Periodic evaluation

JAP4010 – Theory and Method in the Study of Modern Japan

August 2017

This is a general, obligatory course for all first-year students in the MA Modern Japan program. The course provides introductions to a number of different research methods and theoretical approaches that are prevalent within Japanese area studies. Students learn about a range of methodological and epistemological issues, and write their own research proposal in the course of the semester.

In 2017, 14 students were registered for this course. The course convenor gave five regular lectures, on topics such as ethnographic field research, social scientific research methods, and core concepts in Japanese studies. The other available academic staff members (Abe Auestad, Hansen, Sejrup and Teeuwen) each gave one lecture, on critical theory, linguistic methods, media studies, and historical text analysis, respectively. In addition, there was an obligatory library workshop, a guest lecture by a visiting scholar, and an obligatory three-day thesis seminar (Academic Survival Kit) in October. Finally, in November, we had a one-day seminar, where students presented their MA research plans (the oral presentation counted as one third of their final grade). In the course of the semester, students had to submit some short writing assignments and a library assignment.

All 14 students qualified for the final exam, and gave an oral presentation, for which they all received grades between C and A. 13 of them submitted their research proposal and term paper, each of which counted as one third of the final grade. 12 students passed the course. Their final grades were good: there were 2 Cs, 6Bs, and 4 As.

All students received an evaluation form. 7 out of 14 submitted their evaluation form, which was lower than expected. This is probably due to the fact that the forms were not handed out until the end of the final day, when everybody had their oral presentations; it would have been better to do the evaluation a bit earlier. An oral group evaluation was conducted at the end of the Academic Survival Kit, in addition to the written course evaluation, and students were repeatedly asked for their opinions in the ordinary classes as well. Thus, I have been able to receive a fairly comprehensive picture of the students’ opinions.

Students were generally positive about the course, as well as the Academic Survival Kit, which included students from the Modern Japan Program for the first time. They called the course “comprehensive”, “useful”, “very helpful”, “very productive” and “interesting”. Several students found the classes on ethnographic fieldwork particularly useful. The Academic Survival Kit was much appreciated, not only because of the helpful feedback and presentation practice students received, but also because it provided an excellent opportunity to get to know fellow students and teachers better. One point of critique concerns the timing of the library assignment, which was just before the ASK; there should have been more time in between. Some students thought that reading a full monograph in preparation for the ASK was too much. Considering the overall size of the pensum, however, I disagree: for most classes, course readings were not very long, so there should be space in the semester for reading a monograph as well. However, I do agree that there should be more time between the library assignment deadline and the ASK – unfortunately, for practical reasons this was not possible, but it is something to keep in mind next time.

Another point made by several students was that they would have liked to receive more information on examination earlier in the semester. The detailed exam guidelines were much appreciated; however, they were not uploaded on Fronter until mid-autumn, which some students thought was too late. Several students in this group would have liked detailed exam instructions already in August.

All in all, convening this course requires organisational skills and good planning, as one has to plan ahead and set deadlines for assignments well in advance, is dependent upon the schedules of colleagues, has to take into consideration the dates and contents of the ASK, leave enough time between different deadlines, provide students with feedback on assignments, and assign thesis supervisors – all in addition to the ordinary teaching.

The course is of crucial importance for the MA program as a whole, because it makes students develop their thesis ideas. In general, I am satisfied with the course contents and examination, so I recommend that the basic structure remains the same. Depending upon the availability of staff, some adaptations may be made in the contents of the lectures. The library workshop should remain a core part of the course, and the ASK is highly recommended as well. The course convenor should strive to have a complete course plan (including assignment deadlines) and detailed exam instructions ready before the semester starts.

29 January 2018

Aike Rots