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University of Warwick
ESRC Doctoral Training Centre
Postgraduate Certificate in Social Science Research
Postgraduate Award in Social Science Research
And
Core Training Module
Handbook 2015-16
V2.1 Dec 2015
Contents
Introduction to the ESRC DTC Core Training Modules Page 3
Table 1 – Core Training module timetable Page 3
Module attendance Page 4
Introduction to the Award and Certificate Page 4
Qualification criteria Page 4
Assessment criteria Page 5
Resubmission process and remarking policy Page 6
Extensions Page 6
Plagiarism Page 7
Examination Board Page 7
Mitigating Circumstances Page 7
Monitoring and evaluation Page 8
Module content:
The Practice of Social Research Page 9 Philosophies of Social Science Page 20 Qualitative Research Methods Page 40 Quantitative Research Methods Page 48
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Introduction to the ESRC Doctoral Training Centre Core Training Modules
There are four core training modules offered by the Warwick ESRC DTC: The Practice of Social Research, Philosophies of Social Science Research, Qualitative Research Methods, and Quantitative Research Methods. The modules cover the core training expectations set out by the ESRC for all of the PhD students it funds (see Annex 1)
Module title Core /Option Credits
The Practice of Social Research Core 20
Philosophies of Social Science Research Core 20
Qualitative Research Methods Core 20
Quantitative Research Methods Core 20
The four modules are taken by some ESRC DTC MPhil/PhD students as part of their core training. Some students take all the modules, others 1, 2 or 3, depending in particular on prior qualifications and subject-specific training requirements.
Each ESRC PhD student, working with their supervisors and reviewed by the ESRC DTC Director, undertakes an extensive and continuing process of training needs analysis to establish and plan his or her training needs.
Core Training Module Timetable
Table 1 - Core Training module timetable 2015-16
Module Convenor(s) Term Weeks Day Mode Time Location
Philosophies of Social Science Research (IM909)
Dr. Edward Page& Dr. Milena Kremakova
1 2-10 Tues
Lecture 2-3pm H0.60, Humanities
Seminar 3-4pm H0.60, Humanities
Seminar 4-5pm H0.60, Humanities
Seminar 4-5pm H1.02, Humanities
The Practice of Social Research (IM910) Prof. Nick Gane 1 2-10 Wed
Lecture 10-11am MS.04, Maths
Seminar 11am-12pm R2.41, Ramphal
Seminar 12-1pm R2.41, Ramphal
Seminar 12-1pm R1.13, Ramphal
Qualitative Research Methods (IM908)
Prof. Davide Nicolini 2 1-10 Wed Lecture/
workshop 9am-1pmWCE0.10, Westwood Campus
Quantitative Research Methods (IM911)
Dr. Richard Lampard 2 1-10 Thurs Lecture/lab 9.30am-
1pmR0.39 Library PC lab
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Module Attendance
Students registered on ESRC DTC Core Training modules will be expected to attend both lectures and seminars or workshops weekly. Attendance will be monitored via Tabula. Students should report the circumstances of any absence to the DTC Training Coordinator, Judith McAllister via [email protected].
The DTC will share details of students’ attendance on DTC Core Training modules with their home department when asked.
Introduction to the Award and Certificate
The opportunity for relevant students to qualify for the Postgraduate Certificate in Social Science Research and the Postgraduate Award in Social Science Research was first introduced in 2013-14. The qualifications are designed to create the opportunity to recognise the achievements of ESRC PhD students (and other PhD students) at Warwick undertaking the interdisciplinary core training modules offered through the Warwick ESRC Doctoral Training Centre (DTC).
The Award and Certificate are designed to encourage ESRC DTC students to take more interdisciplinary and foundational training than required by their specialist pathway. They are also intended to encourage non-ESRC MPhil/PhD students and early career researchers to acquire training in social research methods, and to provide a qualification for both ESRC and non-ESRC students that recognises their training.
The Award and Certificate are open to all students taking ESRC DTC core training modules. Students taking ESRC DTC modules are admitted to the University on an MPhil/PhD course and are therefore governed by the criteria for those courses. All students taking ESRC DTC modules will be eligible to register for the Award and Certificate without the need for a separate admissions process.
Qualification criteria
Students who attend, complete and pass formal assessments for two of the four modules (40 credits) will obtain a Postgraduate Award. Students who attend, complete and pass formal assessments for at least three of the four modules (at least 60 credits) will obtain a Postgraduate Certificate.
In 2015-16 the grade of qualification for the Postgraduate Award will be determined by taking the overall average of marks from the two individual modules passed, against the following grade categories. The grade of qualification for the Postgraduate Certificate will be
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determined by taking the overall average of marks from the best three of the individual modules passed, against the following grade categories.
Grade categories:
50-59 Pass 60-69 Merit 70 or above Distinction
The qualifications may be taken over 1 or 2 years (FTE) as a part of a student’s wider PhD study.
For students who began their study of ESRC DTC Core Training modules prior to August 2015:
The grade of qualification for both the Certificate and the Award is determined by taking the overall average of marks from each of the individual modules passed, against the following grade categories just as it was in 2014-15:
50-59 Pass 60-69 Merit 70 or above Distinction
Assessment criteria
The assessment criteria for both qualifications are those applied to the majority of PGT qualifications in the Faculty of Social Sciences.
Comprehension Analysis Critique Presentation
Grade A: 70-100
Use of wide range of relevant sources, well understood and fully appreciated.
Excellent answer to question. Locates suitable concepts and makes comprehensive assessment of issues involved. Understands the relevant theories and applies them to answering the question.
Distinctive personal perspective on the problems in the question. Ability to set sources and viewpoints in context and evaluate contributions. Methodological awareness and theoretical appreciation.
Well structured and planned. Clear, articulate style (with good spelling, grammar and syntax). Proper referencing and bibliography. Confident presentation and appropriate length.
Grade B: 60-69
Good understanding of main sources, well summarised and used in a relevant way.
Competent answers to the question bringing out useful points and substantiating them. Use of theoretical models in a relevant way to answer to the question. Presentation of arguments and intelligent comments relevant to the question.
Appreciation of main issues and ability to make appropriate critical points. Sensible commentary on evidence and materials used.
Competent structure. Clear presentation (including good spelling, grammar andsyntax). Proper referencing and bibliography. Control of length.
Grade C: 50-59
Understanding of the literature and fair range of source material consulted.
Limited use and understanding of theoretical models. Presentation of arguments and intelligent comment relevant to the question.
Sensible commentary on evidence and materials used.
Coherent presentation. Satisfactory spelling, grammar and syntax. Satisfactory referencing and bibliography.
Grade D: 40-49
Some evidence of reading and understanding.
Introduction of basic concepts and effort made to relate them to the question.
Mainly descriptive unsubstantiated points. Uncritical exegesis.
Attempt made at coherent presentation.
Grade E: 0-39
Few relevant sources used. Poor understanding.
Lack of analytical approach. Purely descriptive account. Often the question has been ignored or badly misunderstood.
Irrelevant comments. Lack of any critical or appreciative framework.
Unstructured presentation, lack of coherence, page referencing etc.
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Resubmission process and remarking policy
If a student fails an assessment they will be permitted to resubmit only once. The deadline for resubmission is one calendar month from the date of original feedback. Second submissions are to be made via a resubmission assignment page on Tabula. Students will receive an email containing instructions regarding the process.
The mark awarded to resubmitted work shall be capped at 50%.
Extensions
If a student needs to apply for an extension they should make the request through Tabula (one for each separate assignment in each module website), setting out their reasons for the application. Supporting evidence for the request should be attached and uploaded. Such a request will be seen by the necessary parties only and will be treated as confidential.
Applications for an extension should normally be submitted before the deadline for the piece of work in question. Tabula will not allow requests to be made after the normal assigned deadline but for those exceptional cases where an advance request has not been possible, students may email Judith McAllister ([email protected]) with their request, reasons and supporting evidence. Students applying for a retrospective extension must demonstrate that they were unable to apply for an extension in advance of the submission deadline. Extension requests that do not meet this criterion may be refused.
Extensions of greater than one calendar month will not normally be given and extensions will generally be of much shorter duration than this.
If granted an extension, students must submit their assignment via Tabula following the normal procedures. Tabula will reflect the extension granted which will allow you to submit at a later (agreed) date.
Extensions are normally granted only for unforeseen events for example on solid medical grounds, or in cases of severely difficult personal circumstances (such as a bereavement). An extension will not be given where students have failed to plan their work pattern adequately including around the time of the PhD upgrade process. Extensions will also not be granted in cases where late submission is attributable to computing difficulties. Students should make adequate back-up copies of any work produced in digital format and plan to finish pieces of work well before the deadline to allow for computer difficulties.
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Plagiarism
Details of the Universities regulations relating to plagiarism can be found at the following link: http://www2.warwick.ac.uk/services/aro/dar/quality/categories/examinations/assessmentstrat/plagiarism/. This includes a link to Regulation 11.
Students are strongly advised to familiarise themselves with these regulations. All assignments submitted via Tabula will be passed through the Turnitin system.
Examination Board
The Examination Board will consist of
External examiner Chair Secretary Three core module convenors
The meeting will be quorate with two-thirds of the named Board present.
Further information on the role of the External Examiner and examination regulations for the University may be found at the following links:
External Examiners: http://www2.warwick.ac.uk/services/aro/dar/quality/categories/examinations/externalexaminers
PGT Harmonised exam conventions for students 14/15 onwards: http://www2.warwick.ac.uk/services/aro/dar/quality/categories/examinations/conventions/pgt/
Mitigating Circumstances
Mitigating Circumstances are unforeseen events or circumstances which have a significant negative impact on your ability to successfully complete, or study effectively in preparation for, summative assessment tasks such as essays, written or oral examinations, assessed presentations or assessed laboratory work. If a student wants any such events or circumstances to be considered by the relevant Board of Examiners they are required to communicate formally (normally in writing) with the ESRC Doctoral Training Centre about them. Please note that while it is acknowledged that cultural attitudes to the disclosure of
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personal information may vary, students are expected to fully disclose all matters they wish to have taken into consideration by the Board of Examiners.
If there is uncertainty as to whether something that has happened to a student, or to someone close to them, is eligible to be considered as a Mitigating Circumstance, it is likely to be eligible if it was unforeseeable or beyond their control and if it also had a significant impact on their ability to prepare for or complete the assessment in question. The student should consult their Supervisor, Student Support or one of the advisers at the Students’ Union Advice Centre if they are in any doubt about whether something that has happened to them or someone close to you is eligible for consideration. Even if the event or circumstance is not eligible for consideration in this way it may nevertheless be something for which they should seek support and the tables below indicate, in their final column, where to go to access that support.
Mitigating Circumstances can never result in the changing of marks for individual modules or assessments; however, they may affect your overall degree classification. For further information on the possible effects of your Mitigating Circumstances claim being accepted please see section 2 ‘Process and Procedures’ online:(https://warwick.ac.uk/quality/categories/examinations/policies/u_mitigatingcircumstances/).
Students who think that they have an eligible Mitigating Circumstance should complete and submit a Declaration Form to the ESRC Doctoral Training Centre and submit it as soon as possible after the circumstance arises along with appropriate supporting documentation of the sort outlined in the ‘Supporting Documentation’ column of Table 1 (part of the online processes and procedures). The University recognizes that it may be difficult to obtain supporting documentation in a timely fashion; however, students should still register the circumstance pending supply of supporting documentation.
Monitoring and evaluation
There is a DTC Management Committee, which includes PhD student representatives. This usually meets twice a term. Student representatives are invited to offer items for the agenda and there is a standing item for any issue they wish to raise.
Feedback is sought from students at the end of each module and this is discussed, along with the comments of the module Convenors and teaching staff as well as the ESRC DTC Director, as part of a rolling review of Core Training provision.
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Module content
The content of the modules and information concerning their presentation is set out in the following pages, with each module’s individual handbook listed.
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Warwick Doctoral Training Centre
Warwick ESRC Doctoral Training Centre
The Practice of Social Research(IM910)
ESRC DTC Core ModuleModule Handbook
2015-16
Module ConvenorProfessor Nicholas Gane
SociologyE0.11 (Social Sciences)
024 765 [email protected]
Lecturers
Professor Nickie Charles
Dr John Narayan
Dr Khursheed Wadia
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Introduction
This module has been designed to provide students with the opportunity to think about what it
means to do a PhD in the social sciences and to discuss key facets of the practice of social research.
Its key aims are:
To provide students with knowledge that will help them develop their doctoral research
To enable them to think about about what it means to do a PhD in the social sciences
To reflect on the possibility of combining different research methods and paradigms
To consider the ethics of social science research
Assessment
A 3,000 word essay. A list of titles will be provided.
Some Key Books
Becker, H. S. (1998). Tricks of the Trade: How to Think about Your Research While You're Doing It.
Chicago, University of Chicago Press.
Denzin, N. K. (1978). The Research Act: A Theoretical Introduction to Sociological Methods. New York,
McGraw-Hill
Dunleavy, P. (2003). Authoring a PhD: How to Plan, Draft, Write, and Finish a Doctoral Thesis or
Dissertation. Basingstoke, Palgrave Macmillan.
Morgan, D. (2014). Integrating Qualitative and Quantitative Methods: A Pragmatic Approach.
Thousand Oaks, CA: SAGE.
Rueschemeyer, D. (2009). Usable Theory: Analytic Tools for Social and Political Research. Princeton,
Princeton University Press.
Williams, Malcolm (2002) Making Sense of Social Research, London, Sage.
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Schedule of Lectures and Seminars
Week 2 The PhD Process Nicholas Gane and
Nickie Charles
Week 3 Theories and Methods Nicholas Gane
Week 4 Designing a Research Proposal Nickie Charles
Week 5 Data collection and analysis Nickie Charles
Week 6 Research Ethics Amy Hinterberger
Week 7 The Craft of Academic Writing Nicholas Gane
Week 8 Situating Your Contribution Nicholas Gane
Week 9 Power, Politics and Research Khursheed Wadia
Week 10 Your PhD Viva and Beyond John Narayan
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Week 2: The PhD Process (Nicholas Gane and Nickie Charles)
This session will provide an overview of the process of moving through the key stages of developing
your PhD. At the beginning of your PhD you will have some of your ideas about what doing a PhD
involves and you will also hear a number of other ideas from other sources. In this session we shall
explore key aspects of the PhD process in order to outline both the key stages of the process as well
as to reflect on the need to reflect on your own experience as you embark on your PhD. We shall
also discuss the importance of developing your own specific record of your progress during the
various stages of your studies.
Essential Reading
Dunleavy, P. (2003). Authoring a PhD: How to Plan, Draft, Write, and Finish a Doctoral Thesis or
Dissertation. Basingstoke, Palgrave Macmillan, Chapters 2 and 3.
Becker, H. S. (1998). Tricks of the Trade: How to Think about Your Research While You're Doing It.
Chicago, University of Chicago Press, Chapters 1 and 2.
Further Reading
Phillips, E. M. and Pugh, D. S. (2010) How to Get a PhD: A Handbook for Students and their
Supervisors, 5th Edition, Buckingham, Open University Press.
Robson, C. (2011) Real World Research: A Resource for Social Scientists and Practitioner Researchers
3rd Edition Oxford: Wiley.
Week 3: Theories and Methods (Nicholas Gane)
This session will examine the role of theory and method in social science research. We will start by
reading a classic work in the field: C. Wright Mills’ The Sociological Imagination. This text offers a
provocation: that it is a mistake to think of theory or method as things that are somehow prior to, or
detached from, the world that we are trying to study. Mills says, instead, that we should start with
empirical ‘problems’ that raise questions for research, and in the face of these develop suitable
theories (and related concepts) and methods (and related research techniques) for their study. We
will ask whether Mills is right to take this position. You will be encouraged to reflect on the status of
theory and method in your own research, and to think about how these fit the research questions or
‘problems’ that you are seeking to address.
Essential Reading
Mills, C.W. (2000). The Sociological Imagination. Oxford: Oxford University Press. Look in particular
at Chapters 2 and 3 (‘Grand Theory’ and ‘Abstracted Empiricism’).
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Further Reading
Appelrouth, S. and Edles, L.D. (2011). Sociological Theory in the Contemporary Era : Text and
Readings. London: Sage.
Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.
Law, J. (2004). After Method: Mess in Social Science Research. London: Routledge.
Outhwaite, W. and Turner, S. (2007). The SAGE Handbook of Social Science Methodology. London:
Sage.
Week 4: Designing a research proposal (Nickie Charles)
This week we shall engage with the process of research design, something which remains important
throughout an academic career. We will ask what it is that makes a good proposal, how funding
proposals need to be crafted to be most persuasive, and what are the ingredients of a good upgrade
document which is the most immediate research proposal at this stage of your career. Examples of
real proposals will be looked at in order to draw out the way requirements of funding councils have
changed and the elements that are necessary for a successful bid. You will have a chance to discuss
how your research plans are developing and how to develop them into workable proposals.
Essential Reading
Blaikie, N (2010) Designing Social Research, Polity Press: Cambridge, chapters 2 and 3
Ritchie, J, Lewis, J, McNaughton Nicholls, C and Ormston, R (2014) Qualitative Research Practice: a
guide for social science students and researchers, 2nd edition, NatCen/Sage: London, chapter 3
Further Reading
Bell, J with Waters, J (2014) Doing your research project: a guide for first time researchers, Open
University Press: Buckingham
Cresswell, J W (2013) Research Design: qualitative, quantitative and mixed methods approaches, 4 th
edition, Sage: London
Letherby, G (2003) Feminist Research in Theory and Practice, Open University Press: Buckingham
Maxwell, J A (2013) Qualitative research design: an interactive approach, 3rd edition, Sage: London
LeCompte, M D and Schensul, J J (2010) Designing and conducting ethnographic research, AltaMira Press: Plymouth
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McNiff, J and Shitehead, J (2010) You and your action research project, 3rd edition, Routledge: London
Yin, R K (2014) Case study research: design and methods, 5th edition, Sage: London
Week 5: Data collection and data analysis (Nickie Charles)
There are many different methods of collecting and analysing data. Based on our collective
experience of undertaking research we shall explore these different methods and reflect on
their advantages and disadvantages. Examples of existing research will be used to illustrate
various ways of collecting and analysing data and you will have the chance to discuss your
own plans for data collection.
Essential reading
L. Blaxter, C. Hughes & M. Tight (2010) How to Research, 4th edition, Open University Press: Buckingham, chapters 7, 8 and 9
Ritchie, J, Lewis, J, McNaughton Nicholls, C and Ormston, R (2014) Qualitative Research Practice: a guide for social science students and researchers, 2nd edition, NatCen/Sage: London, chapters 8 and 9
Further reading
Davies, M and Hughes, N (2014) Doing a successful research project, Palgrave Macmillan:
Basingstoke
De Vaus, D (2014) Surveys in Social Research, 6th edition, Routledge: London
Punch, K F (2013) Introduction to Social Research: quantitative and qualitative approaches, Sage:
London
Sapsford, R and Jupp, V (2006) Data collection and analysis, 2nd edition, Sage: London
Week 6: Research Ethics (Amy Hinterberger)
Do ethics matter in research? What are the ethical standards of research practice given by
professional bodies and the University of Warwick? What about other ethical issues that not easily
addressed by consent forms and codes of practice? In this week, we will consider the relationship
between ethics and power in social sciences research. The session will cover practical aspects of
research ethics, as well as demonstrating that ethics is not just a ‘tick box’ exercise but rather part of
the politics of research.
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Essential Reading
Stark, Laura. Behind closed doors: IRBs and the making of ethical research . University of Chicago
Press, 2011. (Introduction and Chapter 2)
Professional Codes and Guidelines
University of Warwick, “Research Integrity”
https://www2.warwick.ac.uk/services/ris/research_integrity/researchethicscommittees/
ESRC Framework for Research Ethics (FRE) 2010 Updated September 2012:
http://www.esrc.ac.uk/_images/framework-for-research-ethics-09-12_tcm8-4586.pdf
American Sociological Association (1997) Code of Ethics (approved by ASA membership 1997)
http://www.asanet.org.members/ecoderev.htm
American Political Science Association (APSA) Ethical Guidelines in Political Science
http://www.apsanet.org/content_9350.cfm
British Sociological Association (BSA) Statement of Ethical Guidelines:
http://www.britsoc.co.uk/about/equality/statement-of-ethical-practice.aspx.
Further Reading
Homans, R. (1980) ‘The Ethics of Covert Methods,’ British Journal of Sociology 31 (1): 46-59.
Mauthner, M, et al (eds) (2002) Ethical Dilemmas in Qualitative Research. London: Sage.
Punch, M. (2008) ‘Politics and Ethics in Qualitative Research’, in N. Denzin and Y. Lincoln (Eds) The
Landscape of Qualitative Research. London: Sage.
Sin, C. H. (2005) ‘Seeking Informed Consent: Reflections on Research Practice,’ Sociology, 39 (2): 277-
294.
Wiles, R., Charles, V., Crow, G., & Heath, S. (2006). Researching researchers: lessons for research
ethics. Qualitative Research, 6(3), 283-299.
Week 7: The Craft of Academic Writing (Nicholas Gane)
In this session we shall initiate a discussion of the practice of academic writing. As you develop your
research project the question of writing will become more and more central to your everyday
practice. It is important, however, to think through the issue of how you write and how you can
develop your skills in writing for academic audiences. In this session we shall focus on discussing how
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you can further develop your academic writing skills throughout the various stages of your PhD. We
shall also discuss issues related to writing your PhD as well as some of the specific challenges
involved in writing for publication in academic journals or in books.
Essential Reading
Billig, M. (2013). Learn to Write Badly: How to Succeed in the Social Sciences. Cambridge: Cambridge
University Press, Chapters 3 and 4.
Becker, H. S. (1986). Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or
Article. Chicago, University of Chicago Press, 5 and 8.
Further Reading
Back, L. (2007). ‘Epilogue: The Craft’ in The Art of Listening. Oxford: Berg.
Bringer, J. D., et al. (2004). "Maximising Transparency in a Doctoral Thesis: The Complexities of Writing about the Use of QSR*NVIVO within a Grounded Theory Study." Qualitative Research 4(2): 247-265.
Duneier, M. and L. Back (2006). "Voices from the Sidewalk: Ethnography and Writing Race." Ethnic and Racial Studies 29(3): 543-565.
Evans, P. (2000). "Boundary Oscillations: Epistemological and Genre Transformation During the "Method" of Thesis Writing." International Journal of Social Research Methodology 3(4): 267-286.
Mills, C.W. (2000). ‘Appendix: On Intellectual Craftsmanship’ in The Sociological Imagination. Oxford: Oxford University Press.
Murray, R. (2009) Writing for Academic Journals, 2nd Edition, Buckingham, Open University Press.
Petre, M. and Rugg, G. (2010). The Unwritten Rules of PhD Research. Maidenhead: Open University Press. Especially Chapter 12 (‘The Process of Writing’).
Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago, University of Chicago Press.
Week 8: Situating Your Contribution (Nicholas Gane)
One of the defining features of doctoral research is that it makes an original contribution to
knowledge. In order to make such a contribution, however, it is first necessary to demonstrate a
detailed understanding of existing research in your field. This is often done through the construction
of a literature review, but even then there is a fine balance between engaging critically with the
work of others and producing a social-scientific analysis or understanding that, in itself, is new. The
question this raises, and which we will address through the course of this session, is how to situate
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your contribution in relation to the existing field. Again, you will be encouraged to reflect on how you
have done this/plan to do this within the context of your own research.
Essential Reading
For the purposes of this session we will take one of the most downloaded articles from the journal
Sociology to examine on how the author (Dhiraj Murthy) situates his own argument within broader
methodological and substantive fields.
Murthy, D. (2008). ‘Digital Ethnography: An Examination of the Use of New Technologies for Social
Research’. Sociology, 42, 5, pp.837-55.
Further Reading
Cryer, P. (1996). The Research Student's Guide to Success. Buckingham: Open University Press. See
Chapters 19 and 20 (‘Coming to Terms with Originality in Research’ and ‘Developing Ideas through
Critical Thinking’).
Fuller, S. (2009). The Sociology of Intellectual Life: The Career of the Mind in and Around Academy.
London: Sage. Especially Chapter 4 (‘The Improvisational Nature of Intellectual Life’).
Petre, M. and Rugg, G. (2010). The Unwritten Rules of PhD Research. Maidenhead: Open University
Press. Especially Chapters 3 and 9 (‘The Route to Independence’ and ‘Critical Thinking’).
Wallace, M. and Wray, A. (2011). Critical Reading and Writing for Postgraduates. London: Sage.
Especially Part One (‘Becoming a Critical Reader and Self-Critical Writer’).
On the related question of whether social science should be ‘value-free’ (something we will touch
upon through the course of this session), a good place to start is:
Gouldner, A. (1962). ‘Anti-Minotaur: The Myth of a Value-Free Sociology’. Social Problems, 9, 3,
pp.199-213.
Week 9: Power, politics and research (Khursheed Wadia)
Is (social) research a moral activity? Does it reflect the realities of our world? Does the knowledge
we produce make a difference - for the better? These are difficult questions to which we may not
find definitive answers. But it is worth looking at the political context in which we carry out research
and ask to what extent our efforts to reflect realities as they are and make a difference to our world
are constrained or facilitated by: rival conceptions about our discipline and how its boundaries
should be drawn; methodology disputes; institutional hierarchies (in the public university and
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private sector); competition between researchers; and the state funding of research. These are some
of the issues which will be discussed in this session. You will also be asked to think about the political
context, institutional and other factors which have influenced your choice of research topic, your
theoretical and methodological approach to it and whether you think your research should make a
difference and to whom.
Essential Reading
Martin, B. Information Liberation: Challenging the Corruptions of Information Power, London:
Freedom Press, Chapter 7.
Biesta, G., Kwiek, M., Locke, G., Martins, H., Masschelein, J., Papatsiba, V., Simons, M. and Zgaga, P.
(2009) ‘What is the Public Role of the University? A Proposal for a Public Research Agenda’,
European Educational Research Journal, 8(2): 249-254.
Further Reading
Barstow, S., Dunleavy, P. and Tinkler, J. (2014) The Impact of the Social Sciences: How Academics
and their Research Make a Difference, London: Sage.
Boyle, P., Smith, L., Cooper, N., Williams, K. and O’Connor, H. (2015) ‘Gender Balance: Women are
Funded More Fairly in Social Science’, Nature, 525: 181-183, http://www.nature.com/news/gender-
balance-women-are-funded-more-fairly-in-social-science-1.18310.
Krebs, R. and Wenk, S. (2005) ‘Disciplinary Barriers between the Social Sciences and Humanities.
Current debates about the construction of knowledge in the social sciences and humanities and the
impact of these on disciplinization in eight European countries’, Oldenburg: C. Ossietzky University,
http://www.york.ac.uk/res/researchintegration/ComparativeReports/Comparative_Report_Construc
tion_of_Knowledge.pdf.
Kwiek, M. (2013) Knowledge Production in European Universities: States, Markets and Academic
Entrepreneurialism, Frankfurt: Peter Lang, Chapter 1.
Reardon, S. (2014) ‘NIH to Probe Racial Disparity in Grant awards’, Nature, 512: 243,
http://www.nature.com/news/nih-to-probe-racial-disparity-in-grant-awards-1.15740 )
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Week 10: Your PhD Viva and Beyond (John Narayan)
It may seem very early in your PhD career to think about this, but what exactly are you working
towards? With this in mind, this session has two purposes: 1). To identify some practical steps that
will help you succeed in your PhD examination (known as a viva voce, or simply as a viva); 2). To
think about life beyond the PhD and, more specifically, how to move from a PhD into an academic
career. The aim of this session, in the first instance, is to address some of the common anxieties that
surround the viva. We will discuss how to prepare for this exam. We will also consider different
strategies for defending your thesis. Following this, we will turn our attention to the question of
employment by looking at the changing nature of the contemporary university. We will focus, in
particular, on new metrics for auditing research and publications in the UK, and will ask how these
are likely to impact upon those looking to pursue an academic career.
Essential Reading
Petre, M. and Rugg, G. (2010). The Unwritten Rules of PhD Research. Maidenhead: Open University Press. Especially Chapter 14 (‘The Viva’).
Burrows, R. (2012). ‘Living with the h-index? Metric Assemblages in the Contemporary Academy’. Sociological Review, 60, 2, pp.355-72.
Further Reading
On the PhD Viva:
Murray, R. (2009). How to Survive Your Viva: Defending a Thesis in an Oral Examination. Maidenhead: Open University Press.
Trafford, V. and Lesham, S. (2008). Stepping Stones to Achieving Your Doctorate: By Focusing on Your Viva from the Start. Maidenhead: Open University Press.
On life beyond your PhD:
Collini, S. (2012). What are Universities For? Harmondsworth: Penguin.
Kelly, A. and Burrows, R. (2011). ‘Measuring the Value of Sociology? Some Notes on Performative Metricization in the Contemporary Academy’. Sociological Review, 59, s2, pp.130-50.
Murray, R. (2009). Writing for Academic Journals. Maidenhead: Open University Press.
Roberts, L. (2006). After You Graduate: Finding and Getting Work You Will Enjoy. Maidenhead: Open University Press.
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Warwick ESRC Doctoral Training Centre
Philosophies of Social Science(IM908)
ESRC DTC Core ModuleModule Handbook
2015-16
Module Convenors
Dr Edward PageDepartment of Politics and International Studies (PAIS), E2.13 (Social Sciences),
[email protected] Hours: Tuesdays 1130-1330 & Thursdays 1100-1200
Dr Milena KremakovaInstitute for Employment Research (IER), C0.13 (Social Sciences),
[email protected] Hours: Mondays 3—4 pm or by appointment
Lecturers:Dr Milena Kremakova, IER, C0.13, [email protected]
Dr Edward Page, PAIS, E2.13, [email protected]
Professor Michael Saward, PAIS, D1.10 (Social Sciences), [email protected]
Seminar tutors:Dr Milena Kremakova, IER, C0.13, [email protected]
Dr Edward Page, PAIS, E2.13, [email protected]
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Introduction
This module introduces students to some of the standard methodological and theoretical problems posed by social inquiry. Many of the issues to be discussed relate to one key question: are the methods of the social sciences essentially the same or essentially different from those of the natural sciences? The topics to be addressed include: introduction to social research; questions in the philosophy of knowledge relating to science, realism, language and materials; objectivity in the social sciences; challenges to objectivity via standpoint epistemology; and the feminist and postmodern/postcolonial challenges to objectivity. Although the issues will be illustrated in specific texts, you are also encouraged to pursue parallel arguments in different sources from your own disciplines and across disciplines. The reading list is designed to encourage the consultation of diverse sources in order to identify common concerns and problems. There is 'Essential reading' for each session in order to provide a focus to discussion which all students are required to read in advance of each seminar. The ‘Further reading’ offers an opportunity to locate the topic in a wider context or to pursue more specialised aspects for essays.
Schedule
The lectures for Philosophies of Social Science will take place in the Humanities building on Tuesdays, 2—3pm, in room H0.60. Seminars will take place at 3-4 and 4-5pm in H0.60 (led by Ed Page and Milena Kremakova).
Topics Lecturer
Week 1 (Tues 6 Oct) Induction week: No lecture or seminar
Induction week: No lecture or seminar
Week 2 (Tues 13 Oct) Introduction: making sense of the social world
Milena Kremakova and Ed Page
Week 3 (Tues 20 Oct) Explanations in Social Science Ed Page
Week 4 (Tues 27 Oct) Rational choice theory, collective action, and game theory
Ed Page
Week 5 (Tues 3 Nov) Interpretation and understanding in social science
Milena kremakova
Week 6 (Tues 10 Nov) Reading Week / Presentation Week Ed Page and Mike Saward
Week 7 (Tues 17 Nov) Elements of Interpretation: constructivism and the performative
Michael Saward
Week 8 (Tues 24 Nov) Social theory from the margins: Social science in crisis?
Milena Kremakova
Week 9 (Tues 3 Dec) Making sense of bad science, weird science and denial: why do (smart) people believe weird things?
Ed Page
Week 10 (Tues 10 Dec) Making sense of suicide terror Ed Page and Milena Kremakova
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Background Readings
Benton, T. and Craib, I. (2001) Philosophy of Social Science (Basingstoke: Palgrave). Hollis, M. (1994) The Philosophy of Social Science (Colorado: Westview). Delanty, G. and Strydom, P. (2003) (eds) Philosophies of Social Science: The Classic and
Contemporary Readings (Maidenhead: Open University Press). Chalmers, A. F. (2000) What is this Thing Called Science? An Assessment of the Nature and
Status of Science and its Methods. Milton Keynes: Open University Press (available in several editions with supplementary chapters. Any edition is worth purchasing and reading as a whole).
Outhwaite, William (1987) New Philosophies of Social Science: Realism, Hermeneutics and Critical Theory, London: Macmillan.
These very useful and wide-ranging books are available from the bookshop or Amazon for around £15 and multiple copies are in the library. Benton and Craib is more accessible and fairly sociological, whereas Hollis’s book has a more philosophical orientation. Whilst both of these are textbooks, Delanty and Styrdom is essentially an anthology of short excerpts from classic texts in the philosophy of social science, but with the addition of a very useful introduction and linking discussions. Outhwaite is an excellent introduction to alternative approaches to the understanding of social science.
Other useful texts include the following (starred items are particularly useful):
*Chalmers, A. F. (2000) What is this Thing Called Science? An Assessment of the Nature and Status of Science and its Methods. Milton Keynes: Open University Press (available in several editions with supplementary chapters. Any edition is worth purchasing and reading as a whole).*Elster, J. (1989) Nuts and Bolts for the Social Sciences (Cambridge: CUP).Elster, J. (1989) The Cement of Society (New York: Cambridge University Press).*Elster, J. (2007) Explaining Social Behaviour: More Nuts and Bolts for the Social Sciences
(Cambridge: Cambridge University Press).Fay, B. (1996) Contemporary Philosophy of Social Science (Oxford: Blackwell).
Hay, C. (2002) Political Analysis (Basingstoke: Palgrave).*Hollis, M. and Smith, S. (1990) Explaining and Understanding International Relations (Oxford:
Clarendon)Hollis, M. (1996) Reason in Action: Essays in the Philosophy of Social Science (Cambridge:
Cambridge University Press).Kellstedt, P.A. and Whitten, G.D. (2008) The Fundamentals of Political Science Research
(Cambridge: Cambridge University Press).*Little, D. (1991) Varieties of Social Explanation : an introduction to the philosophy of social
science (Boulder: Westview). *Flyvbjerg, B. (2001) Making Social Science Matter: Why social inquiry fails and how it can
succeed again (Cambridge: Cambridge University Press).*Moses, J.W. and Knutsen, T.L. (2010) Ways of Knowing : Competing Methodologies in Social
Science (Basingstoke: Palgrave).Popper, K. (1991) The Poverty of Historicism (London: Routledge).Pratt, V. (1978) The Philosophy of the Social Sciences (London: Methuen).Root, M. (1993)
Philosophy of Social Science (Oxford: Blackwell).*Rosenberg, A. (1995) Philosophy of Social Science (Boulder: Westview).
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Week 2: Introduction: Making sense of the social world (Milena Kremakova and Ed Page)
“What are we doing when we attempt to study human social life in a systematic way?” (Benton and Craib 2001).
“If even in science there is no a way of judging a theory [but] by assessing the number, faith and vocal energy of its supporters, then this must be even more so in the social sciences: truth lies in power” (Lakatos 1978).
The very idea of a ‘social’ science implies two things. First, that it is somehow distinct from ‘natural’ science; second, that it is some sort of ‘science’. This leads to further questions. What is science? What is distinctive about social reality? Why is there such disagreement across the social sciences about how to study social reality? What can we know about social reality? In this introductory session, we discuss some of the contrasting approaches to studying the social world and chart the main debates across the social sciences based on assumptions of the nature of social reality (ontology) and what we can know about it (epistemology).
Seminar Questions:
1. How, if at all, is ‘social research’ different from other ways we can make sense of the social world?
2. In attempting to make sense of social phenomena, to what extent should we distinguish between explanations, understandings and interpretations?
3. What is ‘positivism’ - and what are its limitations? Is all science necessarily ‘positivist’? 4. What is the difference between deduction, induction, and retroduction? Is one of these
superior to the other two?5. What should the focus of the social sciences be the behaviour of large social groups and
associated institutions (holism) or the behaviour and characteristics of individual human agents (atomism)?
Essential Reading:
Hollis, M. (1994) The Philosophy of Social Science (Colorado: Westview), Ch.1,Ch.2,Ch.3.
Chalmers, A.F. (1982) ‘The Theory-Dependence of Observation’. Chapter 3 of What is this Thing Called Science? (2nd edition) Milton Keynes: Open University Press. Stanford Encyclopedia of Philosophy entry, ‘Theory and Observation in Science’: http://plato.stanford.edu/entries/science-theory-observation/
Further Reading:
Adorno, T. W. et al 1976. The Positivist Dispute in German Sociology (Heineman)
Benton, T & Craib, I. 2001. Philosophy of Social Science Basingstoke: Palgrave Macmillan, Ch.1.
Elster, J. (2007) Explaining Social Behaviour: More Nuts and Bolts for the Social Sciences (Cambridge: Cambridge University Press), Ch.1,3.
Hammersley, M. (1995). The Politics of Social Research. London: Sage.
Hay, C. (2002) Political Analysis (Basingstoke: Palgrave), Ch.2.
Hemple, C. (1965) Aspects of Scientific Explanation (New York: Free Press), essay 12.
Kemp, Steve 2007. ‘Concepts, Anomalies and Reality: A Response to Bloor and Feher,’ Studies in History and Philosophy of Science 38 (1): 241-253
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Kuhn, T.S. 1962. The Structure of Scientific Revolutions (U of Chicago Press)
Lakatos, I. 1978. 'Falsification and the methodology of scientific research programmes' in Collected Papers, Volume I (Cambridge UP)
Laudan, L. 1996. ‘“The Sins of the Fathers...”: Positivist Origins of Postpositivist Relativisms,’ Beyond Positivism and Relativism (Westview Press)
Laudan, L. 1989. ‘If It Ain't Broke, Don't Fix It,’ The British Journal for the Philosophy of Science 40 (3): 369-375
Popper, Karl 1963. Conjectures and Refutations (Routledge and Kegan Paul) Chs 3, 10.Rosenberg, A. (1998) Philosophy of Social Science. 2nd Edition. Boulder, CO: Westview Press, Ch.1
(pp.1-27).
Winch, P. 1976. The Idea of a Social Science (Routledge and Kegan Paul).
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Week 3: Explanations in Social Science I (Ed Page and Milena Kremakova)
‘In the long run it is the theory that is supported by the successful explanations it generates, not the other way around (Elster 2007: 20).
‘To explain a social fact it is not enough to show the cause on which it depends; we must also, at least in most cases, show its function in the establishment of social order’ (Durkheim 1950: 97).
‘A rational agent’s gotta do what a rational agent’s gotta do!’ (Hollis 1996:60).
In this week, we take a closer look at some prominent theories of social science explanation. Explanatory approaches make sense of social facts, events, and states-of-affairs in terms of how they result from other social facts, events, and states-of-affairs. Such theories can be separated into those that work at the level of the group or society (holist accounts) and those that work at the level of the individual agent or organism (artomist accounts). After exploring the concept of explanation, we explore holist accounts of explanation - such as functionalism and structuralism - make sense of a wide range of social phenomena including social conflict and social cooperation.
Seminar questions:1. What is the basic structure of an explanation?
2. What grounds may be used to support an explanation
3. Are all holist explanations causal explanations?
4. What are the core assumptions of functionalist and structuralist explanations of social
phenomena? Are they defensible?
Essential Reading:Elster, J. (2007) Explaining Social Behaviour: More Nuts and Bolts of the Social Sciences
(Cambridge: CUP), Ch.1 (pp.9-31).
Little, Ch.5, ‘Functional and Structural Explanation’, pp.90-113.
Hollis, M. (1994) 'Systems and Functions', in The Philosophy of Social Science (Cambridge: CUP), 94-114.
Further reading:Dore, R.P. (1973) ‘Function and Cause’, in A. Ryan (ed) The Philosophy of Social Explanation
(Oxford: OUP), pp.65-81.
Durkheim, (1950[1895]) The Rules of Sociological Method. Translated by S. A. Solovay and J. H. Mueller. New York: The Free Press.
Gould, S.J. and Lewontin, R.C. (1979) ‘The spandrels of San Marco and the panglossian paradigm: a critique of the adaptationist programme’, Proceedings of the Royal Society of London 205 (1161): 581-598.
Kellstadt and Whitten (2008), ‘Evaluating causal relationships’, in The Fundamentals of Political Science Research (Cambridge: Cambridge University Press), pp.45-66.
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Marx, K. (1977) Preface to The Critique of Political Economy, in D. McLellan (ed) Karl Marx’s Selected Writings (Oxford: OUP), pp.388-90, available electronically here https://www.marxists.org/archive/marx/works/1859/critique-pol-economy/preface.htm
Radcliffe-Brown, A.R. (1952) Structure and Function in Primitive Society (New York: Free Press), pp.133-211.
Root (1993) Ch.4, ‘Functional theories in sociology and biology’, 78-99.
Rosenberg (1995) Ch. 5, ‘Functionalism and Macrosocial science’, pp.124-152.
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Week 4: Explanations in Social Science II: rational choice, collective action and game theory (Ed Page)
‘In the long run it is the theory that is supported by the successful explanations it generates, not the other way around (Elster 2007: 20).
‘To explain a social fact it is not enough to show the cause on which it depends; we must also, at least in most cases, show its function in the establishment of social order’ (Durkheim 1950: 97).
‘A rational agent’s gotta do what a rational agent’s gotta do!’ (Hollis 1996:60).
This week, we take a closer look at a prominent set of ‘atomistic’ theories of social science explanation. Such approaches make sense of social facts, events, and states-of-affairs in terms of how they result from the aggregated effects of individual agents. After further exploring the concept of explanation in terms of different forms of inference, we explore atomist accounts of explanation - such as rational choice, collective action and game theory - make sense of a wide range of social phenomena including social conflict, social cooperation, and environmental degradation.
Seminar questions:1. Sometimes people fail to satisfy the conditions of ‘rational action’. Is this a problem for the
theory or a problem for the people?2. What is a ‘tragedy of the commons’? To what extent can such tragedies be avoided?3. What are the implications of game theory for our understanding of global climate change
and other environmental problems?
Essential Reading:Hollis, M. (1994) 'Games with rational agents', The Philosophy of Social Science (Cambridge:
Cambridge University Press), pp.115-41.
Little, D. (1991) 'Rational Choice Theory', Varieties of Social Explanation (Colorado: Westview), pp.39-67.
Hardin, G. (1968) ‘The Tragedy of the Commons’, Science, 162, 3859, pp.1243-48.
Further reading:Axelrod, R. (1997) The Complexity of Cooperation: agent-based models of competition and
collaboration (Princeton: Princeton University Press), pp. 3-29.
Benton and Craib, Ch. 4.
Binmore, K. (2007) Game Theory: A very Short Introduction (Oxford: OUP).
Brams, S. (2000) ‘Game theory: pitfalls and opportunities in applying it to international relations’, International Studies Perspectives, 1(3), pp.221-232.
Dawkins, R. (1989) The Selfish Gene (2nd edition) (Oxford: OUP).
Elster J. (1990) ‘When Rationality Fails’ in Karen S. Cook and M. Levi, The Limits of Rationality (Chicago: Chicago University Press), pp. 19-59.
Gardiner, S. (2001) The Real Tragedy of the Commons, Philosophy and Public Affairs, 30(4), pp.387-41.
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Hardin, G. (1998) ‘Extensions of "The Tragedy of the Commons’, Science 280(5364): 682-83, 1 May.
Hargreaves, S. Hollis, M., Lyons, B., Sugden, R. Weale, A. (1992) The Theory of Choice: A Critical Guide (Oxford: Blackwell), Ch. 1, 3.
Hargreaves, S.P. and Varoufakis, Y (1995) Game Theory: A Critical Introduction (electronic) (London: Routledge), pp.1-40.
Hindmoor, A. (2006) Rational Choice (New York: Palgrave).
Hollis and Smith, ‘The Games Nations Play (2)’, Explaining and Understanding International Relations, pp.171-95.
Hollis, M. (1996) ‘The Ant and the Grasshopper’ and ‘A rational agent’s gotta do what a rational agent’s gotta do!’, in Reason in Action (Cambridge: CUP), pp.60-1; 80-87.
Hollis, Reason in Action, Ch.2, 3 and 5.
Kahneman, D. and Tversky, A. Judgement under Uncertainty: Heuristics and Biases (Cambridge: Cambridge University Press), pp. 3-20.
Little, Ch.3, ‘Rational Choice Theory’, pp. 39-67.
Olson, C. (1965) The Logic of Collective Action (Cambridge, MA: Harvard University Press).
Osbourne, M.J. (2004) An Introduction to Game Theory (New York: OUP).
Oström, E. (1992) ‘Covenants with and without the sword: Self-governance is possible’, The American Political Science Review, 86(2), pp.404-17.
Oström, E., Burger, J., Field, C.B., Norgaard, R.B., and Policansky, ‘Revisiting the commons: local lessons, global challenges’, Science, 284, 9 April 1999, pp.278-82.
Root (1993) Ch5, ‘Rational choice theories in positive and normative economics’, pp.100-23.
Rosenberg (1995) Ch. 6, ‘Individualism’s Invisible Hands’, pp. 153-87.
Schelling, T. (1960) The Strategy of Conflict (Cambridge, MA: Harvard University Press), Ch.1 (pp.3-20) and Ch. 10 (pp.230-54).
Sen, A. (1982) ‘Rational Fools: A Critique of the Behavioural Foundations of Economic Theory’ in his Choice, Welfare and Measurement (Oxford: Blackwell).
Stone, R.W. (2001) ‘The use and abuse of game theory in international relations’, Journal of Conflict Resolution 45(2), pp.216-44.
Ward, H. (2005) ‘Rational Choice’ in D.Marsh and G.Stoker (eds) Theory and Methods in Political Science (Basingstoke: Macmillan), Ch.3.
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Week 5 Interpretation and understanding in social science (Milena Kremakova)
‘Is the meaning of others’ behaviour what they mean by it? (Fay 1996: 136)In this session, we discuss alternatives to positivist social science: interpretative approaches which distinguish it from natural science, and critical realism which seeks the middle ground between rationalism and interpretativism. Interpre(ta)tive sociologies have their origins in the neo-Kantian critique of sociological positivism and economic deretminism in the social sciences. The umbrella term ‘intpretativism’ (German: verstehende Soziologie, from ‘verstehen’: understand, comprehend) includes a range of very different approaches which are unified by the argument that, unlike natural science which studies a domain of objects lacking intrinsic meaning, the meanings and understandings of actors play a central part for social science. Interpretative social scientists see social science as intertwined with the reality which it studies. They see the social and cultural world as a milieu of meaning, are especially interested in those elements of reality which are conflicting or contested by different societal agents. Examples of authors in the interpretative tradition include Max Weber, Georg Simmel, Alfred Schütz, Peter Berger and Thomas Luckmann, Peter Winch, Howard Becker, Claude Levi-Strauss and others.In turn, Realism, notably a strand of it known as Critical Realism, seeks a middle ground between positivism and interpretivism. Critical Realism seeks to provide a theoretical underpinning for social science that has stressed its affinities with the natural sciences without losing the grasp on interpretation of meanings. Critical realists acknowledge that the existence of human agency and the limited possibilities for experiment in social science make it difficult to locate and identify these structures. In this session, we discuss realist arguments, on the example to a debate between Andrew Sayer and John Holmwood about the relationship between capitalist and bureaucratic structures, on the one hand, and gender structures, on the other.
Seminar questions
1. Are there aspects of social life which are not socially constructed? What are they?
2. Is it possible to incorporate a concern with actors’ meanings while still allowing that there are
causes operating in the social world?
3. Can social action be explained as rule following?
4. Is ‘Verstehen’ a form of ‘empathetic’ understanding, or something else?
4. Are realists correct that experiments cannot be a key tool for social science? Are there
alternatives to experiment that social science can employ?
5. How persuasive is Holmwood’s critique of Sayer?
Essential Reading:
[Good all-round summary] Benton, T & Craib, I. 2001. Philosophy of Social Science. Basingstoke: Palgrave Macmillan, Ch.5.
[Interpretivism] Berger, P. and T Luckmann, 1966. The Social Construction of Reality (Anchor), ch. 1 (a PDF of the whole book is available online here: http://perflensburg.se/Berger%20social-construction-of-reality.pdf)
[Critical Realism] Sayer, Andrew 2000. ‘System, Lifeworld and Gender: Associational versus Counterfactual Thinking,’ Sociology 34 (4): 705-725.
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Further Reading:
Good general treatments of 'hermeneutics' or 'interpretative' social inquiry are:
Benton and Craib, ‘Rationality as rule-following’, Chapter 6, pp.93-106.Berger, P. L. (1963) Invitation To Sociology: A Humanistic Perspective. (chapter 1 is available online here http://www.sociosite.net/topics/texts/berger.pdf)
Outhwaite, W. 1975. Understanding Social Life: the Method Called Verstehen (Allen and Unwin) Chs 2, 5, 6
David, M. (2010) Methods of Interpretive Sociology (SAGE Benchmarks in Social Research Methods), SAGE (ch.1 which has a historical timeline of interpretative approaches is available online here http://uk.sagepub.com/sites/default/files/upm-binaries/35377_Davidvolume_1.pdf
Delanty, G. and Strydom, P. (2003) (eds) Philosophies of Social Science: The Classic and Contemporary Readings, texts from Dilthey, Simmel, Winch, Gadamer and Ricoeur (pp.99-181).
Fay, B. (1996) Ch.7, ‘Is the meaning of others’ behaviour what they mean by it? Contemporary Philosophy of Social Science (Oxford: Blackwell).
Gadamer, H-G 1986. ‘The Historicity of Understanding’ in K. Mueller-Vollmer (ed) The Hermeneutics Reader. Oxford: Blackwell.
Hay, C. (2002) Political Analysis (Basingstoke: Palgrave), pp.216-250.Hollis, ‘Understanding Social Action’ (pp.142-162) and ‘Self and Roles’ (163-182).MacIntyre, A. ‘The idea of a social science’, in A. Ryan (ed) The Philosophy of Social Explanation,
pp.15-32.Mottier, Veronique. 2005. The interpretive turn: history, memory and storage in qualitative
research. Forum: Qualitative social research, vol.6, No.2, May 2005. Available online here: http://www.qualitative-research.net/index.php/fqs/article/view/456/972.
Rosenberg, Ch. 4, ‘Interpretation’, pp.90-123.Warnke, G. 1987. Gadamer: Hermeneutics, Tradition and Reason. Oxford: PolityWeber, M. 1922. ‘Science as a Vocation’. (Wissenschaft als Beruf, ‘from GesammlteAufsaetze
zur Wissenschaftslehre’ (Tubingen, 1922), pp.524‐55. Originally delivered as a speech at MunichUniversity, 1918. English translation available online here: http://www.wisdom.weizmann.ac.il/~oded/X/WeberScienceVocation.pdf
Weber, Max The Nature of Social Action in Runciman, W.G. 'Weber: Selections in Translation' Cambridge University Press, 1991. p7.Winch, P. (1990 [1958]) The Idea of a Social Science and its relation to philosophy, (electronic) (2nd edition) (London: Routledge), Ch.1, pp.1-39 (see also Winch, P. 1974. ‘The idea of a social science’ in B.R. Wilson (ed) Rationality, Oxford: Blackwell).
In the conservatism of interpretation, and a critique of that position, see:
Habermas, J. 1970. 'On systematically distorted communication' Inquiry 13 (3)Gadamer, H-G 1976. 'On the scope and function of reflection' in Philosophical Hermeneutics (U
of California Press)Gadamer, H-G 1986. 'Rhetoric, hermeneutics and the critique of ideology' in K. Mueller-Vollmer
(ed) The Hermeneutics Reader (Blackwell)
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Outhwaite, W. 1987. New Philosophies of Social Science: Realism, Hermeneutics and Critical Theory (Macmillan) Chs 4, 5
On Critical Realism, see:Archer, M. 1996. ‘Social integration and system integration: developing the distinction,’ Sociology
30 (4): 679-699.Collier, A. 1994. ‘Experiment and Depth Realism’ in Critical realism: An Introduction to Roy
Bhaskar’s Philosophy (Verso)
[Critical Realism] Holmwood, John 2001. ‘Gender and Critical Realism: A Critique of Sayer,’ Sociology 35 (4): 947-965.
For criticisms of ‘Critical Realism’ in social science see:
Kemp, S. 2005. ‘Critical Realism and the Limits of Philosophy,’ European Journal of Social Theory 8 (2): 171-191
King, A. 1999. ‘The Impossibility of Naturalism: The Antinomies of Bhaskar’s Realism,’ Journal for the Theory of Social Behaviour, 29 (3).
‘Critical realism’ has had considerable impact in economics and management. See:
Fleetwood, S. and S Ackroyd 2004. Critical Realist Applications in Organisation and Management Studies (Routledge)
Lawson, T. 1997. Economics and Reality (Routledge)Reed, M. 2005. 'Reflections on the ‘Realist Turn’ in Organization and Management Studies',
Journal of Management Studies, 42 (8): 1621-1644.
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Week 6:Reading Week / Presentation Week
In this week, students will be encouraged to give presentations in groups that explore the ontological, epistemological, and methodological debates raised in the module so far for the conduct of research in their disciplines and sub-disciplines. Groups will be assigned in the first two weeks of the module and presentations will also be welcome that bring together a range of disciplinary accounts of a common methodology or theoretical framework such as discourse analysis, game theory, or critical theory.
The session will run 2-3pm in H0.60 and will be for all students (the 3pm and 4pm seminars will be replaced by this session).
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Week 7: Elements of Interpretation: constructivism and the performative (Michael Saward)
“Do our writings and our utterances reflect or describe the world, or do they intervene in it? Do they, perhaps, help to make it? (Loxley 2007).
“To say that ‘representation means this’, pointing to a specific instance or practice, is not the most interesting or important point to make about representation. It is less about pinning down meaning, more about asking how meanings are generated and contested; or … how something absent is rendered as present” (Saward 2010).
A number of approaches in the philosophy of social sciences have stressed the importance of interpreting meanings from social or cultural contexts, including phenomenology, ethnomethodology, constructivism and performativity. In this session, we will focus in particular on the latter two, though many core elements of them derive from the former two. The concept of representation – a critical notion in politics, culture, and other domains – will be used as a case study, specifically Saward’s departure from (a) representation as a social and political feature with a context-independent meaning and reference to (b) a view of representation as a performatively produced social construction.
Seminar Questions:
1. What does it mean to say that a social phenomenon might be ‘socially constructed’? 2. What conceptions of language, discourse, and culture are at play in constructivist thinking?3. How can social phenomena, such as gender in the work of Butler, be understood as
performatively produced?4. What are the main strengths and weaknesses of constructivist and performative approaches?
Essential Reading:
Hacking, I. 2000. The Social Construction of What? (Harvard University Press), ch.1 Lynch, M. 1998. ‘Towards a Constructivist Genealogy of Social Constructivism’, in I. Velody and R.
Williams (eds), The Politics of Constructionism (Sage)Loxley, J. 2007. Performativity (Routledge),esp. ch.6.Saward, M. 2010. The Representative Claim (Oxford University Press), chs. 1 & 2.
Further Reading:
Austin, J.L. 1975. How To Do Things With Words (2nd edn) (Clarendon Press)Brassett, J. and C. Clarke. 2012. ‘Performing the Sub-Prime Crisis: Trauma and the Financial
Event’. Political Sociology 6 (1): 4-20.Butler, J. 1990. ‘Performative Acts and Gender Constitution’, in S. Case (ed) Performing
Feminisms: Feminist Critical Theory and Theatre (Johns Hopkins University Press).Butler, J. 1999. Gender Trouble: Feminism and the Subversion of Identity (Routledge)Butler, J. 2010. ‘Performative Agency’, in Journal of Cultural Economy 3 (2): 147-161.Callon, M. 2010. ‘Performativity, Misfires and Politics’, in Journal of Cultural Economy 3 (2): 163-
169.Collins, R. 1994. ‘The Microinteractionist Tradition’, in Four Sociological Traditions (Oxford
University Press), final chapter.Schaap, A., S. Thompson, L. Disch, D. Castiglione and M. Saward. 2012. ‘Critical Exchange on
Michael Saward’s The Representative Claim’, in Contemporary Political Theory 11: 109–127.Rosenberg, A. 2012. Philosophy of Social Science (4th edition) (Westview Press), ch.7.
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Week 8: Social theory from the margins: Social science in crisis? (Milena Kremakova)
This session will examine three main alternative politics of knowledge production which challenge the status quo: Marxist, feminist and postcolonial. Marx identified the proletariat as a ‘universal class’ that carried with it the principle for transformation of capitalist modernity and the realisation of a more just, communist society. The ‘standpoint of the proletariat’ was argued to be the basis of social criticism and social transformation. Later on, feminist scholars developed this idea into a ‘feminist standpoint’ position. Postcolonial theory situated the subject in the margins of history from where the subaltern subject tried to speak but was often not heard. We shall discuss how dominant discourses of legitimate knowledge by marginalising ‘other’ sources of knowledge. This lecture will look at this model of social criticism and assess the implications of these marginalised theories for ideas of objectivity. It will also explore the claim that the social sciences are facing an empirical crisis, and if so what might be done in response.
Seminar Questions:1. How do marginalised figures (the proletariat, the woman, the subaltern) become the point
of view from which criticism can be made? Is it fruitful to rethink academic disciplines from these alternative standpoints?
2. Can social research be independent of political values and influences? Can the Marxist, feminist or postcolonial critic avoid replicating that which is being criticised as imperial or colonial in the first place?
3. Why do Savage and Burrows say that contemporary social science is in crisis? Can any of the above strands of social science respond to this crisis?
4. Is it true that many of methodological tasks once performed by the social sciences are now performed better by commercial agencies situated outside of the academy?
Essential Reading:
[Marxism] Lukacs, Georg 1968. ‘The Standpoint of the Proletariat’ in History and Class Consciousness: Studies in Marxist Dialectics. London: Merlin Press.
[Feminism] Harding, Sandra 1991. ‘”Strong objectivity” and socially situated knowledge’ in Whose Science? Whose Knowledge: Thinking from Women’s Lives, Ithaca: Cornell University Press.
[Postcolonialism] Spivak, Gayatri C. 1998. ‘Can the Subaltern Speak?’ in Cary Nelson and Lawrence Grossberg (eds.) Marxism and the Interpretation of Culture (University of Illinois Press).
[Social science in crisis?] Savage, Mike and Burrows, Roger 2009. ‘Some Further Reflections on the Coming Crisis of Empirical Sociology’. Sociology, 43, 4, pp.762-772.
Further Reading:
On MarxismAlthusser, Louis 1969. ‘Contradiction and Over-Determination’ in For Marx translated by Ben
Brewster. London: Penguin Press.Althusser, Louis 1970. ‘From Capital to Marx’s philosophy’ in L. Althusser, E. Balibar Reading
Capital (New Left Books)Hammersley, M. 2000. Taking Sides in Social Research: Essays on Partisanship and Bias
(Routledge) Ch 1Holmwood, John and Alexander Stewart 1983. ‘The Role of Contradictions in Modern
Theories of Social Stratification’, Sociology 17 (2): 234-54.
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Marx, Karl 1987 [1845]. The German Ideology: Introduction to a Critique of Political Economy. London: Lawrence & Wishart Ltd.
Pels, D. 1998. ‘The Proletarian as Stranger’ History of the Human Sci 11 (1): 49-72.
On Feminism:Grosz, E. 1986. ‘What is feminist theory?’ in C, Pateman, E Gross (eds) Feminist Challenges
(Allen and Unwin).Hawkesworth, M. 1989. ‘Knower, knowing, known: feminist theory and claims of truth’ Signs
14 (3).Harding, S. 2004. The Feminist Standpoint Theory Reader: Intellectual and Political
Controversies. London: Routledge.Hartsock, N. 1988. ‘The feminist standpoint: developing the ground for a specifically feminist
historical materialism’ in S. Harding (ed) Feminism and Methodology OUPSpivak, G. C. 1996. ‘Subaltern Studies Deconstructing Historiography’ in D. Landry & G.
MacLean (eds) The Spivak Reader: Selected Works of Gayatri Chakravorty Spivak (Routledge).
Stanley, L. and S. Wise 1993 Breaking Out Again: Feminist Ontology and Epistemology (Routledge).
On Postcolonialism:Harding, S. Whose Science? Whose Knowledge? Ch 5Du Bois, WEB 1903. The Souls of Black Folk. Various imprintsLemert, C. 1994. 'Dark thoughts about the self' in C. Calhoun (ed) Social Theory and the
Politics of Identity (Blackwell)Collins, Patricia Hill 1990. Black Feminist Thought: Knowledge, Consciousness, and the Politics
of Empowerment. Boston: Unwin Hyman.Holmwood, John 1995. ‘Feminism and Epistemology: What Kind of Successor Science?’,
Sociology 29(3): 411-428.Phillips, A. 1992. 'Universal pretensions in political thought' in M. Barrett, A. Philips (eds)
Destabilising Theory: Contemporary Feminist Debates (Polity)Mohanty, Chandra T. 1988. ‘Under Western Eyes: Feminist Scholarship and Colonial
Discourses’ Feminist Review Autumn 30: 61-88
On the debate about the crisis in sociologyHolmwood, John 2010. ‘Sociology’s Misfortune: Disciplinarity, Interdisciplinarity and the
Impact of Audit Culture’. The British Journal of Sociology. 61, 4, pp.639-658.Holmwood, John and Scott, Scott 2007. ‘Editorial Foreword: Sociology and its Public Face(s)’.
Sociology, 41, 5, pp.779-783.Crompton, Rosemary 2008. ’Forty Years of Sociology’. Sociology, 42, 6, pp.1218-27.Webber, Richard 2009. ‘Response to “The Coming Crisis of Empirical Sociology”: An Outline of
the Research Potential of Administrative and Transactional Data’. Sociology, 43, 1,pp.169–78.Gane, Nicholas 2011. ‘Measure, Value and the Current Crises of Sociology’, Sociological
Review, 58, s2, December, pp.151-73.Burrows, Roger and Gane, Nicholas 2006. ‘Geodemographics, Software and Class’, Sociology,
40, 5, pp.793-812.Thrift, Nigel 2005. Knowing Capitalism. London: Sage.
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Week 9: Weird science, bad science, and denial (Ed Page)
‘Smart people believe weird things because they are skilled at defending beliefs they arrived at for non-smart reasons’ (Shermer 2007: 283).
Here we explore the limits of science and the phenomenon of denial. ‘Conspiracies of silence’, ‘political spin’, ‘being economical with the truth’, ‘turning a blind eye’, ‘seeing what you want to see’, ‘selective memory’: scholars across the social sciences have been exercised by how and why individuals, firms, and governments frequently assert that something didn’t happen, does not exist, or is not true despite being aware that these things happened, did exist, and are known about (Cohen 2001). Is the explanation for such denial a matter of psychology, pathology, culture, or political science?
Seminar Questions
1. What is the difference between contesting a social fact, interpretation, or implication?2. What are the arguments of those who deny evolution or the Holocaust? To what extent do
they presuppose the rejection of ‘sound-science’?3. Why do (smart) people believe weird things?4. Should all ideas and points of view, even those that are demonstrably false, be tolerated in a
free society?
Essential Reading
Shermer, M. (2014) ‘Why people believe weird things: excerpt’: (http://www.michaelshermer.com/weird-things/excerpt/).
Cohen, S. (2001) States of Denial: Knowing About Atrocities and Suffering (Cambridge: Polity), Ch.1,2,3.
Oreskes, N. and Conway, E. (2010) ‘What’s Bad Science? Who Decides?’, in Merchants of Doubt (New York: Bloomsbury), pp.136-68.
Further Reading: denial, conspiracy and memoryBrockman, J. (ed) (2006) Intelligent Thought: Science Versus the Intelligent Design Movement
(New York: Vintage Books) (see especially articles by Coyne, Dennett, Attran and Kauffman; and the Appendix on the judgment in the Kitzmiller vs. Dover Area School District case (223-56).
Fine, R. and C. Turner (eds) (2000) Social Theory after the Holocaust , Liverpool University Press, esp. ch.2, Hannah Arendt: Politics And Understanding After The Holocaust, by Robert Fine (chapter 2 available online here: http://www2.warwick.ac.uk/fac/soc/sociology/staff/emeritus/robertfine/home/teachingmaterial/sociologyofholocaust/ch2_fine_in_fine_and_turner_holocaust.pdf)
Gilbert, D.T., Tafarodi, R.W. and Malone, P.S. (1993) ‘You Can’t Not Believe Everything You Read’, Journal of Personality and Social Psychology 65(2), pp.221-33.
Goldacre, B. (2009) ‘Why clever people believe stupid things’, Bad Science (London: Harper Perennial), pp.242-55.
Halbwachs, M. (1992[1925]) The Social Frameworks of Memory, in Lewis A. Coser (ed.), Halbwachs on Collective Memory (Chicago: University of Chicago Press), pp. 37-40, 74-83.
Lipstadt, D. (1993) ‘The Antecedents’, in Denying the Holocaust: The Growing Assault on Truth and Memory (London: Penguin), pp.31-47.
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Lipstadt, D. (2005) History on Trial (New York: Harper Perennial).
McGrath, A. (2005) ‘Proof and Faith’, in Dawkins’ God: Genes, Memes, and the Meaning of Life (Oxford: Blackwell), pp.82-118.
Monbiot, G. (2008) ‘A Crusade Against Science’, Guardian (G2), 22 July 2008, pp7-11.
Monbiot, G. (2006) ‘The Denial Industry’, in Heat: How to Stop the Planet Burning (London: Penguin), pp.20-42.
Neisser, U. and Fivush, Robyn (1994) The Remembering Self: Construction and Accuracy in the Self-Narrative (Cambridge: Cambridge University Press). Available as e-book at http://webcat.warwick.ac.uk/record=b2524232~S1
Oreskes, N. and Conway, E. (2010) ‘The Denial of Global Warming’, in Merchants of Doubt (New York: Bloomsbury), pp.169-215.
Oreskes, N. and Conway, E. (2010) ‘What’s Bad Science? Who Decides?’, in Merchants of Doubt (New York: Bloomsbury), pp.136-68.
Shermer, M. (2007) Why People Believe Weird Things: Pseudoscience, Superstition, and Other Confusions of Our Time (New York: Souvenir Press).
Shermer, M. and Grobman, A. (2002) Denying History: Who says the holocaust never happened and why do they say it? (Berkeley: University of California Press).
Shermer, M. (2006) ’Science Under Attack’, in Why Darwin Matters: The Case Against Intelligent Design (New York: Henry Holt & Company), pp.89-105.
Zerubavel, E. (2004) Time maps: collective memory and the social shape of the past. (Chicago: University of Chicago Press).
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Week 10: Making sense of suicide terror (Ed Page and Milena Kremakova)
‘Imagine a situation in which choosing to blow yourself up along with dozens of other people seems like a great idea. How bad must your life be if you think that it is better to be a sacrifice than to live, have a family, and be a productive member of society. Imagine what goes through the minds of people right before they become suicide bombers. Are they scared, are they angry, do they fully understand what they are about to do?’ (Bloom 2005: 1).
This week, we take a closer look at a social phenomenon that raises profound questions for theories of explanation and interpretation: suicide terror. Researchers from a range of social science disciplines have attempted to explain, understand, and interpret suicide missions. Brainwashing, poverty, kin selection, pathology, organisation theory, coercion, cultural and game theory have all been used in this context and yet a sophisticated theory of suicide terror has yet to emerge. Here we explore a closer look at the nature, scope and historical antecedents of suicide terror in order to test the explanatory and interpretive power of alternative theories of social life.
Seminar Questions
1. Do suicide bombers fully understand what they are about to do?Is ‘dying to kill’ ever be reasonable or rational?
2. What is the role of terrorist organizations in the execution of suicide missions?3. To what extent can evolutionary psychology explain the behaviour of suicide bombers and
the organisations to which they belong? Essential Reading
Atran, S. (2003) ‘The Genesis of Suicide Terrorism’, Science 299, pp.1534-39.
Elster, J. (2005) ‘Motivations and Beliefs in Suicide Missions’, in D. Gambetta (ed) Making Sense of Suicide Missions (Oxford: Oxford University Press), pp.233-58.
Moghadam, A. (2006) ‘The Roots of Suicide Terrorism’, in A. Pedahzur (ed) (2006) Root Causes of Suicide Terrorism: The Globalization of Martyrdom (London: Routledge), pp.81-107.
Further reading
Bjorgo, T. (ed) (2005) Root Causes of Terrorism: Myths, Realities and Ways Forward (London: Routledge) (especially chapters by Ahmed and Merari).
Bloom, Mia (2005) Dying To Kill: The Allure of Suicide Terror (New York: Columbia University Press), Ch.4 (pp.76-105).
Elster, J. (2005) ‘Motivations and Beliefs in Suicide Missions’, in D. Gambetta (ed) Making Sense of Suicide Missions (Oxford: OUP), pp.233-58.
Gambetta, D. (ed) (2005) Making Sense of Suicide Missions (Oxford: Oxford University Press), pp.259-99.
Hafez, M.M. (2006) Manufacturing Human Bombs: The Making of Palestinian Suicide Bombers (Washington, DC: United States Institute of Peace Press).
Margalit, A. (2003) ‘The Suicide Bombers’, The New York Review of Books 50(1), pp.1-8. http://www.nybooks.com/articles/15979.
Moghadam, A. (2006) ‘Suicide Terrorism, Occupation, and Globalization of Martyrdom’, Studies in Conflict and Terrorism 29, pp.707-29.
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Moghadam, A. (2006) ‘The Roots of Suicide Terrorism: A multi-causal approach’, in A.Pedahzur (ed) (2006) Root Causes of Suicide Terrorism: The Globalization of Martyrdom (London: Routledge), pp.81-107.
Pape, R.A. (2006) Dying to Win: The Strategic Logic of Suicide Terrorism (New York: Random House).
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Warwick ESRC Doctoral Training Centre
Qualitative Research Methods(IM908)
ESRC DTC Core ModuleModule Handbook
2015-16
Module Convenor
Davide Nicolini,
Room R3.23 (Ramphal, until Xmas 2015 only)
Email: [email protected]
Phone: +44 (0)24 7652 4282
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Introduction
The module aims to address the practical, analytic and intellectual questions related to the collection and analysis of qualitative data. It will alternate taught sessions on the principles, practicalities and issue of using a specific methods with the practical use of the method. In other words, we will practically ‘have a go at’ different qualitative research methods. At the same time, we will reflect upon theoretical issues relating to the practice of doing qualitative research.
The module will position you as qualitative researchers so that the learning will be directly relevant to your future research. This means that the responsibility to carry out the required activity and to solve the inevitable issues that will likely arise sit firmly with you. This will allow you to decide whether this approach –and possibly this career, is right for you. One topic will be addressed per week. The lectures will be delivered by members of the Social Science Faculty, each of whom supplied a list of pre –readings and recommended sources. There is no single recommended core text.
At the end of the module you should expect:
To understand what are the available options for conducting a “qualitative” piece of social research and how this orientation differs from other traditions.
To have gained some understanding and first-hand experience of the different ways to collect and analyse qualitative data.
To understand what are (some of) the affordances, challenges and issues associated with each method so that you can make an informed choice when designing your own PhD project.
Assessment
The module is assessed via a 3000 word essay assignment. The question will be issued and discussed during the introductory class on 13th January. The submission date for the essay assignment is Friday 15th April 2016.
Lecture Schedule
Session Date Topic Faculty
1 13 January Introduction Davide Nicolini2 20 January Case study design Ola Henfridsson3 27 January Doing Research Interviews Chris Warhurst4 3 February Analysing interview data Gaby Atfield & Sally-Anne Barnes5 10 February Analysing interview data Gaby Atfield & Sally-Anne Barnes6 17 February Participant observation and
EthnographyDavide Nicolini
7 24 February(whole day workshop)
Principles and practicalities of doing thematic analysis and Grounded Theory
Natalia Levina
8 3 March Video based methods in social research
Jeanne Mengis
9 10 March Discourse analysis Johannes Angermuller10 17 March Documentary analysis David Arnott
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Lectures outline and pre-readings
1. Introduction to Qualitative Research – Davide Nicolini
This session poses the simple question, what is ‘qualitative’ about qualitative research? It is a session about practical and intellectual boundaries: what links ‘qualitative researchers’ whilst distancing them from other scholars? This will be addressed positively and critically. Positively, we shall consider similar things qualitative researchers practically do and similar ways they think and talk about their work. We will also think critically about the question and explore the differences among qualitative scholars. Will conclude by problematizing the established but in many ways increasingly problematic label of “qualitative research” noting that this category increasingly brings together very unlikely bedfellows.
Pre-readings
Halfpenny, P. (1979). Analysing Qualitative Data. The Sociological Review, 27(4): 799-827.
Silverman ,D. (2007). A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research. London: Sage. (At least chapter 1 ‘Innumerable Inscrutable habit: Why Unremarkable Things Matter’).
Jovanovic, G. (2011). Towards a Social History of Qualitative Research. History of the Human Sciences, 24(2): 1-27.
2. Case study design- Ola Henfridsson
The session will cover three main aspects of case study design: case definition, case(s) selection principles, and study process. The purpose is to offer an overview of relevant considerations when developing a case study design. First, the session will present different ways of thinking and defining the case as an instance of the phenomenon studied. Second, it will give an overview of different case selection techniques and consider the implications of such selection. Lastly, it will cover different ways of organising the case study process.
Pre-readings
Gerring, J. 2007. Case Study Research: Principles and Practices. Cambridge: Cambridge University Press. (chapters 2-5, especially 5)
Ragin, C.C. 1992. "Introduction: Cases of "What Is a Case?"," in: What Is a Case? Exploring the Foundations of Social Inquiry, C.C. Ragin and H.S. Becker (eds.). Cambridge: Cambridge University Press, pp. 1-17.
3. Doing Research Interviews – Chris Warhurst
This session is designed to introduce participants to the nature of the qualitative research interview and to provide the practical knowledge and skills that will allow them to use this as a method for gathering data. The lecture will introduce the research interview and discuss different forms of interview. As well as identifying a number of ‘dilemmas’ which can provide the basis for a critical and
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reflective approach to qualitative interviewing, it will consider ‘parameters of sensitivity’ designed to help participants develop a reflective approach to carrying out, analysing and reporting on qualitative interviews. The workshop will focus on the practicalities of research interviewing (developing an interview guide, setting up, question types and strategies, degrees of directiveness, etc.) and interview evaluation. It will provide the tools not only for conducting interviews but also for improving and refining interview technique.
Pre-readings
Bryman, A. and Bell, E. (2003) Business Research Methods, Oxford: OUP, chs. 5 & 15.
Gillham, B. (2000) The Research Interview, London: Continuum.
Roulston, K. (2010). Considering quality in qualitative interviewing. Qualitative Research, 10(2): 1-30.
Warhurst, C. (1999) Between Market, State and Kibbutz, London: Mansell, Appendix.
4. Analysing Interview Data – Gaby Atfield & Sally-Anne Barnes
This session will introduce participants to the interview data analysis and the process of handling, interpreting and understanding data collected through a variety of interview methods. The lecture will introduce different processes, techniques and theories for analysing interview data and summarising the results – both inductive and deductive processes. It will focus on coding, identification of themes, interpretation, testing theory and theory building. The second part of the session will be a practical workshop getting participants to start thinking about the analysis process. To support the practical session, it would be helpful if students could read and bring a copy of the following:
Glaser, B.G. and Strauss, A.L. (1964). The Social Loss of Dying Patients, The American Journal of Nursing, 64(6), pp. 119-121.
Pre-readings
Charmaz, C. (2001). Qualitative interviewing and grounded theory, in Gubrium, J.F. and Holstein, J.A. (eds) Handbook of interview research: Context and method. Thousand Oaks, California: Sage Publications (pp.675-694).
Packer, M.J. (2011). The science of qualitative research. New York: Cambridge University Press.
5. Analysing Interview Data (part 2) – Sally-Anne Barnes & Gaby Atfield
This session will focus on different approaches to analysing interview data in practice, namely deductive analysis and grounded theory. Validating qualitative analysis and problems with analysing process will be explored. The debates around manual and computer-aided coding will also be explored, as well as the role of the researcher in the analysis process. The second part of the session will again be a practical session getting participants to work with interview data exploring different techniques for analysing and coding data. Participants will be asked to reflect upon the process in terms of their own research and what methods of analysis would be appropriate.
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Participants who have interview data and would like to start analysing are welcome to bring to the session. For those who have not undertaken any interviews, transcripts to be used in the session will be available in week 3.
Pre-readings
Coffey, A., Holbrook, B. and Atkinson, P. (1996). Qualitative Data Analysis: Technologies and Representations, Sociological Research Online, 1(1): http://www.socresonline.org.uk/1/1/4.html
Denzin, N.K., and Lincoln, Y.S. (2012). (eds) Collecting and interpreting qualitative materials, (4th Ed). Thousand Oaks, California: Sage Publications.
6. Participant observation and Ethnography - Davide Nicolini
This session explores ethnography; a research approach that focuses on researching everyday processes. Documenting and analysing the mundane elements of social process and human interaction is at the centre of ethnographic inquiry. Ethnography has a long history tied to Anthropology but has been applied extensively in a range of social organisations (school, churches, hospitals and bars) as well as public sector bodies and corporations. We will explore the planning, approaches to data collection, the role of the researcher and application of modern technologies in ethnographic investigation.
Pre-readings
Star, S, L. (1999). The ethnography of infrastructure. American Behavioral Scientist 43: 377–391.
John Van Maanen, J. and Deborah Kolb, D. (1983) The Professional: Observations on fieldwork roles in two organizational settings. In S.B. Bacharach (ed) Perspectives in Organizational Sociology, Vol. 4. Greenwich, CT: JAI Press; 1-33.
Hammersley, M. and Atkinson, P. (1995). Ethnography: Principles in Practices, (2nd Edition) London: Routledge. Chapters 1, 8 and 9.
7. Principles and practicalities of doing thematic analysis and Grounded Theory – Natalia Levina
Format: One full day workshop
3 hours of general discussion of GTM Paradigm
3 hour hand-on coding workshop
This one-day workshop explores classic grounded theory as a research approach enabling emergent theory development from data. The workshop will explain what grounded theory is, and how it has and can be done. We will go through the steps of Grounded Theory Method (GTM) making sure key concepts of theoretical sampling, theoretical saturation, and constant comparison are clarified. In addition tools like “memoing” would be discussed. We will also clarify and debate the strengths and weakness of this method as well as novel developments with the use of mixed-methods. Finally, we will discuss publishing “grounded theory” studies.
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The afternoon session is the space for the students to do their own thematic coding of data they have collected previously. Behind identifying themes we will discuss how further data collection would be shaped by emergent findings and the role of extant literature in data analysis and writing. This will be a hands-on workshop where participants will play with their data under the supervision of the faculty involved.
Required Pre-Readings:
Walsh, et al., 2015 “What grounded theory is… A critically reflective conversation among scholars,” Organizational Research Methods, (published online January 2015)
Commentary by Locke, Corley, and Dougherty in Organizational Research Methods (published online in March 2015: )
Rejoinder by Walsh et al. “Rejoinder: Moving the Management Field Forward,” in Organizational Research Methods (published online in June 2015).
Birks et al., 2013 “Grounded theory method in information systems research: its nature, diversity and opportunities” Editorial for European Journal of IS, 22(1):1-8. (skim)
Eisenhardt, K.M. 1989. Building Theories from Case Study Research. AMR 14(4):532-550.
Holton J., “The Coding Process and Its Challenges” in The Grounded Theory Review (2010), vol.9, no.1
8. Visual Methods in social research - Jeanne Mengis
Nowhere is the inseparability of theory, technology and method more apparent than in the recent rise of visual methodologies in the social sciences. The latest theoretical developments of our fields are co-implicated with the technological developments and media practices that shape our empirical studies. Today, a variety of visual methods are used for data collection and analysis, ranging from photography- and video-based studies to visual mapping techniques, sketching, or direct visualization techniques (e.g. geomedia-based visualizations of social relations).
In this half-day seminar, the student will practically engage with two, more widely used visual methods, namely photography- and video-based research. We will address and experience practical challenges the researcher faces, such as how to use visual material in the interaction with research participants, when and how to video-record (e.g. how to combine with other methods, when to turn camera on/off, who makes the recording, what camera position, angle and camera movement to deploy), and how to analyze the (moving) image. We will then critically reflect upon the implications these merely technical choices have for the manifestation, understanding and theorizing of our object of inquiry.
Selected References
Banks, M. (2001). Visual methods in social research. Sage.
Knoblauch, H., Baer, A., Laurier, E., Petschke, S., & Schnettler, B. (2008). Visual analysis. New developments in the interpretative analysis of video and photography. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, (Vol. 9, No. 3).
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Mengis, J., Gorli, M., & Nicolini, D. The Video Production of Space: How Different Recording Practices Matter (under review)
Pink, S. (2007). Doing Visual Ethnography. Sage.
Pink, S. (2009). Visual Interventions: Applied Visual Anthropology (Vol. 4). Berghahn Books.
Pink, S. (Ed.). (2012). Advances in visual Methodology. Sage.
Rose, G. (2001). Visual Methodologies. An Introduction to the Interpretation of Visual Materials. Sage.
Van Leeuwen, T., & Jewitt, C. (Eds.). (2001). The Handbook of Visual Analysis. Sage.
Yanow, Dvora (2014) Methodological ways of seeing and knowing. In: Bell, E., Warren, S. and Schroeder, J. (eds.), The Routledge Companion to Visual Organization, Chapter 11, pp. 165-187, Routledge
9. Discourse Analysis - Johannes Angermuller
Discourse analysis is a transdisciplinary field which investigates the social production of meaning. In this session, we will discuss theoretical orientations and methodological choices available to the discourse researcher. Our focus will be on the social uses that can be made of language, i.e. on the way signs, utterances and texts contribute to the construction of the social.
Pre-readings
Angermuller, Johannes/Maingueneau, Dominique/Wodak, Ruth (eds) (2014): The Discourse Studies Reader. Main Currents in Theory and Analysis. Amsterdam, Philadelphia: John Benjamins
http://johannes-angermuller.net/pub/html/AngermullerMaingueneauWodak2014Reader.html
Angermüller, Johannes (2012): Fixing meaning. The many voices of the post-liberal hegemony in Russia. Journal of Language and Politics, 11 (2), 115-134
http://johannes-angermuller.net/pub/html/Angermueller2010FixingMeaning.html
2013a: "How to become a philosopher. Academic discourse as a multi-levelled positioning practice", Sociología histórica 3: 263-289
http://johannes-angermuller.net/pub/html/Angermuller2013Howtobecomeaphilosopher.html
10. Documentary Analysis – David Arnott
Documentary analysis is a collective term for methods of sampling and analysing populations of documentary evidence. However, documents take many forms – public records, the media, private papers, company reports and accounts, case studies, biographies, diaries, narratives, recollections, social histories, to mention just a few, and they may be episodic or continuous in nature. The range
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of approaches to analysis is equally diverse. This session will focus on two interrelated techniques: Content Analysis and Grounded Theory
Content Analysis spans the qualitative/quantitative boundary and is invaluable when analysing existing documents. It has been used since the late 1930’s to codify and research communication issues as diverse as political speeches, literary censorship, authorship authentication, and early memories of psychological patients. Grounded Theory relates to the extraction and testing of theoretical constructs and concepts from qualitative data and documents but, most often, from data and documents created by the researcher.
Pre-readings
Kassarjian, H.H. (1977). Content analysis in consumer research. Journal of Consumer Research. 4(1). 8-18.
Schilling, J. (2006). On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment. 22(1). 28-37.
Binder, M. & Edwards, J.S. (2010). Using grounded theory method for theory building in operations management research: A study on inter-firm relationship governance. International Journal of Operations and Production Management. 30(3). 232-259.
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Warwick ESRC Doctoral Training Centre
Quantitative Research Methods(IM911)
ESRC DTC Core ModuleModule Handbook
2015-16
Module ConvenorDr Richard Lampard
SociologyD0.11 (Social Sciences)
024 765 [email protected]
Sessions:
Thursday 9.30am – 12.45pm
(Break ~11.00am-11.15am)
Term 2 (Weeks 1 to 10)
Location:
R0.39 PC workarea (Ground Floor, Library building, Main Campus)
Module web pages:
http://go.warwick.ac.uk/im911
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Module overviewThe module will focus on concepts, methods and skills which are central to quantitative social research. In addition to quantitative data analysis, approaches to data collection and concept operationalisation will be considered. Key aspects of descriptive and inferential statistics will be covered, stretching from comparisons of means and the examination of simple cross-tabulations to an initial discussion of multivariate approaches, focusing on regression. The illustration and application of the techniques will utilise statistical software, specifically SPSS for Windows (SPSS Statistics 22)#, and will be based on 'hands-on' manipulation and analysis of data from existing, high profile quantitative sources.
#: Note that the University’s licence for SPSS is such that students can download a copy of SPSS Statistics 22 to their PC (or Mac) from the following IT Services web page:
http://www2.warwick.ac.uk/services/its/servicessupport/software/list/spss/
Key learning outcomes an understanding of basic principles of quantitative research design,
competence in understanding and applying a range of statistical analysis techniques (both descriptive and inferential),
practical experience of the computer-based manipulation and analysis of quantitative data,
a critical awareness of the impact of data collection methods, concept operationalisation, and other contextual factors on the meaning of the findings generated by quantitative data analyses.
AssessmentThe module will be formally assessed via two short pieces of work, in each case involving the application, via SPSS, of a statistical technique or techniques to existing social survey data.
The first piece of work (1,000 words; 33% of module mark), to be submitted by the end of Term 2, will involve a bivariate analysis, and will draw upon material from the early-to-mid part of Term 2; the second piece of work (2,000 words; 67% of module mark), to be submitted by the beginning of Term 3, will involve a multivariate analysis, and will draw upon material from the latter part of Term 2.
Further details of the assessments will be uploaded to the module web pages. In addition to summative marks, feedback will be provided, with a view (where relevant) to appropriate revisions being made to problematic submissions.
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LEARNING OUTCOMES, TEACHING AND LEARNING METHODS, AND ASSESSMENT
By the end of the module the student should be able to...
Which teaching and learning methods enable students to achieve this learning outcome?
Which summative assessment method(s) will measure the achievement of this learning outcome?
… comment in an informed way on aspects of the design and construction of a quantitative data source which have implications for the meaning of the results of data analyses using that source.
Practical classes/workshops, and producing summative reports on their own data analyses.
Reports on the students’ own data analyses.
… manipulate and analyse quantitative data on a computer using statistical software.
Practical classes/workshops, and producing summative reports on their own data analyses.
The reports on the students’ own data analyses.
LEARNING OUTCOMES, TEACHING AND LEARNING METHODS, AND ASSESSMENT
By the end of the module the student should be able to...
Which teaching and learning methods enable students to achieve this learning outcome?
Which summative assessment method(s) will measure the achievement of this learning outcome?
… apply and interpret a range of statistical analysis techniques effectively, including both descriptive and inferential techniques, and also a multivariate analysis technique.
Practical classes/workshops, and producing summative reports on their own data analyses.
The reports on the students’ own data analyses.
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Schedule
Students are expected to attend all the sessions.
WEEK DATE TOPIC
1 Thursday 14 January Quantitative/Survey Research Design / Intro. to SPSS
2 Thursday 21 January Descriptive Statistics I
3 Thursday 28 January Secondary Analysis/Operationalization of Concepts
4 Thursday 4 February Questionnaire Design and Scale Construction
5 Thursday 11 February Comparing Means I: Statistical Inference II/t-tests
6 Thursday 18 February Bivariate and Multivariate Analysis using Cross-tabulations and Chi-square
7 Thursday 25 February Comparing Means II: Nonparametric Tests and Bivariate and Multivariate Applications of Analysis of Variance (ANOVA)
8 Thursday 3 March Regression I: Correlation and (Multiple) Linear Regression
9 Thursday 10 March Regression II: Logistic Regression
10 Thursday 17 March Multivariate Analysis Practicalities
Contact information
The module tutor can be contacted as follows (and also via his pigeonhole in D0.25, on the Ground Floor of the Social Sciences Building [Annex]):
Richard Lampard (Room D0.11, Ground Floor, Social Sciences Building [Annex]);
Extn. 23130; e-mail: [email protected]
53
General and week-by-week reading list
The following is intended primarily as a background ‘resource’ for the module (and beyond). N.B. Extracts from items preceded by # are available online
General
Marsh, C. and Elliott, J. 2009. Exploring Data: An Introduction to Data Analysis for Social Scientists (2nd
edition). Cambridge: Polity Press.
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Education). [esp. Chapters 3, 5, 7 and 9].
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity.
Bryman, A. 2012. Social Research Methods (4th edition). Oxford: Oxford University Press.
Burton, D. (ed.) 2000. Research Training for Social Scientists: A Handbook for Postgraduate Researchers. London: Sage.
Gilbert, N. (ed.) 2008. Researching Social Life (3rd edition). London: Sage.
Allan, G. and Skinner, C. (eds) 1991. Handbook for Research Students in the Social Sciences. London: Falmer Press.
Robson, C. 2002. Real World Research (2nd edition). Oxford: Blackwell.
De Vaus, D. 2002. Analyzing Social Science Data. London: Sage.
Bulmer, M., Sturgis, P. and Allum, N. (eds) 2009. The Secondary Analysis of Survey Data (4 volumes). London: Sage.
Kent, R. 2001. Data Construction and Data Analysis for Survey Research. Basingstoke: Palgrave.
For a novice’s guide to quantitative methods you could do worse than look at the published teaching material accompanying an Open University course Statistics in Society (code: MDST242). The material is available online (the following link can also be found on within the module webpages):
see http://labspace.open.ac.uk/mod/oucontent/view.php?id=426100&direct=1 ].
In addition, Statistics for the Terrified (SFT) is an interactive ‘book’, arranged in ‘chapters’, covering many of the statistical techniques included in this module. SFT includes simulations, providing a useful way of ‘seeing’ the logic of statistics. It is accessible via the University’s PC network.
54
SPSS-related books/book content
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapters 5, 6 & 7].
Fielding, J. and Gilbert, N. 2006. Understanding Social Statistics. (2nd edn.). London: Sage.
Bryman, A. and Cramer, D. 2011. Quantitative Data Analysis with IBM SPSS 17, 18 & 19. Hove: Psychology Press.
Gray C.D. and Kinnear, P.R. 2011. IBM SPSS 19 Made Simple. Hove: Psychology Press. [Earlier editions by Kinnear and Gray, e.g. the one for SPSS 16, are also relevant.]
Argyrous, G. 2011. Statistics for Research with a Guide to SPSS (3rd edition). London: Sage. [2005/2001 editions also relevant].
Pallant, J. 2010. SPSS Survival Manual (4th edition): A Step by Step Guide to Data Analysis using SPSS (Version 15). Maidenhead: Open University Press. [Other editions, e.g. the 2007 3 rd edition, are also relevant]
Field, A. 2013. Discovering Statistics Using SPSS (4th edition). London: Sage.
Agresti, A. and Finlay, B. 2013. Statistical Methods for the Social Sciences (4th edition). Harlow: Pearson Education.
Acton, C. and Miller, R., with Fullerton, D. and Maltby, J. 2009. SPSS for Social Scientists (2nd edition). Basingstoke: Palgrave Macmillan. [Miller was 1st author of 1st edition].
Babbie, E.R., Halley, F. and Zaino, J. 2007. Adventures in Social Research: Data Analysis Using SPSS 14.0 and 15.0 for Windows (6th Edn.). London: Sage (Pine Forge Press).
George, D. and Mallery, P. 2002. SPSS for Windows Step-by-Step: A Simple Guide and Reference, 11.0 Update (4th edition). Harlow: Pearson Education (Allyn & Bacon).
Ho, R. 2006. Handbook of Univariate and Multivariate Data Analysis and Interpretation with SPSS. London: Chapman & Hall/CRC. [Also available as an e-book].
Colman, A. and Pulford, B. 2008. A Crash Course in SPSS for Windows [14-16] (4th edition). Chichester: Wiley-Blackwell. [Some earlier editions are by Corston and Colman]
Huizingh, E. 2007. Applied Statistics with SPSS. London: Sage.
Sarantakos, S. 2007. A tool kit for quantitative data analysis using SPSS. Basingstoke: Palgrave Macmillan.
Einspruch, E.L. 2005. An Introductory Guide to SPSS for Windows (2nd edn). London: Sage.
David, M. and Sutton, C.D. 2004. Social Research: The Basics. London: Sage. [Part III].
Hinton, P.R., Brownlow, C., McMurray, I. and Cozens, B. 2004. SPSS Explained. Hove: Psychology Press.
55
Muijs, D. 2004. Doing Quantitative Research in Education with SPSS. London: Sage.
Connolly, P. 2007. Quantitative Data Analysis in Education: A critical introduction using SPSS. London: Routledge.
Howitt, D. and Cramer, D. 2002. A Guide to Computing Statistics with SPSS 11 for Windows (Revised Edition). Harlow: Pearson Education.
[Other SPSS-related books in the Library include earlier editions of some of the above; these relate to earlier versions of SPSS but are likely still to be of relevance, if published since (say) about 1997].
The following books, though in some respects more advanced, may also be of some interest:
Tarling, R. 2008. Statistical Modelling for Social Researchers. London: Routledge.
Collier, J. 2009. Using SPSS Syntax: A Beginner’s Guide. London: Sage.
Boslaugh, S. 2005. An Intermediate Guide to SPSS Programming: Using Syntax for Data Management. London: Sage.
Foster, J.J., Barkus, E. and Yavorsky, C. 2005. Understanding and Using Advanced Statistics: A Practical Guide for Students. London: Sage.
Landau, S. and Everitt, B.S. 2004. A Handbook of Statistical Analyses using SPSS. Boca Raton: Chapman and Hall/CRC. [Available online].
Week 1: Quantitative/Survey Research Design/Intro. to SPSS
Ruane, J. 2005. Essentials of research methods: A guide to social science research. Oxford: Blackwell. [Chapter 8: ‘An informative few: Sampling.]
#Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Education). [Ch. 2: 25-31; #Chapter 3: 32-35, 49-54, 63-69; Ch. 5: 89-95, 112-117; Ch. 6].
Cohen, L., Manion, L. and Morrison, K. 2007. Research Methods in Education (6th edition). London: Routledge. [Available as an e-book].
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapter 4].
De Vaus, D. 2002. Surveys in Social Research. (5th edition). London: Routledge. [Other editions - from different publishers - are relevant, but this one is also online...]
56
Aldridge, A. and Levine, K. 2001. Surveying the Social World: Principles and Practice in Survey Research. Buckingham: Open University Press.
Moser, C. and Kalton, G. 1971. Survey Methods in Social Investigation (2nd edition). London: Heinemann.
de Leeuw, E.D., Hox, J.J. and Dillman, D.A. (eds) 2008. International Handbook of Survey Methodology. Hove: Psychology Press.
Groves, R.M., Fowler, F.J., Couper, M.P., Lepkowski, J.M., Singer, E. and Tourangeau, R. 2009. Survey Methodology (2nd edition). New York: Wiley.
Dillman, D.A., Smyth, J.D. and Christian, L.M. 2009. Internet, Mail and Mixed-Mode Survey: The Tailored Design Method (3rd edition). New York: Wiley.
Bethlehem, J., Cobben, F. and Schouten, B. 2011. Handbook of Nonresponse in Household Surveys. New York: Wiley.
Hoinville, G., Jowell, R. et al. 1978. Survey Research Practice. London: Heinemann Educ’l.
Sapsford, R. 1999. Survey Research. London: Sage.
Nardi, P. 2003. Doing Survey Research: A Guide to Quantitative Research Methods. Harlow: Pearson Education.
Marsh, C. 1982. The Survey Method. London: George Allen and Unwin.
De Vaus, D. 2001. Research Design in Social Research. London: Sage.
Gerring, J. 2011. Social Science Methodology: A Unified Framework. Cambridge: Polity. [Material on causation].
#Pallant, J. 2010. SPSS Survival Manual (4 th edn.): A Step by Step Guide to Data Analysis using SPSS . Maidenhead: Open University Press. [#Chapter 4].
Bryman, A. 2004. Social Research Methods (2nd edition). Oxford: Oxford University Press. [Chapter 8: Structured Observation].
Bryman, A. 2008. Social Research Methods (3rd edition). Oxford: Oxford University Press. [Chapter 12, ‘Content Analysis’: 273-293].
Office for National Statistics. 1999. Tracking People: A Guide to Longitudinal Social Sources. London: Office for National Statistics.
57
Week 2: Descriptive Statistics
#Cramer, D. 1998. Fundamental Statistics for Social Research: Step-by-step calculations and computer techniques using SPSS for Windows. London: Routledge. [Ch. 2: 16-34].
#Diamond, I. and Jefferies, J. 2000. Beginning Statistics: An Introduction for Social Scientists. London: Sage. [Chapter 5: 66-80]. (Or Foster, L., Diamond, I. and Jefferies, J. 2015. Beginning Statistics: An Introduction for Social Scientists. (2nd edition). London: Sage.
#Huizingh, E. 2007. Applied Statistics with SPSS. London: Sage. [#Chapter 12]
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Education).
[Chapter 3: 54-57; Chapter 9: 211-212].
#Sarantakos, S. 2007. A tool kit for quantitative data analysis using SPSS. Basingstoke: Palgrave Macmillan. [#Chapter 5]
Chapman, M. and Wykes, C. 1996. Plain Figures (2nd edn). London: The Stationery Office.
Henry, G. 1995. Graphing Data: Techniques for Display and Analysis. London: Sage.
Wallgren, A. et al. 1996. Graphing Statistics and Data: Creating Better Charts. London: Sage.
Also: Chapter 2 of “Statistics for the Terrified” (see above).
Week 3: Secondary Analysis/Operationalization of Concepts,
#Dale, A., Arber, S. and Procter, M. 1988. Doing Secondary Analysis. London: Unwin Hyman. [Especially Chapter 2: 19-43]
#Dale, A., Wathan, J. and Higgins, V. 2008. ‘Secondary Analysis of Quantitative Data Sources’. In Alasuutari, P., Bickman, L. and Brannen, J. (eds) The SAGE Handbook of Social Research Methods. London: Sage. [Chapter 31: 520-535]
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Educ.). [Chapter 7: 148-151, 166-188].
58
Bryman, A. 2004. Social Research Methods (2nd edition). Oxford: Oxford University Press. [Chapter 10].
Levitas, R. and Guy, W. (eds) 1996. Interpreting Official Statistics. London: Routledge.
Office for National Statistics [ONS] 2000. Guide to Official Statistics: 2000 Edition. London: The Stationery Office. [Section Ref. 41A (Statistics Ref. Books), Library 4th Floor].
Dorling, D. and Simpson, L. (eds) 1998. Statistics in Society. London: Arnold.
Gorard, S. 2002. ‘The Role of Secondary Data in Combining Methodological Approaches’, Educational Review 54.3: 231-237.
Bulmer, M. 1980. ‘Why Don’t Sociologists Make More Use of Official Statistics?’, Sociology 14: 505-525. [Reprinted in Bulmer, M. 1984. Sociological Research Methods (2nd edition). London: Macmillan].
Dale, A. and Marsh, C. (eds) 1993. The 1991 Census User's Guide. London: HMSO.Ratcliffe, P. (ed.) 1996. Ethnicity in the 1991 Census: Volume 3. London: TSO. (esp. Ch. 1).
Papasolomontos, C. and Chistie, T. 1998. ‘Using national surveys: a review of secondary analyses with special reference to education’. Educational Research 40.3: 295-310.
Gorard, S. 2012. 'The increasing availability of official datasets: methods, opportunities, and limitations for studies of education', British Journal of Educational Studies 60: 77-92.
UK Data Archive web pages: http://www.data-archive.ac.uk/
National Statistics on-line material: http://www.statistics.gov.uk/
(See also: http://www.ons.gov.uk/ons/guide-method/index.html)
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Education). [Chapter 5: 95-111].
De Vaus, D. 2001. Surveys in Social Research (5th ed.). London: Routledge. [Ch. 4: 43-57; available as an e-book].
Cohen, L., Manion, L. and Morrison, K. 2007. Research Methods in Education (6th edition). London: Routledge. [Available as an e-book: Chapter 9].
Bulmer, M., Gibbs, J. and Hyman, L. (eds) 2010. Social Measurement through Social Surveys: An Applied Approach. Aldershot: Ashgate.
Shaw, M., Galobardes, B., Lawlor, D.A., Lynch, J., Wheeler, B. and Davey Smith, G. 2007. The handbook of inequality and socioeconomic position: Concepts and measures . Bristol: Policy Press.
#Roberts, K. 2011. Class in Contemporary Britain. Basingstoke: Palgrave. [Chapter 2].
Crompton, R. 2008. Class and Stratification. (3rd edition). Cambridge: Polity. [Chapter 4].
59
Goldthorpe, J.H. 1987. Social Mobility and Class Structure in Modern Britain [2nd edition]. Oxford: Clarendon Press.
Roberts, H. 1993. ‘The women and class debate’. In Morgan, D. and Stanley, L. (eds) Debates in Sociology. Manchester: Manchester University Press.
Rose, D. and Pevalin, D. (eds) 2002. A Researcher's Guide to the National Statistics Socio-economic Classification. London: Sage.
Rose, D., Pevalin, D.J. and O’Reilly, K. 2005. The National Statistics Socio-Economic Classification: Origins, Development and Use. Basingstoke: Palgrave.
Web pages relating to the NS-SEC classification:
http://www.ons.gov.uk/ons/guide-method/classifications/current-standard-classifications/soc2010/index.html
ONS (Office for National Statistics). 2000. Standard Occupational Classification 2000. London: The Stationery Office [Library 4th Floor, Statistics Reference Books, 41F].
Rose, D. and Harrison, E. 2007. ‘The European Socio-Economic Classification: A New Social Class Schema for Comparative European Research’, European Societies 9.3: 459-490.
Savage, M., Devine, F., Cunningham, N., Taylor, M., Li, Y., Hjellbrekke, J., Le Roux, B., Friedman, S. and Miles, A. 2013. ‘A New Model of Social Class? Findings from the BBC’s Great Class Survey Experiment’, Sociology , 47.2: 219-250.
I.L.O. 1990. International Standard Classification of Occupations. ILO.
#Babbie, E.R., Halley, F., Eagner, W.E. and Zaino, J. 2013. Adventures in Social Research: Data Analysis Using IBM SPSS Statistics (8th Edition). Thousand Oaks, CA: Sage. [#Chapter 7].
#Einspruch, E.L. 2005. An Introductory Guide to SPSS for Windows (2nd edition). London: Sage. [#Chapter 4]
Week 4: Questionnaire Design and Scale Construction/Statistical Inference & Sampling Distributions
#Aldridge, A. and Levine, K. 2001. Surveying the Social World: Principles and Practice in Survey Research. Buckingham: Open University Press. [Chapter 6: 94-123].
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapters 3 & 5].
60
Oppenheim, A. 1992. Questionnaire Design, Interviewing and Attitude Measurement. New York: Basic Books.
DeVellis, R.F. 2003. Scale Development: Theory and Applications. (2nd ed.). London: Sage.
Converse, J. and Presser, S. 1986. Survey Questions: Handcrafting the standardized questionnaire. Beverly Hills: Sage.
Peterson, R.A. 2000. Constructing Effective Questionnaires. London: Sage.
Foddy, W. 1993. Constructing Questions for Interviews and Questionnaires: Theory and Practice in Social Research. Cambridge: Cambridge University Press.
Fowler, F. 1995. Improving Survey Questions: Design and Evaluation. London: Sage.
Sudman, S. and Bradburn, N. 1982. Asking Questions: A Practical Guide to Questionnaire Design. San Francisco: Jossey-Bass.
Government Statistical Service. 1995. Harmonised Questions for Government Social Surveys. London: HMSO. [Library 4th Floor, (Official) Statistics section, 41 N 30: (19)95-391-1. See also: http://www.ons.gov.uk/ons/guide-method/index.html].
Belson, W. 1981. The Design and Understanding of Survey Questions. Aldershot: Gower.
Note that various questionnaires can be viewed via the The Survey Question Bank (SQB) web pages on the Internet, the site address being as follows: http://surveynet.ac.uk/sqb/
#Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Education).
[#Chapter 3: 46-49, 58-63; Chapter 9: 229-235].
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapter 9].
Rowntree, D. 1991. Statistics Without Tears: A Primer for Non-Mathematicians. Harmondsworth: Penguin.
Wright, D. 1997. Understanding Statistics: An Introduction for the Social Sciences. London: Sage.
Healey, J. 1993. Statistics: A Tool for Social Research (3rd edition). Wadsworth.
Fielding, J. and Gilbert, N. 2006. Understanding Social Statistics. (2nd edn.). London: Sage.
Walsh, A. 1990. Statistics for the Social Sciences. New York: Harper and Row.
Wright, D.B. 2002. First Steps in Statistics. London: Sage.
Wood, M. 2003. Making Sense of Statistics: A Non-Mathematical Approach. Basingstoke: Palgrave.
61
Also: Chapters 3 & 4 of “Statistics for the Terrified” (see above).
Weeks 5 & 7: t-tests, Analysis of Variance (ANOVA) and Nonparametric tests
[See also Week 4]
#Frankfort-Nachmias, C. and Leon-Guerrero, A. 2011. Social Statistics for a Diverse Society (6th edition) London: Pine Forge (Sage). [#Chapter 9: 256-288].
#Garner, R. 2010. The Joy of Stats: A Short Guide to Introductory Statistics in the Social Sciences (2nd edn.) North York, Ontario: Univ. of Toronto Press. [#Ch. 4: 203-209].
Pallant, J. 2010. SPSS Survival Manual (4th edition): A Step by Step Guide to Data Analysis using SPSS (Version 15). Maidenhead: Open University Press. [Chapters 16 to 19].
Hinton, P. et al. 2004. SPSS Explained. London: Routledge. [Chapters 7 to 8 and 10 to 12; see also Hinton, P. 1995. Statistics Explained. London: Routledge].
Ho, R. 2006. Handbook of Univariate and Multivariate Data Analysis and Interpretation with SPSS. London: Chapman & Hall/CRC. [Also available as an e-book; Chapters 4, 6 7, and 16].
Field, A. 2013. Discovering Statistics Using SPSS (4th edition). London: Sage. [Chapters 6, 9, 11 and 13].
Neave, H.R. and Worthington, P.L. 1988. Distribution-Free Tests. London: Routledge.
Also: Chapters 5, 6 & 7 of “Statistics for the Terrified” (see above).
Week 6: Cross-tabulations and chi-square
#Reid, S. 1987. Working With Statistics: An Introduction to Quantitative Methods for Social Scientists. Cambridge: Polity Press. [#Chapter 7: 106-115].
#Garner, R. 2010. The Joy of Stats: A Short Guide to Introductory Statistics in the Social Sciences (2nd edn) North York, Ontario: Univ. of Toronto Press. [#Ch. 4: 191-203].
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Educ.) [Ch. 9: 212-225].
Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapters 8 & 9].
62
#Marsh, C. and Elliott, J. 2009. Exploring Data: An Introduction to Data Analysis for Social Scientists (2nd
edition). Cambridge: Polity Press. [#Chapter 12: 254-262]
#De Vaus, D. 2002. Analyzing Social Science Data. London: Sage. [#Chapter 41: 315-320].
#Tarling, R. 2008. Statistical Modelling for Social Researchers: Principles and Practice. London: Routledge. [#Chapter 3: 21-24].
Rudas, T. 1998. Odds Ratios in the Analysis of Contingency Tables. London: Sage.
Hellevik, O. 1988. Introduction to Causal Analysis: Exploring Survey Data by Crosstabulation (2nd edition). Oxford: Norwegian University Press.
Gray C.D. and Kinnear, P.R. 2011. IBM SPSS 19 Made Simple. Hove: Psychology Press. [Chapter 8].
George, D. and Mallery, P. 2002. SPSS for Windows Step-by-Step: A Simple Guide and Reference, 11.0 Update (4th edn.). Harlow: Pearson Educ. (Allyn & Bacon). [Ch. 13].
Also: Chapters 9 & 11 of “Statistics for the Terrified” (see above).
The following references relate to log-linear modelling, which is a more sophisticated way of analysing multi-way cross-tabulations, but is not covered by this module:
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Ed.). [Chap. 9: pp225-8].
Gilbert, G.N. 1993. Analysing Tabular Data: Loglinear and Logistic Models for Social Researchers. London: UCL Press.
Payne, C., Payne, J. and Heath, A. 1994. ‘Modelling Trends in Multiway Tables’. In Dale, A. and Davies, R. (eds) Analyzing Social and Political Change. London: Sage.
#Foster, J.J., Barkus, E. and Yavorsky, C. 2005. Understanding and Using Advanced Statistics: A Practical Guide for Students. London: Sage. [#Chapter 4].
#Fielding, J. and Gilbert, N. 2006. Understanding Social Statistics (2nd edition) London: Sage. [#Chapter 12: 297-305].
Week 7: See Week 5
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Week 8: Regression I: Correlation and (Multiple) Linear Regression
#Reid, S. 1987. Working With Statistics: An Introduction to Quantitative Methods for Social Scientists. Cambridge: Polity Press. [#Chapter 7: 116-124].
#Garner, R. 2010. The Joy of Stats: A Short Guide to Introductory Statistics in the Social Sciences (2nd edn) North York, Ontario: Univ. of Toronto Press. [#Ch. 4: 166-190].
#Buckingham, A. and Saunders, P. 2004. The Survey Methods Workbook. Cambridge: Polity. [Chapter 8; #Chapter 10: 261-286].
#Dale, A., Fieldhouse, E. and Holdsworth, C. 2000. Analyzing Census Microdata. London: Arnold. [#Chapter 7: 146-161].
#Fielding, J. and Gilbert, N. 2006. Understanding Social Statistics (2nd edition) London: Sage. [#Chapter 12: 279-297].
#Tarling, R. 2008. Statistical Modelling for Social Researchers: Principles and Practice. London: Routledge. [#Chapter 3: 31-39].
Pole, C. and Lampard, R. 2002. Practical Social Investigation: Qualitative and Quantitative Methods in Social Research. Harlow: Prentice Hall (Pearson Ed.). [Chap. 9: 235-40].
Gray C.D. and Kinnear, P.R. 2011. IBM SPSS 19 Made Simple. Hove: Psychology Press. [Chapters 11 & 12].
Rowntree, D. 1991. Statistics Without Tears: A Primer for Non-Mathematicians. Harmondsworth: Penguin. [Chapter 8].
Reid, S. 1987. Working With Statistics: An Introduction to Quantitative Methods for Social Scientists. Cambridge: Polity Press. [119-124; 132-142].
Cramer, D. 2003. Advanced Quantitative Data Analysis. Buckingham: Open University Press. [Chapter 5].
Miles, J. and Shevlin, M. 2000. Applying Regression and Correlation. London: Sage.
Lewis-Beck, M. (ed.) (1993) Regression Analysis. London: Sage.
Allison, P.D. 1999. Multiple Regression: A Primer. London: Sage (Pine Forge).
Draper, N. and Smith, H. 1998. Applied Regression Analysis (3rd edition). New York: Wiley.
Weisberg, S. 1995. Applied Linear Regression (2nd edition). New York: Wiley.
Also: Chapter 10 of “Statistics for the Terrified” (see above).
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Week 9: Regression II: Logistic Regression
[See Week 8 for material relating to the practicalities of multiple regression]
#Garner, R. 2010. The Joy of Stats: A Short Guide to Introductory Statistics in the Social Sciences (2nd edn) North York, Ontario: Univ. of Toronto Press. [#Ch. 4: 209-219].
#Marsh, C. and Elliott, J. 2009. Exploring Data: An Introduction to Data Analysis for Social Scientists (2nd
edition). Cambridge: Polity Press. [ #Chapter 12: 262-274]
#Dale, A., Fieldhouse, E. and Holdsworth, C. 2000. Analyzing Census Microdata. London: Arnold. [#Chapter 7: 165-185].
Pampel, F.C. 2000. Logistic Regression: A Primer. London: Sage.
Menard, S. 2001. Applied Logistic Regression Analysis (2nd Edition). London: Sage. (QASS). [Also 1st edition, 1995].
Kleinbaum, D. 1994. Logistic Regression: A Self-Learning Text. New York: Springer.
Azen, R. and Walker, C.M. 2011. Categorical Data Analysis for the Behavioural and Social Sciences. London: Routledge.
The following references relate to other, often more advanced techniques which build upon and/or relate to multiple regression:
Freedman, D.A. 2005. Statistical Models: Theory and Practice. Cambridge: Cambridge University Press. [Regression/path models]
Cox, D.R. 1972. ‘Regression Models and Life-Tables’, Journal of the Royal Statistical Society (Series B: Methodological) 34.2: 187–220.
Tarling, R. 2009. Statistical Modelling for Social Researchers. London: Routledge. [‘Event history models’: Chapter 13].
Kleinbaum, D. 2005. Survival Analysis: A Self-Learning Tex t (2nd ed.). New York: Springer.
Luke, D.A. 2004. Multilevel Modeling (Quantitative Applications in the Social Sciences No. 143). London: Sage.
Goldstein, H. 2007. ‘Becoming familiar with multilevel modelling’, Significance 4.3: 133-5.
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Week 10: See Weeks 6, 8 and 9.
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Annex 1
Expectationsfor Core ResearchMethods TrainingTraining OutcomesAs a result of their training in research methods, students will be expected to acquire the following skills and to be able to apply them:
comprehension of basic principles of research design and strategy, including an understanding of how to formulate researchable problems and an appreciation of alternative approaches to research
competence in understanding and applying a range of quantitative and qualitative research methods and tools including mixed methods approaches
capabilities for managing research, including managing data, and conducting and disseminating research in a way that is consistent with both professional practice and the normal principles of research ethics
understanding the significance of alternative epistemological positions that provide the context for theory construction, research design, and the selection of appropriate analytical techniques.
Principles of Research DesignStudents must be able to develop and demonstrate a sophisticated understanding of the connection between research questions or hypotheses and the tools required to address them, as well as to gain practical experience of applying those tools.
Students need to be able to set out and demonstrate their understanding of these issues in the course of their postgraduate research training.
Data Collection and AnalysisStudents must acquire a basic understanding of the potential and pitfalls of the range of methods of data
collection used in the social sciences. The ESRC is not
prescribing what this should include but expects that students will be exposed to a breadth of approaches, tools and techniques.
Students must also be able to gain direct practical experience of analysing data, using a range of tools, including appropriate computer packages. By the end of their doctoral training, students should be able to demonstrate, through practical application, appropriate uses of primary and secondary sources of statistics, and, more particularly, proficiency in the analysis of research data. As part of this they must be able to recognise the strengths and weaknesses of the analysis in terms of the effects of contextual factors on the collection and meaning of the evidence.
Students are expected to acquire, during the course of their postgraduate study, more advanced levels of competence in quantitative and qualitative methods of data collection and analysis (including data analysis techniques that are appropriate for survey and aggregate data analysis or for specific experimental, quasi-experimental or evaluation methods), depending on the subject area or discipline. Students should also have an understanding and appreciation of how to combine quantitative and qualitative techniques through mixed method approaches.
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Use of Research Methods – Exploiting Regional or National ProvisionWhilst a rich and varied range of methods may be available to students locally, there may be certain specialist methodological tools and techniques which need to be sourced from elsewhere. The ESRC has played a lead role in the development of quantitative and qualitative methods and in mainstreaming these methods across the social science community. The ESRC funded National Centre for Research Methods and Researcher Development Initiative provide high quality, leading edge research methods training that is available across the UK. It is expected that all students should be aware of such provision and supported in their efforts to attend specific training courses.
The Use of Datasets – Exploiting Existing Data ResourcesThe ESRC invests over £15 million a year in the creation, maintenance and dissemination of datasets. These range from quantitative and qualitative data generated from ESRC funded research projects through to very large and complex cross sectional and longitudinal datasets such as the Understanding Society Study and the 2012 Birth Cohort Study. In addition, the ESRC acquires a wide variety of data from other sources including many important surveys generated by government departments and the Office for National Statistics.All these data make up one of the most comprehensive data infrastructures available to social scientists anywhere across the world. The data are available through the Economic and Social Data Service (ESDS) based jointly at the Universities of Essex and Manchester.
The ESRC is keen to ensure that this rich and high quality data infrastructure is fully exploited. It would therefore encourage institutions to ensure that training
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programmes expose students to the potential of using these data. This could be done in a number of ways. Firstly, by using particular data sources as a means of demonstrating the application of specific research methods. This sort of integration during formal training could constitute part of core training or more advanced training. Secondly, students could be encouraged to exploit the potential of using these data for secondary analysis during their doctoral programme, particularly as an alternative to, or in combination with, primary data collection.
Depositing New DataWhere doctoral research will result in the creation of new datasets, students should be encouraged to offer them for deposit in the ESDS collection.
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Expectations forCore Res
earcherDevelopmentSkil
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ls TrainingG
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e
r
a
l
R
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h
S
k
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s
Bibliographic and Compu
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ting Skills
Institutions will be expected to
include training for all students in certain basic sk
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ills.With particular reference to the student’s own
research, this training is likely to cover:
the identific
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ation and use of library resources
other bibliographic sources and meth
ods
techniques for preparing literature reviews, and keep
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ing up to date with the literature
preparing a personal resea
rch bibliography
research management, including word proc
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essing and other basic computing skills such as spre
adsheets and database management
web-based research t
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echniques (general web searching, and specific trainin
g in using web-based social science indices), and
proce
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dures for the evaluation of research, including refe
reeing and the preparation of book reviews.
Teaching
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and Other Work ExperienceStudents undertaking teachi
ng or other employment-related responsibilities shou
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ld receive appropriate training and support. The trai
ning provided should be indicated in proposals for D
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TC or DTU accreditation. It is beneficial to research
students if they can obtain teaching experience, for e
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xample with seminar groups, or any other work that he
lps develop personal and professional skills. This migh
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t include internship opportunities with government, b
usiness or third sector organisations.The ESRC recom
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mends that opportunities to gain any work experience
should be accredited where appropriate.
Language Skil
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lsThe ESRC believes that the opportunity for traini
ng in a second language is desirable for research st
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udents, particularly where there is a perceived need
within the student’s research project. Proposals for
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DTC or DTU accreditation should set out provision fo
r language training for those students that require i
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t.
Ethical and Legal IssuesThe ESRC expects issues relating to ethics, confi
dentiality and legality to be explicitly and systematically addressed as an integral and em
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bedded part of core training provision. Furthermore the ESRC expects that supervisors
will have access to specialist training in this area so as to be equipped to assist students in a
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cquiring the knowledge, skills and understanding they need to respect, consider a
nd attend to the rights of other researchers and research participants.
The revised ES
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RC Framework for Research Ethics (FRE) sets out ESRC’s approach, aims and metho
ds in ethical evaluation and conduct of research, including doctorate level research. It is
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expected that research students will be made aware of this document as well as local
ethics review requirements as part of their core training.
Skills for Engaging with Use
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rs andFor Maximising the Impact of ResearchStudents should be mad
e aware of the potential for societal and economic impact of their research and be e
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quipped with the relevant skills to engage and exchange knowledge with users in th
e process of devising and shaping their research.
In order to achieve this, the ESRC
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expects institutions to offer training as appropriate that will enable postgraduate stud
ents to:
identify potential benefits and beneficiaries of their research from the out
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set, and throughout the lifecycle of their project/research
develop the skil
ls required for effective co-production of knowledge
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develop entrepreneurship and enterprise skills
develop skills that foster
the better use of research outputs in policy making
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acquire skills that help and enable outreach and public dialogue, both throughout the
research process and as part of the dissemination process.
Exploitation of
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Research and Intellectual Property Rights (IPR)Stud
ents should be made aware, as an integral part of their research training, of the possibili
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ties and problems of academic or commercial exploitation of their own research activi
ties, as well as the research activities of others. This should include an understanding of th
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eir institution’s intellectual property policy as well as relevant training.
Transfer
able Skills
Communication, Networking and Disseminati
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on SkillsStudents should be strongly encouraged to devel
op skills to communicate their research, promote themselves a
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nd build up a network around their research. The development of
communication and networking skills should form an embedded
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part of their overall programme of research training includin
g presenting their work to both academic colleagues and non-aca
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demic users, and to build networks with others including resea
rchers and. They should have opportunities to attend and cont
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ribute to seminars, workshops and conferences.They should a
lso be given the opportunity to circulate papers to interested
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individuals and groups.
An early introduction should be give
n to the essential skills of writing, presentation and disseminati
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on, although the development of these skills will continue throu
ghout the student’s studies. Opportunities should also be giv
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en for students to develop these skills for a non-academic aud
ience such as writing for or speaking to the media, general publi
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c and government bodies.
The development of skills around co
-production of research, public engagement and enterprise skil
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ls (see General Research Skills) can play an important role in
helping postgraduate students to raise their profile and to di
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sseminate their knowledge to wider audiences.
Leadership,
Research Management and Relationship Management Sk
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ills
The ESRC expects that students will be encourag
ed to acquire skills to help manage their research
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project effectively including leadership skills, pr
oject and time management, relationship management,
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and skills to manage the resources available to th
em to conduct their research. These may be acquired
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through formal learning, through the experience of
conducting and completing their own research and t
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hrough opportunities for experiential learning (eg
through managing their own Research Training Suppor
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t Grant (RTSG), or by undertaking an internship opp
ortunity).
Students should receive training that extends
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beyond project management to encompass research leadershi
ps skills and a sophisticated understanding of the life cycle of
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the research process from the initial idea for a research ques
tion, through the development of a research proposal that may
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attract funding, to the archiving of data and, where appropri
ate, the completion of end-of-award reports to research spons
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ors.
Personal and Career DevelopmentThe ESRC expects re
search students to be encouraged to proactively engage in the
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ir own personal development and career direction, in accordanc
e with the Concordat to Support the Career Development of Rese
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archers. Institutions are encouraged to formalise personal de
velopment activity where appropriate, however, at a minimum lev
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el students should be encouraged to develop a training plan i
n discussion with their supervisor(s) to develop an awareness
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of their career aspirations, personal attributes and skills and t
o plan to address gaps in knowledge.
Students should be enco
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uraged to reflect upon and actively manage their own career direc
tion and to engage with a range of activities that will help develop
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useful skills and knowledge for different possible career pat
hs. Institutions are required to make students aware of relevan
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t support for career development learning, especially that p
rovided by the institution’s central support services, and th
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eir entitlements in respect of such provision.
National Tra
ining Provision
In addition to generic and transferable tr
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aining available within the institution or through a consortium
arrangement, the ESRC expects that research students will be m
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ade aware of external sources of support for career developm
ent and transferable skills especially that provided by the Re
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search Councils and other national organisations that champio
n the personal, professional and career development of docto
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ral researchers. Institutions should commit to developing the
potential of postgraduate researchers and to encourage stud
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ents to take advantage of specific support provided by organi
sations like Vitae, which builds on the work and activities of the pr
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evious UKGrad Program.
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