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February 2016
CERES is a problem-oriented research school in the field of study of societal transformation. Its
membership is constituted by senior researchers and their PhDs from social, geographic, economic and
agro-ecological sciences. The research school was founded in 1994 by six academic institutions. Since
then it has established links with many other universities and research institutes in the field of societal
transformation studies both in the Netherlands and other European Countries.
As a research school CERES is one of the few accredited (KNAW accreditation 2010-2016) research
schools in the Netherlands that offers research trainings to Dutch and foreign PhD's in the field of
societal transformation. CERES training courses offers a unique learning experience. PhD students
benefit from their exchanges within this heterogeneous group, becoming acquainted with
geographically diverse academic traditions, as well as gaining multidisciplinary insight in relation to
contemporary development issues. debates and methodologies.
Thematic modules
The CERES mailing list regularly sends out announcements from our member institutions concerning
master classes, guest lectures and seminars. CERES PhDs are able to attend these events often for
reduced rates. This coming year plans are in the making for a CERES Master Class. Topic, facilitator and
further details will be announced at a later stage.
Other activities
Bi-annual conference
CERES organizes a bi-annual conference at one of the member institutions with key note speakers and
thematic panels. Its aim is to bring junior and senior researchers together to become acquainted with
each others work. For junior researchers (PhDs), the Bi-annual conference offers a positive non-
threatening platform to present your work to peers and colleagues.
It is important to check the CERES website regularly for training possibilities within and outside CERES:
http://ceres.fss.uu.nl
PhDs who are from members of the research school can participate in the CERES training program for
reduced prices. CERES offers the possibility to for its PhD members to pay an all in fee that includes
all the different CERES training activities. (See price list below) This gives the opportunity to complete a
substantial part of the needed ECTS within the CERES trainings
CERES training courses are also open to non-CERES members. See prices for non-members below.
Fees for courses, seminars etc., organised by the participating institutions, will be announced
separately.
Separate courses:
Methodology seminars 300 (each seminar)
Thematic seminars 250 (each seminar)
Separate courses:
Basic Training Course 3000
Methodology seminars 600 (each seminar)
Thematic seminars 500 (each seminar)
Within CERES many research projects are related to more encompassing issues in the field of resource
dynamics, ranging from social to natural resources. Over the years, the emphasis in the training
programme has been more and more directed towards methodological issues and the development of
research design, because experience shows that the support in these fields is most needed. A large part
of the training facilities will be dedicated to these issues. In combination with this, ample attention will
be given to theoretical concepts.
The CERES Bi-annual conference offers a platform for PhD-students to present research results and
pick up on recent developments in CERES research domain.
Participation in the Methodology module (Module 4) is possible without participating in the other
modules of the Basic Training Course.
Before the start of the course all participants are asked to send in a snapshot assignment.
Lecturers: prof. Han van Dijk, dr. Lorraine Nencel, dr. Marja Spierenburg, prof. Peter van
Bergeijk, in cooperation with other senior researchers
Location: Conference Center De Glind, Utrecht University and ISS
For: candidates cohort 2016
Period: March - April May June 2016
Dates: 1 March 2016 at Utrecht University
7, 8, 9, 10 March 2016 in Conference Center De Glind
30 March 2016 at Utrecht University
Objectives:
* The course is aimed to increase the skills and knowledge required for writing a viable,
implementable and academic research proposal.
* At the end of the course students will have completed and presented their research proposal.
Goals:
* CERES training program with its unique interdisciplinary approach offers PhD candidates the
possibility to dive deeper into themes and issues associated with the thematic specializations of the
CERES research school while simultaneously training them to choose and develop themes and
subjects relevant for their own research proposal.
* To teach PhDs good practices for writing a research proposal including:
The ability to present a concise problem statement.
To transform theoretical passive knowledge into a theoretical framework.
Writing a structured text which presents the problem statement, research questions,
theoretical concepts, methodology and methods in a logical order and in relation to each
other.
* The PhD candidates strengths and weakness are identified regarding issues concerning
methodology and methods. Solutions are sought to resolve the problems encountered.
* To develop a support network of cohorts which can be relied on throughout the PhD trajectory.
* To create a safe space for students to creatively and critically discuss their research with peers and
experts.
During the modules there are several evening meetings which discuss more practical issues such as
supervisor-candidate relationship, ethics, publishing, publication ethics, research integrity and more.
Lecturers: prof. Han van Dijk, dr. Lorraine Nencel, prof. Peter van Bergeijk, dr. Marja Spierenburg,
This is the official beginning of the Basic Training Course and consists of the following:
Brief introduction to the CERES Research School
Practical and Logistical information concerning the Basic Training Course
Exercises to get to know each other and the prospective research project.
Exercise geared to strengthening the research problem statement.
Lecturers: prof. Han van Dijk, dr. Lorraine Nencel, dr. Marja Spierenburg
Literature: will be announced
For this module a special approach has been developed for students to become acquainted with and
discuss relevant theoretical concepts and their implications for the research proposal. The module is
aimed at supporting the candidates development of their epistemological, ontological and
theoretical position as academics and to apply these in designing the research proposal.
Objectives:
1. Recognize the epistemological position with its consequences
2. Map a problem statement of the research subject
3. Understand the dynamics of the theoretical framework and how the concepts interact with
each other
4. Link research question with (1-3) and produce a first draft of a research question and sub-
questions
First day:
Morning:
The first half will discuss and deepen knowledge concerning ontology and epistemology. This lecture
will be used throughout the first week (i.e. the essay that the PhDs will write).
Afternoon
A lecture concerning the research of the PhDs within development studies with a number of key
concepts (governance, power, identity, scale, gender):
a. What similarities does their research share?
b. What dissimilarities are there and what do these depend on?
Second day:
Morning
This will lead to a positioning of the research of the PhDs on four different charts:
Students will be asked to position their research on four different charts:
(Each of these terms will be discussed in more detail)
a. Epistemological position
b. Scale map
c. Discipline(s)
d. The degree of change as outcome (applied, intervention, knowledge for theory
building, relevance for policy)
Afternoon:
Students will be asked to write a short essay which describes their decisions, motivations and
justifications for their choices to come to a research question (this serves as a background for the
coming days). Some of the students will present their essay.
Third day
Morning
Problem statement: with a short presentation and exercises students will map their problem
statement.
Afternoon:
Students reflect upon theoretical frame/concepts to be used:
a. Technical presentation: its function, its relation as well as the significance of the use
of different concepts (what is a concept, what is a theory)
b. Which concepts?
c. The relationship between concepts?
d. The relationship with scale (what is context and not to be investigated by primary
data collection) and what is useful theory
e. How do the concepts link with the essay about epistemological choices and the
problem statement
f. Optional lectures/discussions about concepts and how to work with them
Fourth Day
Morning: Research question:
a. Technical: five Ws and an H and all the other tips you can give
b. Is there a difference between a qualitative, quantitative and mixed research
question?
c. (lectures further explaining key concepts)
Afternoon: Finalization of the essay, theoretical frame and research question(s)
Lecturers: prof. Han van Dijk, dr. Lorraine Nencel, dr. Marja Spierenburg
Literature: will be announced
The comeback day has two specific goals. In the morning the students will work on their aims,
objectives and problem statement, using exercises specifically developed for this goal. In the second
half of the day students will present their completed assignment, a conceptual model on theoretical
concepts in relation to the research questions. Their model will be used in an exercise in Module 3.
The group will be divided in two to assure that there is enough time for each participant to present
their assignment and discuss their developments.
Lecturers: prof. Han van Dijk, prof. Peter van Bergeijk, dr. Lorraine Nencel, dr. Marja Spierenburg,
prof. Irene van Staveren
Literature: will be announced
In this module emphasis is placed on the relationship between research strategy, research design,
methodology and the theoretical framework. The candidates will be given exercises to help
formulate their strategies for their own research proposal. At the end the PhDs will be given an
Objectives:
1. To understand and put into practice the relationship between methodological choices
research questions- and knowledge production
2. Develop a methodological framework
3. Understand about the relation between validity and methodological choices
First Day
Morning:
Starts with a general introduction concerning choices, question and knowledge production.
This will be followed by three short sessions which discuss particular components of methodologies
in relation to the above.
Afternoon:
Session about variables as mini-theories.
Second Day
Morning: Ethnographic methods. Not only what is ethnography, but more importantly, how do the
different methods used (document analysis, Participant observation and interviews) contribute to
obtaining the goals of ethnographic research.
Afternoon: Mixed Methods I
Third day
Morning: Presentation about validity: What kind of validity do you need in relation to your research
project? How is this achieved?
Fourth Day:
Morning:
Presentations of methodological frameworks by relating it to the (revised) conceptual map from
module 2.
This day will be used to work on the research proposal using the conceptual map from Module 2.
There will be two exercises and possibilities to present to the class.
Module 4 of the Basic Training Course touches briefly on the consequences of your methodological
choices in relation to your research (proposal). Four short methodology courses are offered,
aimed at providing deeper insight into qualitative and/or quantitative methodology. The course is
furthmore recommended for students who will be using one of the methodologies in their research for
the first time and need to develop their knowledge further. All four courses are aimed to teach
methodology in relation to the students research being conducted.
The module will take place partly at the Glind, partly in the Hague.
Lecturers: prof. Peter van Bergeijk, dr. John Cameron, dr. Elissaios Papyrakis, dr. Matthias Rieger,
dr. Karin Astrid Siegmann
Location: Conference Center de Glind and The Hague
For: candidates cohort 2016 and earlier
ECTS: 2 ECTS for: Quantitative Methodology and Economics
2 ECTS for A practical course on the methodology of fieldwork
1,5 ECTS for: Qualitative data analysis for development research
2 ECTS for: Comparative epistemologies in development research
Registration: Open to all PhD's from CERES and other related research institutes, candidates need to
register as soon as possible att. Anila Peri, CERES (ceres@uu.nl)
PhDs who are participating in the BTC, do not have to register separately for this
module, they are expected to be present.
Evening programme 9 May by dr. Marja Spierenburg : How multi-stakeholder is your research?
Power relations in the field.
Evening programme 11 May by prof. Peter van Bergeijk: Rituals of Submission (Publication strategy
for PhDs)
Programme
Programme Qualitative and Quantitative Analysis
Monday 9 May (Glind) I Quantitative Methodology and Economics
10.00 13.00 Dr. Matthias Rieger
Playing games in the field
13.00-17.00 Dr. Elissaios Papyrakis
International environmental agreements: understanding
participation and compliance
Tuesday 10 May (Glind) II A practical course on the methodology of fieldwork (day 1)
10.00 17.00 Dr. John Cameron
A practical course on the methodology of fieldwork (day 1)
Wednesday 11 May (Glind) IV Comparative epistemologies in development research (day 1)
Literature
Attanasio, O., L. Pellerano, and S. P. Reyes (2009): Building Trust? Conditional Cash Transfer
Programmes and Social Capital, Fiscal Studies, 30(2), 139177.
Balafoutas, l. et al (2013): "What drives taxi drivers? A field experiment on fraud in a market for
credence goods," Review of Economic Studies ,80: 876-891."
Literature
R. Burke Johnson and Anthony J. Onwuegbuzie EDUCATIONAL RESEARCHER 2004 33: 14,
Mixed Methods Research: A Research Paradigm Whose Time Has Come
Lisa A. Guion, David C. Diehl, and Debra McDonald (2011) Triangulation: Establishing the
Validity of Qualitative Studies U of Florida IFAS FCS6014
A. Bryman Integrating quantitative and qualitative research: how is it > done? Qualitative
research, 2006 -qrj.sagepub.comhttp://www.socsci.uci.edu/ssarc/sshonors/webdocs/Integ
ratingqualandquant.pdf
Stanley, Tom D. "Wheat from chaff: Meta-analysis as quantitative literature review." The
Journal of Economic Perspectives 15.3 (2001): 131-150.
All participants are expected to send an outline of their research project (1-2 pages) before 15 May to
the CERES Office
Requirements
Familiarity with main techniques for qualitative data generation is required from all
participants. They have preferably started fieldwork related to their doctoral research.
Participants should bring along some primary data that they would be interested to analyse.
This might be field notes, an interview transcript or a file containing a policy document
(preferably saved as a rich text format (.rtf) or .pdf file).
This course builds on the CERES methodology seminar A practical course on the
methodology of fieldwork. It is therefore recommended to participate in both trainings.
The course aims at raising the quantity and quality of research in the field of the development studies
over the long term. It seeks to enable PhD students in the field of social transformations in a globalized
world to improve their conceptualisation and methodological skills to produce more publishable
theses. More specifically, the course aims at enabling participants to identify key differences in selected
epistemological stances that are influential in their field of study, to discuss the interplay between
these epistemologies and different aspects of methodology in the research process and to relate this
understanding to their own research.
Requirements
Participants are expected to read the required readings beforehand.
Assignment
Groups of max. three participants will prepare a poster presentation that applies the epistemological
perspectives introduced during the course to a research question proposed by the lecturers. This
application should have a comparative dimension, using at least two epistemological perspectives.
Course schedule
Time Day 1 Day 2 Day 3
9.30-11.00 1. Introduction: basic 3. Post-structuralism 5. Feminist
concepts in the epistemologies
philosophy of
knowledge
Required reading
Sumner, A. and M. Tribe (2008) International Development Studies: Theories and Methods in
Research and Practice. Los Angeles, London, New Delhi: Sage, pp. 53-79.
Website: Stanford Encyclopedia of Science: http://plato.stanford.edu/
Required reading
Popper, K. (1972) Objective Knowledge: An Evolutionary Approach. Oxford: Clarendon Press, pp. 1-13.
Recommended reading
Boumans, Marcel and John Davis, Chapter 3, Poppers Logic of Discovery, in Economic
Methodology. Understanding Economics as a Science. Basingstoke: Palgrave Macmillan,
2010, pp. 71-81.
Session 3 Post-structuralism
Required reading
Fox, N.J. (1998) 'Foucault, Foucauldians and Sociology', British Journal of Sociology 49(3): 415-433.
Recommended readings
Agger, B. (1991) 'Critical Theory, Poststructuralism, Postmodernism: Their Sociological Relevance',
Annual Review of Sociology 17: 105-131.
Required reading
Sayer, A. (2000) Key Features of Critical Realism. Realism and Social Science. London: Sage, pp. 10-
28.
Recommended reading
Danermark, B., M. Ekstroem, L. Jacobsen and J.C. Karlsson (2002) Explaining Society: Critical Realism
in the Social Sciences. Milton Park, New York: Psychology Press, pp. 15-70.
Required reading
Intemann, K. (2010) '25 Years of Feminist Empiricism and Standpoint Theory: Where are we Now?',
Hypatia 25(4): 778-796.
Recommended readings
Dotson, K. (2015) Inheriting Patricia Hill Collins Black Feminist Epistemology, Ethnic and Racial
Studies 38(13): 2322-2328.
Jackson, C. (2006) Feminism spoken here: epistemologies for interdisciplinary development
research, Development and Change 37(3): 525-547.
Required reading
Mignolo, W.D. (2009) 'Epistemic Disobedience, Independent Thought and Decolonial Freedom',
Theory, Culture & Society 26(7-8): 159-181.
Evening programme 9 May by dr. Marja Spierenburg : How multi-stakeholder is your research?
Power relations in the field.
Evening programme 11 May by prof. Peter van Bergeijk: Rituals of Submission (Publication strategy
for PhDs)
Lecturers: prof. Han van Dijk, dr. Lorraine Nencel, dr. Marja Spierenburg, prof. Peter van Bergeijk,
dr. Ton Salman, drs. Guus Peek, in cooperation with other seniors
The presentation tutorials are the final part of the BTC and offer PhD candidates an important first
opportunity to present and discuss their projects and receive comments and suggestions on their
research design and focus.
The tutorials focus on learning how to make a presentation and to discuss and criticise research
proposals presented by candidates. The aims are to:
a. explain, as clearly as possible, to what extent the candidate is familiar with the own research
subject at this stage of the training;
b. become aware of and discuss the own weak and strong points by presenting their own research to
a critical audience of fellow candidates and senior researchers;
c. broaden the perspective regarding their own research area through confrontations with other
conceptual plans, models and methods.
For each presentation a second reader and a chairperson are appointed. For a more comprehensive
description of the procedure see appendix A.
A schedule for the tutorials will be send to all participants well before the start.
The remaining days will be used for presentations. See Appendix. Comments will be given by peer
reviews, audience and facilitators and senior researchers.
More information on dates, contents etc. of the seminars in 2016 will be announced (also on CERES
website) as soon as available.
All research groups will contribute to this program from their own perspective. The CERES research
domain is at the core of these issues. CERES research focuses on asymmetric relations and
recognizes inequality, instability, and insecurity as basic conditions created by global
transformations. Its research agenda focuses on analyzing and exposing these conditions not only to
excel in academia, but also with an eye on influencing global, national policy agendas. CERES
therefore seeks not only to foster scientific discussion, but also to promote dialogue with policy
makers, practitioners and civil society.
These courses, offered by the participating institutions will be announced during the year. Please
contact your local secretariat or Graduate School for possibilities.
After the presentation there is a short break, after which the second reader has about 10-15 minutes to
ask questions. This is followed by a general discussion.
At the end of every meeting there will be an evaluation of the presentations of the day. The final
assessment of every PhD candidate comprises the evaluation of the presentation, the second reader,
the chairmanship and the participation.
Various aims and tasks can be formulated with respect to the various 'roles' every person has in these
seminars.
1. Speaker
Presenting an overall picture of one's own research within a limited time.
Learning to deal with critical and informative questions.
Being able to recognise what is unique about one's own discipline and being able to present its
specific methodologies.
2. Second reader
Stimulating a thorough defence of the presentation; commenting on the sources of the
speaker; indicating the strong and weak points (both with respect to the content of the lecture
and the manner of presentation).
Posing penetrating, well-reasoned questions to the speaker, e.g. about: coherence (good match
between theory and methods); where can the proposal be improved; are the questions and sub
questions clear and related to each other; is the project doable (practically, ethically and
financially).
3. Chair
Opening and concluding the meeting.
Introducing oneself, the speaker and welcoming the public.
Introducing the subject.
Monitoring the procedures as regards the public, the length of the lecture, the length of the
questions of the second reader, the contribution of the promoter, the response of the auditors.
4. Auditors
Critically assessing both the form and content of the lecture; offering criticism, advice and
support.
Learning to pose questions, learning to criticise and give compliments in public.
Bringing assumptions, methodology and plausibility of the lecture up for discussion.
Assessment criteria
The assessment will take place on the basis of the following criteria:
b) Second reader
The nature and level of the reaction (critically approaching the lecture in a constructive manner
and hereby forcing the speaker to defend him-/herself).
The level of the posed questions (well-prepared and well-thought out questions, which focus
the attention of the auditors on the weak and strong points in the lecture, or offer a new,
original view on the problem.
c) Chair
Nature and the level of the management of the meeting (dealing with unexpected matters in a
flexible manner, having the ability to cope with chaotic situations, being able to restore order
and structure the procedures).
d) Auditors
Nature and level of the participation (the ability to criticise and assess the presentation, the
ability to formulate the correct questions, the ability to offer support and advice).
The schedule will be sent to the PhD's well in advance of the seminars.
CERES Board
Prof.dr. Isa Baud (University of Amsterdam) i.s.a.baud@uva.nl
Prof.dr. Maarten Bavinck (University of Amsterdam) j.m.bavinck@uva.nl
Prof. dr. Bram Bscher (Wageningen University) bram.buscher@wur.nl
Prof.dr. Georg Frerks - chair - (Utrecht University) g.frerks@uu.nl
Prof. dr. Wil Hout (Erasmus university Rotterdam/
Institute of Social Studies) hout@iss.nl
Dr. Lorraine Nencel (Vrije Universiteit) ls.nencel@ vu.nl
Dr. Harry Wels (Vrije Universiteit) h.wels@vu.nl