On completion of the course, the student should be able to:
identify and account for basic theoretical starting points useful for scientific work in sustainable destination development,
relate different methodological approaches to each other and account for their advantages and limitations,
describe how qualitative and quantitative methods, including statistical methods, can contribute with knowledge in sustainable destination development,
assess and critically review scientific work in sustainable destination development based on how the knowledge presented relates to specific methodological approaches,
identify and delimit issues within sustainable destination development, as well as how these should be methodologically addressed to form relevant knowledge about underlying issues,
assess methodological approaches from ethical standpoint, and demonstrate awareness of research ethics as an important component of scientific methodology.
Discussion of a number of theoretical starting points and methodological considerations relevant to knowledge formation in sustainable development. Orientation in the theoretical starting points which is the basis of a variety of methods. Illustration of how different methodological approaches relate to the knowledge-based issues they address, and the type of knowledge they are seeking for. Reading and writing tasks, as well as seminars, which provide practice in analysing and critically reviewing scientific knowledge in sustainable destination development, in the light of the methodological considerations upon which this knowledge is based. Application of different qualitative and quantitative methods, including statistics. Reflection of choices, implementation and results from a methodological and ethical points of view.
Lectures, seminars, individual reading and writing exercises, and group work.
Written assignments (5 credits) and active participation in seminars and group work (2.5 credits).
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.