesize logical and methodological concepts in concise written formats that demonstrate their intuition and precision;
- Present comparative assessments of methodological strategies that balance technical accuracy with accessibility;
- Construct persuasive justifications for methodological choices that connect abstract principles to concrete research applications;
- Engage constructively in group discussions about research design trade-offs, communicating complex ideas to peers;
- Demonstrate proficiency with methodological vocabulary while maintaining clarity for a broader academic audience.
The final colloquium provides an additional opportunity to refine communication skills through individual discussion of portfolio work.

LEARNING SKILLS:

Students will develop key competencies that will ease their future engagement with advanced technical modules and independent research. The exploratory, portfolio-based approach fosters:
- Self-directed learning capabilities for navigating methodological literature across philosophical traditions and empirical strategies;
- Iterative refinement skills through progressive assignments that build from conceptualization through causal analysis to research design;
- Capacity to integrate descriptive, explanatory, and predictive logics into coherent research proposals;
- Awareness of one's epistemological assumptions and their influence on methodological choices throughout the research process;
- Ability to identify appropriate methodological resources for specific research challenges and to assess their philosophical compatibility;
- Skills in connecting abstract debates about causation, measurement, and prediction to practical research decisions;
- Readiness to engage with specific methods courses (quantitative, qualitative, or mixed) based on solid philosophical and conceptual foundations.
These competencies, consolidated through the capstone research proposal memo, prepare stu-dents for thesis-level empirical research and lifelong methodological learning.