• Concepts of theory of science and research ethics
• Overview of common methods applied within the field of ergonomics and work environment engineering
• Epidemiology and statistical methods
• Qualitative methods
• Interactive research approaches
• Scientific writing and reporting
• Workshops, labraratories and seminars for training and reflections on applications different methods

The students shall after their studies be able to:

• understand differences and relationships between different scientific perspectives and methods and have well-grounded reflections about this
• understand how scientific knowledge is generated and related to theory of science
• understand and be able to apply qualitative and quantitative methodology approaches
• apply knowledge of how to design a study, as well as propose suitable methods and techniques for collection, analysis and interpretation of data for various types of studies
• apply commonly used methods within research and development in the field of ergonomics and work environment engineering
• understand differences between research and development work
• be able to report studies according to standards within the field of ergonomics and work environment engineering
• critically review and evaluate research reports and other studies within the fields of ergonomics and work environment engineering.

The teaching of the course combines distance learning with scheduled group-teaching at campus. All teaching activities are held at Flemingsberg Campus. Teaching forms at campus include lectures, seminars, workshops and group work. Mandatory seminars and workshops are marked in the schedule published at Canvas. One individual assignment on quantitative methods (uploaded in two parts), one individual assignment on qualitative methods and one individual assignment on connected to scientific writing and reporting are to be handed in during the course. In addition there will be smaller mandatory preparation assignments which aim at making you prepared for the seminars and getting you started with the course assignments.

Mandatory course literature

Rachad Antonius (2003) Interpreting Quantitative Data with SPSS. Sage, London. (Selected parts, see reading instructions below) DOI: http://dx.doi.org.focus.lib.kth.se/10.4135/9781849209328 *

The three chapters: “Essential Steps Before Writing a Paper”, “Drafting Papers” and  “Linguistic Points” in Blackwell, J. and Martin, J. (2011). A Scientific Approach to Scientific Writing [Electronic resource at KTH Library]: New York, NY, Springer New York. *

Thomas Cleff (2014) Exploratory data analysis in Business and Economics. An introduction using SPSS, Stata and Excel. Springer International Publishing, Switzerland (Selected parts, see reading instructions below) DOI https://doi-org.focus.lib.kth.se/10.1007/978-3-319-01517-0 *

Page 12-15 in: The epistemology of qualitative research in: Dahlgren, L, Emmelin, M., Winkvist, A. (2004). Qualitative Methodology for International Public Health, Umeå University 34. (Found on Canvas)

EN ISO 9241-11 “Ergonomics of human-system interaction – Part 11: Usability: Definitions and concepts (ISO 9241-11:2018). (Found on Canvas). The first part of the document is in Swedish and the second part starting from page 45 is the English translation of the first Swedish part.

Chapter 5, chapter 6 and chapter 8 in: Edwards, R. and Holland, J. (2013). What is qualitative interviewing? [Electronic resource]: A&C Black.*

Graneheim, U. H., and Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. (Found under files, literature on Canvas)

Graneheim, U. H., Lindgren, B. M., and Lundman, B. (2017). Methodological challenges in qualitative content analysis: A discussion paper. Nurse education today, 56, 29-34. (Found under files, literature on Canvas)

Jick, T. D. (1979). Mixing qualitative and quantitative methods: Triangulation in action. Administrative science quarterly, 24(4), 602-611. (Found on Canvas)

Chapter 2 and 3 in: Saracci, R. (2010) Epidemology. A very short introduction. Oxford University Press. (Found on Canvas)

Chapter 2, Action Research and Interactive Research in:  Svensson, L. & Aagaard Nielsen, K. (2006) Action and Interactive Research. Beyond practice and theory. Shaker Publishing. (Found on Canvas)

Watson, P. F., & Petrie, A. (2010). Method agreement analysis: a review of correct methodology. Theriogenology, 73(9), 1167-1179. (Found on Canvas)

Williamson, K. (2002). Research methods for students, academics and professionals: Information management and systems. Elsevier, Second Edition*

Search techniques: https://kib.ki.se/en/search-evaluate/searching-information/search-techniques

Search tips from Luleå Tekniska Universitet, choose the subject guide that suits your topic: https://www.ltu.se/ltu/lib/Soka?l=en

* Available for free after login at www.kth.se/kthb

Recommended course literature

Büttcher, S., Clarke, C. L., & Cormack, G. V. (2016). Information retrieval: Implementing and evaluating search engines. Mit Press. ISBN: 9780262528870

First three sections (Introduction, Different types of methods and Data collection methods) in chapter 9 in MOOC/Book Technology and Work on human terms.

Chapter 4 and chapter 5 in: Wilson, R., Corlett N. (eds) In: Evaluation of Human Work, London: Taylor & Francis

Ried K. Interpreting and understanding meta-analysis graphs: a practical guide. Australian Family Physician Vol. 35, No. 8, August 2006

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

A, B, C, D, E, FX, F

• SEM1 - Assignment and seminar for quantitative methods, 1.5 credits, Grading scale: P, F
• SEM2 - Assignment and seminar for qualtitative methods, 1.5 credits, Grading scale: P, F
• SEM3 - Assignment and seminar on reporting of studies, 1.5 credits, Grading scale: P, F
• TEN1 - Examination, 3.0 credits, Grading scale: A, B, C, D, E, FX, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.