Capacity building in social science research methods: Researching teaching and learning processes
This project for which Melanie Nind is principal investigator forms part of a programme of research undertaken by the NCRM hub. It follows on from recent research on the nature of innovation in social science qualitative research methods and it complements the hub work on the methodological research and training needs of the UK social science community undertaken to inform policy and practice in research methods capacity-building in the UK. Such capacity-building requires effective dissemination of, and training or teaching and learning in, new or advanced methods. It is as yet unclear whether innovation in research methods also requires some innovation in the ways in which methods are taught and learned. Research on the teaching of research methods to date has largely focused on undergraduate or postgraduate students and not on advanced or innovative methods or on short courses for people already working as researchers. The study is aimed at better understanding the pedagogical demands of teaching a range of advanced social science research methods. The research team are particularly interested in the following research questions:
- What distinctive pedagogical challenges arise in teaching advanced, or innovative, social science research methods?
- How do teachers and learners respond to those challenges?
- How do those with advanced methodological competence translate their knowledge of methods into a form that will enable others to comprehend and be able to use them?
- Does innovation in research methods demand innovation in teaching and learning methods?
- Where teachers are innovating in their teaching of social science research methods what is driving this and what is unfolding?
We are addressing these questions by seeking the engagement of teachers and learners in exploring them with us. Vehicles for this include focus groups, observations, and video-stimulated recall and reflection. Ultimately this research will enhance knowledge regarding how capacity is built in the teaching and learning of advanced social science research methods.
Understanding Minority Ethnic Academic Flight from the UK
Dr Kalwant Bhopal is the principal investigator on this research project, funded by the Equality Challenge Unit. Assisted by Dr Hazel Brown and June Jackson, their motivation for this study is to develop earlier analysis of the complex processes involved in the experiences of BME academics in higher education, particularly in relation to how they are positioned within the academy and how their experiences are understood. This research has the potential to examine why and how inequalities in the academy continue to exist; and, how these affect decision making processes regarding future career trajectories. They are keen to analyse further the experiences of BME academics working in higher education and their reasons and motivations for leaving the UK to work elsewhere. Some initial results will be reported at the one-day seminar Progressing Race in Higher Education: inclusion, diversity and inequality (see the Events section for more details).
The Easy Read Custody Sheet pilot project
In an important collaboration with local community partners, Sarah Parsons is the principal investigator on a research project that will evaluate the implementation of ‘Easy Read’ information sheets for vulnerable adults and young people in custody. The project is a partnership between the University and Autism Hampshire, Hampshire Constabulary, the Office of the Police & Crime Commissioner (Hampshire and IoW), and Widgit, the communication specialists. The project will run over the summer of 2014 and report in the autumn.
The Shape Project
Sarah Parsons was a partner on the ‘Shape’ project, led by Karen Guldberg at the University of Birmingham. ‘Shape’ is short for ‘Shaping the future of educational technologies today: from prototypes to practice’ and was funded by the ESRC (2012-13). The project worked with 5 different schools in England and Wales to embed innovative technology use within the curriculum for children on the autism spectrum. The schools worked with different technologies developed in other research projects; these projects / technologies are ECHOES; COSPATIAL; Reactickles; and Somantics. Digital stories are now live on the project website – for more information and links see: http://blog.soton.ac.uk/sjie/?p=255
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