MSMR 5101

Course Description:

This course unit aims to analyze the logic, research methodology, modes of explanation, and methods of inquiry of the subject of philosophy. This will provide the students the ontological conditions of interpretation and understanding the core assumptions underlying the subjectivist and objectivist philosophies. This will help the novice researcher to set acquainted with the research methods in the field of philosophy.

Course Outcomes:

AT the end of this course the student will be able to

  • Examine and discuss how the media shape our image of reality and how communications conglomerates shape and influence our society and economy.
  • Identify needs for new knowledge, understandings and direct them into research.
  • Describe the scientific method and develop new knowledge through the study of philosophy.
  • Critically analyze and evaluate the conceptual issues in scientific research and practice.
  • Assess the ethical aspects of research within the field of question and act on them.

Course Content:

Introduction to Philosophy of Research

  • What is philosophy
  • Methodology of Science and Philosophy
  • Philosophical Reasoning
  • Development of the Concept of Philosophy of Research
  • The Basic Question of Philosophy of Research

Philosophical Method of Cognition 

  • Dialectical Method of Cognition
  • Metaphysical Method of Cognition
  • Logical Aspect of Cognition

Level of Knowledge

  • Empirical and Theoretical Approach to Knowledge
  • Abstract and Concrete Thinking
  • Inductive and Deductive Reasoning
  • Realism and Positivism

Methodological Approach to Media Research

  • Axiomatically Method
  • Historical Method
  • Method of System Analysis
  • Phenomenological Method
  • Synergistically Method
  • Hermeneutics

 Causal Explanation of Philosophy

  • The Theory of Causation
  • Necessary and Sufficient Conditions
  • Causal Regularities and Mechanisms
  • Methods of Causal Inquiry

Philosophy of Visual Methodology

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Tutorials, Presentations, Small group learning activities.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Adorno, Theodor, (2000). Metaphysics: Concepts and Problems. Translated by Edward Jephcott, London: Polity Press.

Baert, Patrick, (2005).Philosophy of the Social Sciences, Towards Pragmatism. Cambridge: Polity Press.

Benton, Ted and Ian Craib, (2001). Philosophy of Social Sciences, The Philosophical Foundation of Social Thought.London: Palgrave.

Blaikie, N. (1993). Approaches to Social Enquiry. Polity Press, Cambridge.

Blaikie, N. (2000). Designing Social Research. Polity Press, Cambridge.

Braddon, Mitchell, D. & Nola, R. (2009).Conceptual Analysis and Philosophical Naturalism. Cambridge, MA: MIT Press.

Couvalis, George (1997). The Philosophy of Science: Science and Objectivity. SAGE Publications: London.

Hempel, C. (1967). Philosophy of Natural Science. Englewood Cliffs, NJ: Prentice Hall.

Hansen Mark B. N. (2004).New Philosophy for New Media. Massachusetts Institute of Technology.

Jackson. F. (1998). From Metaphysics to Ethics. Oxford: Clarendon Press.

Lopes, D. M. M. (2009). A philosophy of Computer Art. New York, Rutledge.

Merleau, Ponty, M., (2012). Phenomenology of Perception. Trans. Donald A. Landes, New York: Routhledge.

Mitchell, William J. (1992) The Reconfigured Eye. Visual Truth in the Post-Photographic Era. London, MIT Press.

Rheingold, Howard (1993).The Virtual Community: Homesteading on the Electronic Frontier. Reading Mass., Addison-Wesley.

Rorty, Richard, (Ed.), (1967).The Linguistic Turn. Essays in Philosophical Method. Chicago, University of Chicago Press.

Rorty, Richard, (1979). Philosophy and the Mirror of Nature.New Jersey, Princeton University Press.

Seaqrle, J. R. (1995). The Construction of Social Reality. London, Allen Lane.

Principles of Mass Media

MSMR 5102

Course Description:

In this course unit student acquires knowledge on the types of communication, functions of communication, similarities and differences among the types of intrapersonal communication, interpersonal communication, group communication, mass communication and new media.

By participating in this course unit, students further acquire knowledge on communication and mass communication models and gain practical knowledge regarding how they are applied to practice. This course unit also consists, the various impacts on audiences aroused from media contents, the current global media landscape, public opinion, and the gate keeper process in media.

Course Outcomes:

At the end of this course the student will be able to

  • Define the types of communication, functions of communication, similarities, and differences among the models of communication.
  • Describe the periodic changes in the media.
  • Gain an overview of trends in the development and use of mass media.
  • Improve their perspectives as consumers, media practitioners, and citizens in an information-based society.
  • Construct a critical analysis of mass media, its potentialities and impact on society and the social development.

Course Content:

Definitions of communication and Mass Communication 

The Key elements of Mass communication

  • Source and encoding,
  • Message
  • Channel
  • Decoding
  • Receive
  • Feedback
  • Noise

Types of communication:

  • Intrapersonal Communication
  • Interpersonal communication
  • Group communication (Small/Large) Mass Communication
  • New Media. Communication Models;
  • Wilber Schramm and Charles Osgood
  • George Garbner
  • David K Berlo
  • Claude Shannon and Warren Weaver
  • Bruce Westley and Malcolm S. MacLean
  • Aristotle
  • Frank Dance

Gate keeper Concept in Mass Media:

  • KertLewin
  • Z.Bass
  • McNelly’s Model
  • Johan Galtung and Mari Ruge

Theories of Communication

  • Modern Communication Theories Post Modern Communication Theories
  • Queer Theories etc.

The Four Theories of the Press:

(Frederick Siebert, Wilbur Schramm, Theodore Peterson).

  • Authoritarian
  • Liberal
  • Communist
  • Social Responsibility

Public Opinion

Globalization and Media:

  • Marshall McLuhan (Global Village)
  • Alvin Toffler (The Third Wave, Power Shift and Culture Shock)

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Tutorials, discussions, Team-based learning.

Assessment Method

Course Elements Percent [or points]
1. Oral presentation – Viva /Group presentation 20%
2. Writing assignments 20%
3. End semester examination 60%
TOTAL 100%


Chandler Daniel and Rod Munday, (2011). A Dictionary of Media and Communication. Oxford University Press.

Dayan, Daniel and Katz, Elihu, (1992). Media Events. London, England: Harvard University Press.

DeFlur, Melvin and Sandra J. Bell-Rokeach, (1989). Theories of Mass Communication. New York and London, Longman.

Graeme Burton (2005). Media and Society: Critical Perspectives. New Delhi: Rawat Publications.

James Watson and Anne Hill. (2000). Dictionary of Media and Communication Studies. 6th Edition, London:


Jennings Bryant and Susan Thompson (2002). Fundamentals of Media effects. China: Peaking University Press.

Joseph, Straubhaar and Robert, LaRose, (2004). Media Now, Understanding Media, Culture, and Technology.

Beijing: Wadsworth.

Kenneth, Thompson, (1997, Ed). Media and Cultural Regulation. London Thousand Oaks, New Delhi: Sage.

Stanford Lake.

McLuhan,  M.(1994). Understanding Media: The Extensions of Man. MIT Press.

Senarath, Sugath Mahinda, (2013). Sannivedana Saha Madya Adyana Praveshaya. Colombo.

Hall, Stuart, (Eds). (1999). Visual Culture. The Reader, Open University.

Webster, Frank, (1995). Theories of the Information Society. London: Routledge.

Williams, Raymond, (1983). Hegemony, Ideology, In Keywords: A vocabulary of culture and society. New York:

Oxford University Press.

Wise, J. Macgregor, (2008). Culture and the global. In Cultural globalization: A user’s guide, Malden, MA:



MSMR 5103

Course Description:

This course will provide students with the theoretical relevance and analytical skills to understand the social formations and the structural changes in society. The theoretical perspectives on society will prepare the students for the study of techniques, samples, populations, and qualitative analysis of the research.

Course Outcomes:  

At the end of this course student will be able to

  • Identify the process and the causal effect of the variables of society.
  • Examine and discuss the values and ethical issues that underlie social, political and economic organizations.
  • Explain the needs of the development of the new scientific tools, concepts and theories in order to solve and scientific and non-scientific problems.
  • Evaluate critically the current research trends and propose possible alternative directions for further research.

Course Content:

Introduction to Sociological Theories

  • Basic Elements of Theory
  • Characteristics of Theory
  • Functions of Theory
  • Significance of Sociological Theory,

Types of Theories:

  • Scientific Theory
  • Metaphysical Theory
  • Pragmatic Theory
  • The Reciprocal Relationship between Theories
  • The Impact of Theory on Research

Theory of Structural Functionalism:

Introduction and Nature:

  • Talcott Parsons: Functional Dimensions of Social System. Functional Pre-requisites of Social System.
  • Robert K. Merton: Social Functions and Dysfunctions. Manifest and Latent Functions.
  • Neo-Functionalism

Conflict Theory:

  • The Origin of Conflict Theory
  • The Principle Assumptions of Conflict Theory
  • Functional Analysis of Conflict Theory
  • Conflict Theory of Dharendorf
  • Conflict and Social Change

Symbolic Interactionism

  • Major Historical Roots of Symbolic Interactionism
  • Key Ideas of George Herbert Mead
  • Basic Principles of Symbolic Interactionism
  • Synthetic and Integrative Symbolic Interactionism

Exchange Theory:

  • Exchange Behaviorism
  • Structural Exchange
  • The Exchange Network

Theory of Social Change:

  • Nature of social change, Forms of Social Change, Directions of Social Change
  • Theories of Social Change:
  1. i) Technological Theory
  2. ii) Economic Theory

iii) Adaptation Theory

  1. iv) Cultural Interaction Theory

Method of teaching and learning:

  • Lectures, guided readings of prescribed texts, Group presentations and discussions, Small group activities.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Group presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%


Anthony Giddens, (1973). The Class Structure of the Advance Societies. New York.

Berger, Peter, L. and Thomas Luckman, (1967). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor Book.

Bourdieu, Pierre, (1977). Outline of Theory of Practice. Cambridge: Cambridge University Press.

Bourdieu, Pierre, (1986). The Struggle for Symbolic Order. Theory Culture and Society, Vol: 3, PP. 33 – 51.

Bourdieu, Pierre, (2004). Science of Science and Reflectivity. London, Polity Press.

Coser, Lewis, A., (1977). Master of Sociological Thought: Ideas in Historical and Social Context. Fort Worth, Texas: Harcourt College Publishers.

Dharendorf, Ralph, (1959). Class and Class Conflict in an Industrial Society. Stanford University Press.

Lewis, A. Coser, (1996). Masters of Sociological Thought. 2nd Ed, Rawat Publications, Jaipur.

Feyerabend, Paul, (1978). Science in a Free Society. London: New Left Book.

Francis, Abraham, N. (1982). Modern Sociological Theory: An introduction. Oxford University Press.

Francis, Abraham and John Henry Morgan, (1985). Sociological Thought. Macmillan India Ltd.

Kuhn, Thomas, (1962). The Structure of Scientific Revolution. Chicago: University of Chicago Press.

Ian,Craib, (1979). Classical Social Theory. Oxford University Press, U.K.

Lukman, Thomas (Ed), (1978). Phenomenology and Sociology. London, Penguin.

Parson, T., (1937). The Structure of Social Action. New York, The Free Press.

Rogers, E. (1995). Diffusion of Innovations. (4th ed.), NY: Free Press.

Ritzer, George & Douglas, J. Goodman, (2004). Sociological Theory. McGraw Hill.

Weber, Max, [1904], (1949). Methodology of Social Sciences. New York Press.

Media Study and Media Criticism

MSMR 5104

Course Description:

This course will explore the growing media literacy movement in the world, including the debates over what media literacy means and where it should be headed. Through this course the students will also study the social, culture, political, and ideological implications of various Media. Media Literacy and Media criticism are inter-related areas that are expected to think critically.

Course Outcomes:  

At the end of this course student will be able to

  • Examine how media are constructed, and in construction the reality in society.
  • Explain critically the ideological and political implications of media.
  • Investigate how categories of race, class, gender, region, and sexuality are represented in mass media.
  • Develop the critical thinking skills, the methods of analysis, critical writing appropriate to media analysis.
  • Gain an overview of trends in the development of mass media and its aesthetic, codes and conventions.
  • Employ the media messages based on our own experiences, beliefs and values.

Course Content

  1. Introduction to Media Literacy and Media Criticism
  2. Socio- Cultural Origin of Media Literacy, Media Criticism, Media Education
  3. Functions of the Media Literacy and Media Criticism
  4. Social Role of Media Literacy and Media Criticism
  5. Media Criticism and Right to Information
  6. Role of the Media Criticism
  7. Media Literacy and Media Culture
    • Media Text and Its Structures
    • Media Text and Its Perception
    • Interpretational Structures of Media Text, Content in media and Ownership
    • Inter-textuality
  8. Media Representation and Media Pluralism
    • Nature and Functions of Media Pluralism
    • What is Media Representation?
    • Mediated Reality and Media Ideology
    • Social Role of the Media Representation
    • Media Effects and Critical Audience
    • Process of Media Literacy
    • Key Aspect of Media Literacy
  9. Approaches to Media Criticism
    • Comparative and Analytical Approach
    • Aesthetical, Semiotic, Moralistic, Political, Historical, Protectional, Critical, Cultural and Logical Approaches
  10. Media Literacy in the Context of Dialogue of Culture and Globalization and the New Orientations of

Media Literacy and Media Criticism

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Class room presentation and group discussions, Tutorials.

 Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Group discussion 20%
03 Writing assignments 20%
04 Final examination 50%
TOTAL 100%


Alarms, D. and Hamm, M. (2001). Literacy in a Multi Media Age, Norwood. Massachusetts, Christopher-

Golden Publishers.

Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge: Polity Press.

Brumer, C. and Tally, W. (1999). The New Media Literacy. Hand Book, New York Anchor Books.

Dines, Gail and Jean Humez, (2003). Gender, Race and Class in Media. 2nd Edition, sage.

Goodman, S. (2003). Teaching Youth Media: A Critical Guide to Literacy, Video Production, and Social Change. New York: Teachers College Press.

Hobbs, R. (2010). Digital and Media Literacies: A Plan of Action. Washington D. C.: The Aspen Institute and the John S. and James L. Knight Foundation.

Jenkins, H. (2008). Convergence Culture: Where Old and New Media Collide. New York: New York University Press.

Johnson, J. (2010). Designing with the Mind in Mind. Amsterdam: Morgan Kaufman.

Pamela Newkirk, (2000). Within the Veil; Black Journalists. White Media, NYU Press.

Richard, Robbins, (2002). Global Problems and the Culture of Capitalism. Allyn & Bacon.

Silverblatt,  A. (2001). Media Literacy. Westport, London, Prager.

Silver, Ferry, J., Watts Paillnotet, A. (Eds) (1999). Intermediately, the Teachers Hand Book of Critical Media

Literacy. Boulder, Colorado West View Press.

Tyner, K., (1998).Literary in a Digital World London. Lawrence Erbbaum Associates Publishers.

Vinceenkins, H., Ford, S., & Green, J. (2013). Spreadable Media: Creating Value and Meaning in a Networked 

Culture. NYU Press.

Miller, N.  (2011). Understanding Digital Culture, London Sage Publication.


MSMR 5105

Course Description:

This course provides an introduction and a general overview of the logic and skills engaged in the design and execution of visual communication and research. The contents of this paper will describe with the approaches of aesthetics, semiotics and social semiotics, cultural, narrative, visual rhetoric, perception, cognition, and ethno methodology.

Course Outcomes:

At the end of this course, the student will be able to

  • Develop various concepts and methods used to visually analyze and interpret an artifact.
  • Demonstrate ability to engage in visual analysis of artifacts.
  • Demonstrate various strategies employed in primarily visual forms of communication including photography, visual art, advertising, public commemorative sites and online environments.
  • Evaluate the use of media in ethnographic film, photo, and audio documents.
  • Implement strategies for using ethnographic media in cultural sustainability work with sensitivity to the relevant aesthetic and other social issues

Course Details:

Introduction to visual Images

  • What is visual object
  • What are visual modes
  • Visual Literacy
  • Difference between Visual Experience and Visual Literacy

Visual Image and Multi-disciplinary Approach

  • Semiological Analysis of Visual Images
  • Sociological Analysis of Image
  • Psychological Analysis of Image
  • Self and Image

Visual Culture

  • what is Visual Culture
  • Literature on or Against Visual Culture
  • Social Conditions and Effects of Visual Objects
  • Visual Relation between Object and Spectator

Meaning of Image

Important factors in Understanding Visual Images

  • Cultural Meaning of Image
  • Gender in Visual Culture

      Philosophy of Visual Methodology

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Class room presentation and group discussions, Tutorials, Small group activities.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. Minneapolis and London, University of Minnesota Press.

Banks, M.& Ruby, J. (2011). Made to Be Seen : Perspectives on the History of Visual Anthropology. Chicago; London: University of Chicago Press.

Banaji, S. and A. Burn, with D. Buckingham, (2006). The Rhetoric’s of Creativity: A Review of the Literature.

London: Arts Council.

Boellstorfe, T., (2008). Coming of age in Second Life: An anthropologist explores the virtually human.

Princeton, Princeton University Press.

Gauntlett, D. and P. Holzwarth, (2006). Creative and Visual Methods for Exploring Identities, Visual Studies21 (1): 82–91.

Goetz, M., D. Lemish, A. Aidman and H. Moon, (2005). Media and the Make-believe Worlds of Children, Mahwah, NJ: Erlbaum.

Kaplan, I. and A. Howes, (2004). Seeing Through Different Eyes”: Exploring the Value of Participative Research Using Images in Schools, Cambridge Journal of Education 34(2): 143–55.

Kindon, S. (2003). Participatory Video in Geographic Research: A Feminist Practice of Looking? Area 35(2):


Margolis, Eric., Luc Pauwels, (2011). Handbook of Visual Research Methods, SAGE Publication.

Pink, Sarah, (2007). Doing Visual Ethnography, SAGE.

Pink, Sarah, (2012).  Advances in Visual Methodology, SAGE Publications.

Rose, Gillian, (2001). Visual Methodologies, London, SAGE Publications.

Tuffe, Edward, (2001). The Visual Display of Quantitative Information. Cheshire, CT: Graphics Press.

Young, Nora. (2012). The Virtual Self: How Our Digital Lives are Altering the World around Us. Toronto, Ont:

McClelland & Stewart.



Course Description

This course unit will help students to develop their understanding of social life, skills in research design and methodology and enable the students to analyze the scientific methods critically.  It will provide a detailed account about qualitative and quantitative research designs and help to provide the student knowledge into practice.

Course Outcomes:

At the end of this course students will able to

  • Identify and demarcate the significant research areas in the field.
  • Identify the influencing factors or determinants of research parameters.
  • Gain insights into how scientific research is conducted.
  • Test the significance, validity, and reliability of research results.
  • Framing the problem with the correct research methodology.

Course Content:

Introduction to Research 

  • What is Research
  • Definitions of Research

Types of Research

  • Descriptive and Analytical Research
  • Applied and Fundamental Research
  • Qualitative and Quantitative Research
  • Conceptual and Empirical Research
  • Mix Method Research

Research and Scientific Design

Formulating a Research Problem

  • Steps in Formulation of a research Problem
  • Formulation of Research Objectives

Constructing the Hypothesis

  • What is a Hypothesis
  • Method of Formulation of Hypothesis

Method of Sampling

  • Population and Sampling
  • Sample Size
  • Types of Sampling
  • Sampling Error

 Methods of Data Collection

  • Technique of Observation

Quantitative Data Analysis

  • Parametric Techniques
  • Non-Parametric Techniques

Advantages and Disadvantages of Qualitative Approach

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Workshops, discussions, Tutorials.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Berger, Arthur A., (2005). Media Analysis Techniques. (3rd ed.). California: Sage.

Christine R. Marlow, (2010). Research Methods for Generalist Social Work.Brooks Cole.

Dawson, Catherine, (2002). Practical Research Methods. New Delhi, UBS Publishers.

De Leeuw, E., Hox, J., &Dillman, D., (Eds). (2008). International Handbook of Survey Methodology.Mahwah, NJ: Lawrence Erlbaum Associates.

Delhi, Brymam, Alam, (1988). Quality and Quantity in Social Research. London, Umvin Hyman.

Keppel, G., (1991). Design and Analysis: a Researcher Hand Book. (3rd Ed). Englewood Cliffs, NJ: Prentice Hall.

Kothari, C. R., (2004). Research Methodology: Methods and Technique. New Delhi, New Sage International Limited Publishers.

Kumar, Ranjit, (2005). Research Methodology-A Step-by-Step Guide for Beginners. (2nd.ed), Singapore, Pearson Education.

Lindolf, Thomas R., (1995). Qualitative Communication Research Methods. California: Sage.

Nardi, P. M., (2005). Doing Survey Research: A Guide to Quantitative Methods. (2nd ed.), Boston: Allyn & Bacon.

Neuendorf, K., (2002). The Content Analysis Guide Book. Thousand Oaks, CA: Sage.

Sapsford, R., (2007). Survey Research. (2nd ed.), London: Sage Publications Ltd.

Scheurich, L., (1997). Research Method in the Postmodern. London: Falmer.

Yin, Robert K., (2009). Case Study Research: Design and Methods. Second Edition, Sage.


MSMR 5107

Course Introduction

This course will place qualitative approaches and methods within the broader field of research design to help students understanding to qualitative research on the basis of philosophy, ethnography and phenomenology. Theoretical underpinnings of this type of research will help students make progress in the formulation of their problem statement, their research design, qualitative data collection, and analysis.

Course Outcomes:

The students will be able to

  • Distinguish the theoretical basis for and key features of carrying out the main qualitative methodologies.
  • Illustrate the issues in qualitative research design with special reference to disciplinary approaches.
  • Compare and contrast the differences between the typical processes of qualitative social research and quantitative social research.
  • Analyze the epistemological and theoretical foundations of qualitative research.
  • Apply qualitative research methods to various stages of the participants’ research.

Course Content

Introduction to Qualitative Research 

  • Origins of Qualitative Research
  • Context and Usefulness of Qualitative Research
  • Different Approaches to Qualitative Research
  • Epistemological Approach

Disciplinary Approaches of Qualitative Research

  • Grounded Theory
  • Ethnographic Approach
  • Phenomenological Approach
  • Narrative Analysis
  • Discourse Analysis

Validity of Qualitative Research

  • Types of Validity
  • External Validity of Qualitative Research
  • Internal Validity of Qualitative Research

Qualitative Data Collection Technique

  • Technique of Observation and Participant Observation
  • Technique of Interviewing
  • Technique of Case Study
  • Technique of Living in Role
  • Technique of Projection Method

Method of Data Preparation 

  • Data Coding Methods

Approaches to Qualitative Analysis 

Content Analysis

  • Thematic Analysis
  • Comparative Analysis

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Guided practical works, Tutorials, Group projects.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Atkinson, P., Coffey, A. & S. Delamont, (2003).Key Themes in Qualitative Research. Walnut Creek, CA: AltaMira.

Barbour, R., (2007). Introducing Qualitative Research. London: Sage Publications.

Benson, D. and J. A. Hughes, (1983). The Perspective of Ethnomethodology. London, Longman.

Berg, Bruce L., (2007). Qualitative Research Methods for the Social Sciences.6th Edition. New York: Allyn and Bacon.

Creswell, J. W., (1998). Qualitative Inquiry and Research Design. Thousand Oaks, CA: Sage.

Denzin, N. K., (1978). The Research Act: A Theoretical Introduction to Sociological Methods. New York: McGraw-Hill.

Denzin, N. K., & Lincoln, Y. S., (1998).The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks: Sage Publications.

Garfinkel, Harold, (1977). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

Gerring, J., (2007). Case Study Research. Principles and Practices. Cambridge: Cambridge University Press.

Hardy, M., & Bryman, A., (Eds.). (2004). Handbook of Data Analysis. Thousand Oaks, CA: Sage Publications.

Kirk, J., & Miller, M. L., (1986). Reliability and Validity in Qualitative Research. Beverly Hills: Sage Publications.

Maxwell, J. A., (2005). Qualitative Research Design. An Interactive Approach. London: Sage Publications.

Neuendorf, K. A., (2002). The Content Analysis Guidebook. Thousand Oaks, CA: Sage.

Patton, M. Q., (2002). Qualitative Evaluation and Research Methods. (3rd ed.), Thousand Oaks, CA: Sage Publications, Inc.

Potter, W., (1996). An Analysis of Thinking and Research about Qualitative Methods. Mahwah: NJ. Lawrence Erlbaum Associates.

Strauss, A., & Corbin, J., (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage Publications, Inc.


MSMR 5108

Course Description 

This unit has been designed to develop the skills to conduct the literature review and built on the framework of evidence-based practice. The student will be able to perform each step in review and relate them to a topic of their chose. They will obtain constructive comments at each phase in the process.

Course Outcomes: 

At the end of this course unit the students will be able to

  • Describe the assumptions, purposes, data collection methods and analytical strategies used in the major scientific research traditions in the social sciences.
  • Identify which literature should be searched for.
  • Conduct effective searches for relevant research literature.
  • Measure the scientific value of each reading and the level of evidence for each question.
  • Write a critical review of research literature.
  • Build evidence based tables, graphs and methods.

Course Content:

What is Literature Review?

  • What is Literature
  • Importance of Literature Review
  • The Purposes of Review
  • General Hypotheses to be tested.

Structure and the Method of Reading Literature

  • Structure of the Literature Review
  • Compare and Contrast Different Authors’ Views and Relate it to the Study at hand.
  • Analysis of Aspects of Methodology used
  • Summary and Conclusion of the Literature

Review Concepts and Theories

  • Selection of Relevant Theories and Identify its Impact on the Study

The literature Search

  • Searching Data Base and Search Engines through Key Terms
  • Bibliographical Analysis

Writing the Literature Review

  • Sequence of the Review Structure
  • Literature Review and Argument
  • Writing in a Formal Style
  • Literature Review and Hypothesis

Final Check List and the Literature Review

  • Selection of Sources
  • Critical Evaluation of the Literature


Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Class room group discussions, Tutorials, Inquiry based learning.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Cone, J. D., & Foster, S. L., (2006).Dissertations and Theses from Start to Finish: Psychology and Related Fields. (2nd ed.), Washington, DC: American Psychological Association.

Cooper, H. M., (1989). Integrating Research: A Guide for Literature Reviews. (2nd ed.), New Bury Park, Calif: Sage Publication.

Cooper, H., (1998). Synthesizing Research: A Guide for Literature Reviews. Thousand Oaks, Calif: Sage Publications.

Creswell, John W., (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.        (3rd ed.), New Delhi, Sage Publication.

Eagelton, Terry, (1983). Literary Theory: An Introduction. Minneapolis: University of Minnesota Press.

Galvan, J. L., (2005). Writing Literature Review. (3rd ed.), Los Angeles: Pyrczak Publishing.

Krummel, Donald William, (1984). Bibliographies, Their Aims and Methods. New York and London, Mansell Publishing.

Lane, Nancy D., (1996). Techniques for Student Research: A Practical Guide. Second edition. Melbourne: Longman.

Locke, L. f., Spirduso, W. w., & Silverman, S. J., (2007). Proposal that Work: A Guide for Planning Dissertations and Grant Proposals. (5th ed.), Thousand Oaks, CA: Sage.

Macauley, P. (2001). The Literature Review. Geelong, Victoria, Australia: Deakin University.

Machi, Lawrence, A. and Brenda, T. McEvoy, (2008). The Literature Review: Six Steps to Success. Thousand Oaks, Calif: Crowin.

Mauch, J. E., & Park, N. (2003). Guide to the Successful Thesis and Dissertation: A Handbook for Students and Faculty. (5th ed.), New York, NY: Marcel Dekker.

Merriam, S. B., (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey – Bass.

Newman, I., Benz, C. R., Weis, D., & McNeil, K., (1997). Theses and Dissertations: A Guide to Writing in the Social and Physical Sciences. Maryland, MA: University Press of America.


MSMR 5109

Course Introduction:

This course will offer students for further knowledge the ethics of multidisciplinary research. The ethical theory and principles followed by a brief history of research ethics provide the practical suggestions in maintaining the social integrity in research. The followers of this unit will obtain the knowledge on the contemporary approaches to ethics and apply them to the modern media practices.

Course Outcomes:

The students will be able to

  • Identify, and analyze the ethical issues in the context of novel and potentially problematic areas of social sciences research.
  • Examine and identify the ethical issues that arise in different social contexts.
  • Analyze controversial ethical issues related to research.
  • Apply the principles and applied ethical designs to conduct the scientific research involving in human participants.

Course Content:

Introduction to Research Ethics

  • History of Research Ethics
  • Ethical Theory and Practice of Research
  • Contemporary Issues and Types of Ethical Violations in Research
  • Law and Ethics

Framework for Ethical Analysis

  • Three Principles
    1. Beneficence
    2. Respect for Persons
    3. Justice

Academic Freedom and Responsibilities 

  • Academic Freedom and Principles
  • Roles and Responsibilities of Academics
  • Academic Honesty and Policy

Types of Intellectual Property

  • Copyrights
  • Patents
  • Trademarks
  • Trade Secrets
  • Intellectual Property Policy


  • Authorship and Plagiarism
  • Use and Misuse of Privileged Information

Integrity of Data Acquisition and Analysis

  • Data Ownership and Stewardship
  • Data Manipulation and Deceiving
  • Accuracy and Reliability,
  • Protection from Unauthorized Access or Release

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, workshops, Group projects, Tutorials.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Oral presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%



Almond, Gabriel Abraham, James Smoot Coleman, (2015). The Politics of the Developing Areas.  Princeton University Press.

Barker, C., (2000). Cultural Studies: Theory and Practices. Thousand Oaks, CA: Sage.

Barker, C., & Galansinski, (2001). Cultural Studies and Discourse Analysis: A Dialogue on Language and Identity. Thousand Oaks, CA: Sage.

Carolyn, M., Byerly, Karen Ross, (2006). Women and Media: A Critical Introduction. Blackwell Publishing.

Castlls, M., (2006). Rise of the Network Society. NY: Willy.

Christians, C., (2000). Ethics and Politics in Qualitative Research in Denzin and Lincoln. Handbook of Qualitative Research, Thousand Oaks, CA: Sage.

Creswell, J., (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage.

Dow, B., (1996). Prime-time Feminism: Television, Media Culture and the women’s Movement since1970. Philadelphia: University of Pennsylvania Press.

Fiske, J., (1987). Television Culture. New York, Methuen.

Gauntlett, David, (2008). Media, Gender and Identity: An Introduction. Rutledge.

Loomba,  Ania, (2015). Colonialism / Post Colonialism. New York, Rutledge.

McChesney, Robert W., (2015). Rich Media, Poor Democracy: Communication Politics in Dubious Times. The New Press, New York.

Orlik, P., (2001). Electronic Media Criticism: Applied Perspectives. Mahwah, NJ: Lawrence Erlbaum.

Stokes, J., (2003). How to do Media & Cultural Studies. Thousand Oaks, Ca: Sage.

Vande Berg, L., Wenner, L., & Gronbeck, B., (1998). Critical Approaches to Television. Boston: Houghton Mifflin.


MSMR  6101

Course Description

This course unit is designed to train students both in theoretical development and in real life applications of modern advanced statistical methodology. The students will be offered the different methods of investigation, planning and the ways of conducting research, types of analysis and interpretations. It is intended to expose students to areas such as sampling, probability, estimation, averages, dispersion and tests of association, significance and the statistical software packages.

Course Outcomes:

The students will be able to:

  • Examine the logic of statistical inference and hypothesis testing.
  • Familiarize with different statistical techniques.
  • Define content analysis and articulate how it can be used in mass communication research.
  • Present and analyze data sheets.
  • Improve the student’s critical reasoning abilities.
  • Employ statistical software in data analysis.

Course Content:

Introduction to Statistics and SPSS

  • Introduction
  • Primary and Secondary Data, Sampling
  • Nominal, Ordinal, Ratio, Interval scales
  • Tabulation
  • Graphical Representation of data: Bar-charts, Pie charts, Frequency Histograms, Polygon, Ogive

Measures of Central Tendency:

  • Mean, Median and Mode, their Properties and Graphical Significance
  • Percentiles
  • Weighted Means
  • Relationships between Variables: Regression and Correlation

Non-Parametric Statistics

  • Difference between Parametric & Non-parametric Statistics
  • Chi-square & T-test, Fact Analysis
  • Confidence Intervals, Confidence Levels
  • Hypothesis Testing, Inference
  • Non-parametric tests for Uncorrelated Data – Mann-Whitney U-test and Kruskal-Wallis Test
  • Types of Error, Sampling and Non Sampling Errors, Margin of Errors

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Class room presentations, workshops, Tutorials.

 Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Presentation 10%
03 Writing assignments 20%
04 End semester examination 60%
TOTAL 100%


Agresti, A., & Finlay, B., (2009). Statistical Methods for the Social Sciences: With SPSS from A to Z: A Brief Stepby-Step Manual. (4th ed.), Boston: Allyn& Bacon.

Argyrous, George, (2011). Statistics for Research: With a Guide to SPSS. (3rd ed.), SAGE Publications Ltd.

Babbie, E. (1998). The Practice of Social Research. Belmont, CA: Wadsworth.

Coolidge, Francis, L. (2006). Statistics: A gentle Introduction. Thousand Oaks, CA: sage Publication.

Dowdy, Shirley, Stanley Wearden, Daniel Chilko, (2004). Statistics for Research. Wiley-Inter science.

Field, A., (2002). Discovering Statistics using SPSS for Windows: Advanced Techniques for Beginners. Thousand Oaks, CA: Sage.

Freund, J. E., (2000). Mathematical Statistics. India, Prentice Hall.

Jackson, S., (2009). Research Methods and Statistics. (3rd ed.) Belmont, California: Wadsworth.

Ken Black, (2004). Business Statistics for Contemporary Decision Making. John Wiley and Sons.

Mark Sirkin, R., (2005). Statistics for the Social Sciences. (3rd ed). Sage Publications, Inc.

Mukhopadhayay, P., (2006). Mathematical Statistics. Kolkata, Books and Allies (P) ltd.

Sharma, J. K., (2005). Business Statistics. New Delhi, Pearson Education.

Sirkin, R. M., (2006). Statistics for the Social Sciences. (3rd  ed.), Thousand Oaks, CA: Sage Publications.

Witte, R., &Witte, J., (2001). Statistics. (6th ed.), Fort Worth, TX: Harcourt Brace College Publishers.

Utts, Jessica, M., (2004). Seeing Through Statistics. Pacific Grove, CA: Duxbury Press.


 MSMR  6102

Course Description

This course is designed to help student to develop systematic and comprehensive understanding of key concepts and skills necessary to effective program, development and project management. The student will be familiar with aid and development project work, language and terminology used, implementation practices, different project structures, managing and evaluating systems of projects, and strategies to address in the area of media.

Course Outcomes: 

The Students will be able to

  • Examine the implications, challenges, and opportunities of organizational dynamics in projects.
  • Examine serious failure factors and strategies to reduce project malfunctions.
  • Establish, control and monitor the progress of the project.
  • Utilize project management tools, techniques, and skills.
  • Prepare plans effectively and organize events with confidence.

Course Content

Introduction to Project Management

  • What is a Project
  • The Types of Projects
  • What is Project Management?
  • The Role of the Project Manager
  • The Project Management Profession

How to Plan a Project 

  • The Framework of the Project Management
  • Strategic Plan for the Project Management
  • Development Project Management
  • Project Integration Management
  • Planning Checklist and Documentation

Planning of the Resource Management

  • Time Management and the Strategic Plan
  • Cost Management of the Project
  • Quality Management of the Project
  • Human Resource Management and Its Strategy

Information Technology in Project Management

  • Communication Management in the Project

Project Risk Management

  • Risk Identification
  • Qualitative Risk Analysis
  • Quantitative Risk Analysis
  • Risk Response Planning
  • Risk Monitoring and Control

Project Procurement Management

  • Budgets and Contingency Plans

Project Proposal Writing 

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, Class room presentations and workshops, Group project, Case studies

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Proposal writing 30%
03 End semester examination 60%
TOTAL 100%


Cervone, H. F., (2006). Project Risk Management. OCLC Systems & Services, 22(4), 256-262.

Cervone, H. F., (2007). Standard Methodology in Digital Library Project Management. OCLC Systems & Services, 23(1), 30-34.

Date, C. J., (2000). An Introduction to Data Base System. (7th ed.), Reading, Maa: Addison – Wesley.

Duffy, M.G., (2006). Managing Projects: Expert Solutions to Everyday Challenges. Boston: Harvard Business School Press.

Elizabeth A. Wentz, (2013). How to Design, Write, and Present a Successful Dissertation Proposal.  SAGE Publications.

Hamper, Robert L. Baugh, (2011).Handbook for Writing Proposals. Mac Grow Hill.

Hofmann, Angelika, (2013). Scientific Writing and Communication: Papers, Proposals, and Presentations.

Oxford University Press.

Kiritz, Norton and Barbara Floersch, (2015). Grantsmanship: Program Planning & Proposal Writing. Paperback.

Larose, D. T., (2005). Discovering Knowledge in Data: an Introduction to Data mining. Hoboken, N. J: John Wiley & Sons, Inc.

Miner, Jeremy T. and Lynn E. Miner, (2013). Proposal Planning & Writing. (5th ed.), Greenwood.

Muller, R. & Turner, J.R. (2007). Matching the Project Manager’s Leadership Style to Project Type. International Journal of Project Management. 25 (1), 21-32.

Schimel, Joshua, (2011). Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded.

Oxford University Press.

Wason, Sara, (2004). Webster’s New World Grant Writing Handbook. Paperback.

Wysocki, R. K., (2009). Effective Project Management: Traditional, Agile, Extreame. (5thed.), Indianapolis: Wiley Publishing.



Course Description

This course will introduce to students the core professional writing, including audience analysis, research, document design, usability, and ethical composing practices. Students will be encouraged to work and think critically about the research process, designing, and data collection. These and other core values of professional writing are also good practice for the academic writer, and this course will offer opportunities to practice writing and communicating in a scholarly way.

Course Outcomes:

At the end of this course student will be able to

  • Improve their writing skills and produce texts and presentations.
  • encourage thoughtful document design and design of visuals to facilitate comprehension, readability, and usability
  • Write instructions that can be exercised by different levels of audiences.
  • Demonstrate a sophisticated understanding of the proposal writing and review process.
  • Conduct research that can be used to support arguments.

Course Content:

What is a Research Proposal?

  • Significance of Research Proposal
  • Types of Research Proposals
  • Basic Components of a Proposal
  • Methods of Writing a Research Proposal
  • Evaluation of Research Proposal

(Practical Session) Presentation 01

Types of Report:

  • Writing for Journals / Book Chapters / Conferences / Blogs
  • Abstracts, Reports /Essays / Papers /Articles

(Practical Session) Writing Exercises 02

Management of Citations and References

  • Reference Citations in Text
  • Managing Reference List(APA /MLA / Chicago / Harvard)

Time Schedule and Budgeting

Avoiding the Problems of Plagiarism

Submit a Sample of Proposal 

  • Using a Self-Evaluation Checklist
  • Related Approaches
  • Planning and Staging the Deadline

(Practical Session) Exercise 3

 Thesis / Dissertation Writing 

  • Structure, Ethics, Referencing and Intellectual Honesty
  • Writing with Accuracy and Elegance

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, workshops and classroom discussions, Small group learning actives.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Professional writings and its Presentations 10%
03 Writing assignments 20%
04 Final examination 60%
TOTAL 100%


American Psychological Association, (2010).The Publication Manual of the American Psychological Association. (6th ed.), Washington, DC: Author.

Bolton, Gillie E.  J., (2014). Reflective Practice: Writing and Professional Development. SAGE Publications Ltd.

Creswell, John W., (2009). Research Design, Qualitative, Quantitative and Mixed Methods Approaches. Sage Publication.

Haines, Andy and Andrew Haines, (2004). Getting Research Findings into Practice. BMJ Books.

Fowler, F. J., (2002). Survey Research Methods. (3rd Ed.), Thousand Oaks, CA: Sage.

Leedy, Paul D. & Jeanne Ellis Ormond, (2009). Practical Research: Planning & Design. (9th ed.), New Jersey: Pearson-Merrill-Prentice Hall.

Little, Janine, (2014). Journalism Ethics and Law: Stories of Media Practice. Oxford University Press.

McKane, Anna, (2009). Journalism: A Career Handbook (Professional Media Practice). A & C Black Academic and Professional.

Plaisance, Patrick, L.  (2013). Media Ethics: Key Principles for Responsible Practice. SAGE Publications Ltd.

Reason, Peter and Hilary Bradbury-Huang, (2001). Handbook of Action Research: Participative Inquiry and Practice. SAGE Publications Ltd.

Weisman, Daniel and Joseph Zornado,  (2012). Professional Writing for Social Work Practice. Springer Publishing Company.

Zhou, Ahuhua& W. M. David Sloan, (2011). Research Methods in Communication. Vision Press.


MSMR  6104

Course Description

Confidence and controlling are the mammoth going for the effective presentation and public speaking. The most imperative rule for this is preparation, planning and practicing. Then the communicator will be able to build his confidence. In this contemporary global society the presenter should know how cultural particularities and differences affect the communication process in various situations.

Course Outcomes:

The student will be able to

  • Examine the nature and dynamics of various types of presentations.
  • Develop speech preparation and presentation techniques, audience awareness and self-awareness.
  • Prepare and deliver presentations effectively with methods and techniques.
  • Communicate and interact effectively with the audience.
  • Evaluate the impact and success of presentations.
  • Practice in planning, organizing, and executing presentations to small or larger groups.

Course Content:

Presentation Skill

  • What are Presentation Skills
  • Importance of Presentation Skills

Preparation and Planning

  • Essentials of Preparation and Planning
  • Organizing and Preparation Materials
  • Preparation and Presentation
  • The Objective
  • The Subject
  • The Audience
  • The Place
  • Time of the Day
  • Length of Speech

Structure of Presentation

  • Beginning of the Presentation
  • Giving objectives / Purpose / Aim / Goal
  • Giving Outline
  • Signpost or Signaling Where You Are
  • Listing Information
  • Dealing with Difficult Questions
  • The End or Conclusion

Presentation the Context

  • What is Visual
  • What Media are Used
  • Text to Put on Visuals
  • Size / Layout / Font Color
  • Vocabulary of Graph / Chart
  • General and Miscellaneous Tips
  • Strategy to Rapport Building

Body Language

  • The purpose of Body Language
  • Eye to Eye Contacts
  • Positive and Negative Body Language
  • Voice and Pronunciation
  • Personal Appearance

Method of teaching and learning:

  • Lectures, Lecture guided self-studies, workshops, classroom discussions and presentations.

Assessment Method

Course Elements Percent [or points]
01 Participation and discussion (In class ) 10%
02 Presentations / Group presentations 10%
03 Writing assignments 20%
04 Final examination 60%
TOTAL 100%


Beisler, F. Scheeres, H. and Pinner, D., (1993). Communication Skills. (2nd ed.), Melbourne Longman Cheshire.

Comfort, J. and Utley, D., (1995). Effective Presentations. Oxford University Press.

Malouf, D., (2001). How to Create and Deliver a Dynamic Presentation. (2nd ed.), Business and Publishing, Warriewood, NSW.

Knaflic, Cole Nussbaumer, (2015). Storytelling with Data: A Data Visualization Guide for Business Professionals. Wiley.

McMillan, K. & Weyers, J., (2011).The Study Skills Book. Harlow: Pearson Educational Ltd.

Michael Weiss, (2015). Presentation Skills.  Business Expert Press.

Open University, (2009). Communicating and Presenting. Milton Keynes: Thanet Press.

Patsy, McCarthy, Caroline Hatcher, (2002). Presentation Skills: The Essential Guide for Student. Sage Publications.

Payne, E. &Whittaker.L., (2006). Developing Essential Study Skills. (2nd ed.), Harlow: Pearson Education.

Price, G. & Maier, P., (2007). Effective Study Skills. Harlow: Pearson Educational Ltd.

Summers, J. and Smith, B., (2004). Communication Skills Handbook. Wiley and Sons, Milton, Old.

Tuhovsky, Ian and Wendell Wadsworth, (2015). Communication Skills: A Practical Guide to Improving Your Social Intelligence, Presentation, Persuasion and Public Create Space. Independent Publishing Platform.