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Methods The remainder of this paper focuses on the results of a Q-methodology study that aimed to redress the dearth of empirical studies on leadership in co-produced research, and interrogated the alignment between the leadership preferences of respondents with experience of co-produced research. Some studies have centred on the contribution of particular leadership types or styles to co-production, such as relational leadership (Bussu & Galanti, [11]; Schlappa & Imani, [51]), others the modes of leadership that may be appropriate in different governance conditions (Tortzen, [54]). A five-step process for conducting a Q-methodology study This methodological appendix provides technical detail about how we constructed our Q-methodology survey, carried out the collection of the Q-sorts, and analysed the results. Keywords: Co-production; research; leadership; university EN Co-production research leadership university 1 21 21 12/20/22 20230101 NES 230101 Introduction There has been encouragement from funders, universities and academics to co-produce research (Durose et al., [15]). But, there was divergence in how far the leadership of co-production should seek to transform power relations; each viewpoint had a distinctive interpretation about whether antecedent power should be accommodated or redistributed, whether leadership should be primarily relational or subject to formalised structures, and who gets to take decisions and by what process. [Extracted from the article]

While social programs are often assessed using short-term impact studies, longitudinal designs allow evaluators to capture change over time, identify longer-term outcomes, adapt instruments, and better understand participants in transition. A mixed methods design can be critical in understanding these dynamics; yet there is a lack of literature exploring the practical considerations of planning and conducting qualitative and quantitative data collection and analysis within longitudinal studies. This paper examines two different mixed methods frameworks used in a 5-year evaluation of three youth entrepreneurship programs in East Africa. We show how the evaluation team dealt with unique challenges across methods and over time, and how the design ultimately facilitated a richer understanding of program impacts and processes. Considerations for conducting this type of study are explored, related to the impact of longevity on analysis and research staff. Successfully using a longitudinal mixed methods approach requires researchers to be strategic and reflexive, and work in close collaboration. [ABSTRACT FROM AUTHOR]

This paper analyses the phenomenon of the death of informants. Based on his own experience with the long-term (1999-2016) research of Voyvodovo - the only Czech village in Bulgaria, the author shows what the death of one's informants means for the research and the researcher. The author argues that any long-term fieldwork entails emotional involvement of the researcher, and so the departure of his or her informants has a deep impact on the researcher's well-being. The articles also address methodological consequences of the death of informants, namely, the case when the death of all of them leads to a situation that the group ceases to exist. The author shows that with the last member's passing away Malinowski's 'native's point of view' is lost forever. The author also suggests that the topic of death of informants should be included into educational curricula for fieldwork training. [ABSTRACT FROM AUTHOR]

As units of analysis, documents are often seen as unproblematic, easily accessed sources of data. This research note discusses and reflects on a research project where documents were not easy to access and instead prompted significant negotiation, contained disturbing information and images and had an emotional impact on the researcher. A reflexive account is provided in this paper, which draws upon feminist methodological theory and explores the researcher’s experiences of using documents in research. The paper concludes that documents should not always be categorised as a low risk data source, rather issues such as access difficulties, ethical dilemmas and potential emotional harm, should also be considered. [ABSTRACT FROM PUBLISHER]

The use of reference groups made up of members of the population being researched has been encouraged within the qualitative research literature. This paper describes the use of reference groups made up of children and young people and promotes them as a space within which co-reflexive activities can help researchers reconsider their research approaches and assumptions, their methodologies and methods and the new knowledge created. The paper uses three case studies to highlight the benefits the authors have encountered as well as those identified by children and young people themselves. [ABSTRACT FROM PUBLISHER]

This paper outlines the state of the art in qualitative longitudinal methodology, reflecting on more than 10 years of development since a previous special issue on qualitative longitudinal research was published by theInternational Journal of Social Research Methodologyin 2003. The papers presented in this special issue emerge from a methodological innovation network that brought together an international community of researchers in order to map new frontiers for the method. This paper summarises the development of the method from a design to a sensibility, identifying three new frontiers as part of a future research agenda including: the need for a processual imaginary; experimentation with temporal perspectives and orientations and explicating the temporal affordances of our methods. [ABSTRACT FROM PUBLISHER]

Nurseries play a major role in the lives of many families. This paper argues for the value of psychoanalytic methods of observation as a research tool to explore young children’s interactions and emotional experience in nurseries. The paper reviews what has been learned already about early development using such methods. The second part of the paper illustrates observation data gathered using psychoanalytic methods in nursery research, through the observations of an 18-month-old boy. It uses these data to show the potential of the method in accessing what young children communicate about their nursery experience and in exploring current questions of nursery policy and practice. [ABSTRACT FROM PUBLISHER]

This paper reports on the experiences of a female transcriber involved in a narrative inquiry into the lives and identities of people who have been traumatized in childhood and subsequently misused drugs. It addresses the potential and actual impact of transcribing traumatic life stories and the need for researchers to consider ethical responsibilities 'to do no harm'. It also shows how the transcriber's witnessing of the participant's stories, when taken back to the participant, enabled the researcher to validate her interpretation and check the focus of her analysis, in line with the participant's expectations: it also helped the participant develop new stories of resourcefulness and strength. The paper uses taped conversations between the transcriber and the researcher, and between the researcher and the participant, to illustrate a rich unfolding process that enhanced understanding and created new meanings. It offers some ways forward to ensure that transcribers come to no harm through their work with traumatized subjects. [ABSTRACT FROM AUTHOR]

To examine the organizational processes that occur in police decision-making, one needs to uncover what, when, how, why and to what extent some decisions are made over others. This paper suggests that the most appropriate research design for this research is a fully integrated mixed model - that is, this research uses not only quantitative and qualitative data but also analyses the qualitative data both statistically and through a grounded theory approach. Consequently, the description and explanation of police decision-making adopts a pragmatist approach incorporating analyses that are both quantitative - showing the factors which are associated with outcomes - and qualitative - showing the ways in which police officers' understanding of their occupational world conditions their behaviour. This paper highlights the conceptual issues involved in conducting mixed-methods research through a review of the technical and epistemological issues involved, the appropriate use of statistical methods and the presentation of an empirical example. [ABSTRACT FROM AUTHOR]

This paper addresses the role of the research question in social research. It outlines what is taken to be the conventional view in many methodological discussions, namely, that research questions guide decisions about research design and research methods. This position is taken to imply that social researchers typically take the view that research methods need to be tailored to the research questions that guide an investigation. The paper questions how far this position pertains to actual research practice. Drawing on interviews with researchers about their practices in relation to mixed-method research, two discourses were found in the transcripts. A particularistic discourse that reflects the traditional view, whereby mixed-method research is viewed as only appropriate when research questions warrant it, was uncovered. In addition, a universalistic discourse, which sees mixed-method research as more generally superior, was also uncovered. The implications of these viewpoints for understanding the role of research questions are then discussed. [ABSTRACT FROM AUTHOR]

This paper discusses key methodological issues for qualitative research with learning disabled children, based on the author’s experience of involving learning disabled children in her doctoral study. The study was founded on the social model of disability and a sociological understanding of childhood that recognizes the abilities of disabled children as competent research participants. Issues that arose throughout the research process, from the early stages of gaining access to children, to communication challenges for interviewing learning disabled children, and the analysis and dissemination of data, are discussed. Within this context, this paper explores key methodological issues for researchers with regard to interviewing learning disabled children and actively involving them in qualitative research. [ABSTRACT FROM AUTHOR]

This paper offers a theoretical ‘action research spiral’ model to guide reflection on the dual client focus of action research. While theoretically exploring and highlighting the tensions and dilemmas created by this dual client focus, this paper will argue for a greater degree of reflection on action research practice and utilize vignettes from action research cases to illustrate those reflective processes. It is concluded that further discussion and reflection on the process of action research is an important component of social science’s contribution to phronetic knowledge. I saw the University as helping us to reflect on what we are doing—they are the expert reflectors. This is particularly what I saw as X’s role. Sometimes his interjections go above their heads and his ‘nine words or less’ statements need to have some explanation, and I should feed this back to him. I also see the University as playing a visionary role, helping to show us new things about what is possible. I don’t see the University as helping to pull the team together—that is when it gets confusing. They are observing us, they are looking at us as the rats, and when they see something that they think needs to be addressed, they can feed this back to us—and this is where teaching and formal learning comes in. This is a difficult role for the University. I can see some of the University people just squirming—you can see it in their face that they want to intervene. They know something about what we are doing but are not imparting the knowledge. This can piss people off. They are withholding what they know and not helping. But it can also piss people off if they come in too early and tell us what is going on and what to do and not let us wallow around for a while, and learn. This is what I see as a major problem for the University. As you observe us, at what point do you reflect the learning and feedback, and yet not prostitute the learning or dirty the data. ..We are the rats, the factory is your laboratory. But when we are looking at the role of the University, you are the rats. (Plant Manager and Industry Sponsor of an Action Research Project, 2000) [ABSTRACT FROM AUTHOR]

This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London. It is demonstrated that this psychological form of reflexivity is relevant to empirical and conceptual work and shown that it shares interesting parallels with debates about reflexivity in social research methods, while also being able to contribute to discussions of what constitutes reflexivity and what kinds of methods course might facilitate it. Reflexivity is often discussed in relation to a researcher’s empirical work, but this paper argues that reflexivity is equally needed in relation to the academic context in which most research and learning takes place. This paper demonstrates how psychoanalytic approaches to learning stimulate a reflexive relation to empirical and conceptual work and it provides examples of reflexivity from a two‐year infant observation and a research project on romantic love (involving conceptual and biographical research). [ABSTRACT FROM AUTHOR]

Reflecting on a research project on workplace learning amongst low-grade staff in the public sector, this paper identifies a number of key issues arising from the research process. The theme which runs throughout the paper is a concern with the nature of power, both in the workplace and in the research process. The research itself focused on a relatively powerless section of the workforce. The process of securing access contributed to the research team's understanding of power relations in the workplace and to consideration of the nature of the relationship between the researcher and the researched. The paper identifies a range of sources of power and concludes that researchers must use an understanding of the research process as a part of the findings, not merely a route to findings. [ABSTRACT FROM AUTHOR]

This paper explores the notions of time and texture --or the interplay of the temporal and cultural dimensions of social life--as the conceptual foundation for the development of longitudinal qualitative (LQ) methodologies. It illustrates the different ways in which time is theorized among both qualitative and quantitative researchers in order to draw out the creative potential offered by LQ methodologies for understanding the dynamics of everyday life. The paper concludes by exploring how LQ methodologies might be used in the context of childhood research and for revisioning the process of 'growing up'. [ABSTRACT FROM AUTHOR]

This paper describes a UK based longitudinal qualitative study following approximately 100 young people over 9 years. It provides an overview of the research design, methods of data collection and analysis as well as reflecting on the strengths and weaknesses of the strategies employed. We focus on the value of a devolved research design, complementary cross-section and temporal analytic approaches and the effects of being involved in a longitudinal study on researchers and participants. The paper aims to contribute to a growing understanding of the practical, ethical and epistemological challenges presented by longitudinal qualitative methods, and highlights those challenges that are specific to this method as well as those which are amplified by this kind of approach. [ABSTRACT FROM AUTHOR]

This paper reviews the utility of the framework offered by Giddens' 1991 work Modernity and Self Identity: Self and Society in a Late Modern Age , for the analysis of longitudinal qualitative studies. Working from two different longitudinal qualitative data sets, the authors explore the extent to which the notion of the 'reflexive project of self' and associated concepts might be operationalized to assist with the analysis and interpretation of empirical data. We first explore the notion of 'fateful moments' in a longitudinal qualitative interview-based study of young people's biographies. We then explore the importance of mechanisms of 'shame' as accompaniment to dramatic life transition, using data taken from a 3-year study of female sex workers in New Zealand. The paper concludes by arguing that although Giddens' work provides us with an interesting starting point and some useful operational tools, in practice the data outgrow the theory. [ABSTRACT FROM AUTHOR]

This paper considers the possibility of accurately measuring the numbers of persons homeless in a given location, at particular times. It is maintained that such data are necessary to the efficient apportioning of resources, but hitherto have been unobtainable through 'traditional' methods of counting. In recent years researchers have advocated the use of the method of 'capture-recapture', a technique which utilizes information from duplicate cases to allow the number of people otherwise unobserved to be calculated. This paper describes and critically evaluates the use of this method in two studies in Plymouth and Torbay, UK. [ABSTRACT FROM AUTHOR]

Alvin Gouldner (1979) suggests knowledge is both culture and capital. Knowledge enables meaningful action. Capital is culture privatized. Culture is capital generalized. This raises the question of ownership in social research. Detachment in social research is praised as a virtue but also viewed as a source of difficulties epistemologically and ethically. Participatory action research offers a critique of detachment and advocates its opposite, 'commitment'. This may not necessarily involve 'political' advocacy. However, commitment to involve participants, and to further their goals through the conduct of research, does become a form of 'advocacy'. This paper draws on problematic experiences as a 'participatory action researcher' in social movement and evaluation research. Drawing on the recent work of Fuller, this paper suggests, rather bluntly, that when asked 'whose side are we on', academics might be more bold and suggest 'we are on our own side'. [ABSTRACT FROM AUTHOR]

Anthropologists and others working in the field of development are making increasing use of participatory research methods. While aware of the value of such methods, this paper outlines a number of methodological issues that need to be carefully considered. Such issues, when taken together with the problem of combining participatory with other forms of qualitative and quantitative research, argue strongly not only for caution but the need to undertake basic research on the participatory methods themselves. This paper looks at the development of participatory rural appraisal (PRA) in development research, and critically examines three methods/techniques—interviewing, visualization and ranking/scoring—in terms of their relation to qualitative research. Finally, the issue of the validity of PRA is discussed in relation to arguments about the role of sequencing/triangulating research techniques that are shown to be as problematic as the unexamined use of PRA methods. [ABSTRACT FROM AUTHOR]

This paper is based on reflections concerning the initial stages of a research project focusing on women, 'race' and later life. The paper describes some of the aims behind the project and discusses some of the immediate methodological issues which have arisen. It then goes on to reflect upon some more general matters which are beginning to emerge. The paper is rooted in concerns about the gap between social research and social theory. These form the context for the problems selected for consideration here. [ABSTRACT FROM AUTHOR]

There is a dearth of discussion on the methodological dilemmas faced by minority ethnic researchers who research minority ethnic communities of which they are not a part. The paper explores the political and ethical issues involved in a black woman researching South Asian women's lives, analysing the research process, and focusing on issues of choice of research group, access and placing. This paper represents a reflexive account of the research relationships developed in longitudinal qualitative doctoral research between a black (of African descent) postgraduate student and sample of 19 South Asian female student teachers in England and draws on literature of women interviewing women and ethnic or 'race' matched research. The methods employed were documentary analysis, observing meetings, a focus group, two student questionnaires, one-to-one interviews with staff and group and one-to-one interviews with South Asian female student teachers. It is argued that whilst social characteristics such as gender, language, religion and culture are important in determining notions of commonality and difference, a shared experience of racism between the researched and the researcher may affect the research relationship most significantly. [ABSTRACT FROM AUTHOR]

This paper is based upon our experience of commissioning diaries to be kept by research subjects. First the paper reviews some previous research based on diaries, then it outlines the aims of our research and the method of data collection. Then the paper goes on to evaluate the design and use of a diary that participants in our research completed. In particular we consider the ways in which the diary may have biased our sample, caused the participants difficulties and generated poor data. There is also a discussion on how it may have affected behaviour and on the ethical issues that are raised by commissioned diaries. In conclusion, observations are made about the strengths and weaknesses of diaries as an investigative tool with a wider applicability. The diary proved particularly revealing and we recommend that other researchers consider diaries as a method of investigating everyday life. [ABSTRACT FROM AUTHOR]

This paper advances the conjecture that Social Research is becoming a discipline in its own right, independent of substantive disciplines such as sociology, social policy or political science. In the first part of the paper I briefly examine the historical foundations of research and the factors that led to its growth in the last two decades. In the second part of the paper I discuss the implications arising from an increased demand for methods training, in particular the potential impact of autonomous degrees and pathways in Social Research on traditional social science disciplines. [ABSTRACT FROM AUTHOR]

The pressures of funding and publishing requirements often make it difficult for researchers to pay close, detailed and reflexive attention to methods as an integral part of their research work. This paper reports on a project about women's perceptions of health, health risks and osteoporosis which was designed explicitly to explore methodological and epistemological issues as they arose and were renegotiated during the research. Three experienced qualitative researchers carried out equal parts of this small piece of research, and reflected on how faced with the same topic and conditions they each did their interviewing and analysis. Through reflexive attention to their feelings of dissatisfaction with the quality of this qualitative work the authors highlight the importance of effects of project design and collaborative working on both the social and material relations of the interview itself and the experiential and contextual depth of the data. The paper concludes with a consideration of its implications for teamworking in qualitative projects. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to debates within the ‘new’ sociology of childhood by focusing on issues of structure and agency in the research process. Drawing on a detailed qualitative study of children's paid work and employment, funded as part of the ESRC ‘Children 5—16: growing into the 21st Century’ initiative, the discussion examines the extent to which it is possible to design and conduct research on and for children, where children are participants in the research process. The paper suggests that despite the best intentions of researchers, the structure and organization of research inevitably reduces children to the status of at best, participants rather than partners and at worst objects of the researchers gaze. The reasons for this relate to issues of methodology rather than method in that what counts as acceptable academic knowledge is defined in relatively narrow and conservative terms by academics who are invariably adults and to children's lack of research or academic capital. [ABSTRACT FROM AUTHOR]

This paper proposes that established research techniques can be developed in new directions by becoming attentive to the ways in which novel epistemological and ontological frameworks can shape the production of research knowledges. Drawing upon ideas from performance theory and science studies, and two brief fieldwork examples – archival research on the MRC’s Common Cold Unit and participant observation of the challenge of moving a herd of cattle – we argue that habits are also always to extent improvised; shaped by the capacities of human bodies to sense and respond to the nonhuman agentive world around them, including methodological habits. We propose a new term, ‘experimental partnering’ to define an interpretative approach that is attentive to how practice can illuminate the improvisatory or unstable temporary alignments that underlie some habits. ‘Experimental partnering’ is not offering a new way to access the research field, but a term to express a particular interpretative mode that draws attention to human-nonhuman relations and assemblages, fostering new apprehensions of how these more than social relations modify and interrupt the habitual. [ABSTRACT FROM AUTHOR]

This paper explores research routines which are so mundane that they are rarely noticed and may be hard to even verbalise. How does one acquire the bodily dexterity of rifling through a filing cabinet, skimming Google lists or judging a book by holding in it one’s hands? Drawing on interviews with and observations among scholars of both the analogue and digital generations, mainly in the social and cultural sciences, I look at how such routines are established, naturalised and transformed. They may be seen as methods slowly turning into inconspicuous habits. To what extent do such practices, which are often seen as intensely personal, actually mirror norms and cultural conventions of specific academic settings? With a focus on materialities and sensibilities, I discuss three arenas of everyday academic activities: writing, reading and handling information. [ABSTRACT FROM AUTHOR]

Cuba, a country that is often portrayed as an isolated, secretive and bureaucratic dictatorship, would appear to present many challenges for a social researcher intent on eliciting the genuine opinions of the native population. However, in December 2008, I began just such an investigation, researching ‘environmental justice’ (i.e. the social and distributive impacts of environmental policy and practice) in the country, using a mixture of interview and participant observation techniques. As might be expected, much of the fieldwork was dominated by the sensitive political context, creating numerous methodological issues and dilemmas, as well as personal challenges. This paper looks at the difficulties faced, in particular with regard to the problem of attaining reliability and validity, and the strategies that were used to overcome them. It will be of relevance to anyone considering carrying out fieldwork investigations in socialist, and other politically sensitive, locations. [ABSTRACT FROM AUTHOR]

In this paper we discuss the unique influences of ethics assessment procedures on comparative qualitative research. These influences are particularly pronounced when researchers are from different disciplines and in different countries. Focusing on our experience conducting a study on the perceptions of young people regarding HIV/AIDS in two countries (Italy and Canada), we describe the impact of the ethics assessment procedures in our respective countries on recruitment, sampling and comparability of findings. We also raise issues related to differences in ethics assessment processes from a disciplinary perspective. We conclude by suggesting that our theory of technique approach, which focuses on studying how the choices made in research implementation influence the study findings, should be extended to include the impact of ethics assessment procedures. [ABSTRACT FROM AUTHOR]

This paper explores the difficulties encountered by researchers attempting to measure the prevalence of negative workplace behaviours and how these might be overcome. Drawing on the first stage of a major ESRC-funded study of workplace behaviours in Britain, we demonstrate the importance of improved sampling and data collection methods. We show how judicious use of qualitative data derived from cognitive testing of survey questions can improve substantially the reliability and validity of data. In particular, we explain how a battery of questions devised by social psychologists and used as a standard measure in surveys was tested and revised following a series of 60 in-depth interviews. These revisions ranged from fairly minor changes in wording, in order to make questions better understood, to the elimination of questions which our qualitative work persuaded us were not capturing data in the way that other researchers might have assumed they did. [ABSTRACT FROM AUTHOR]

It appears that the practice of giving cash or gift vouchers to research participants is becoming increasingly common; however, this practice has received little attention from social researchers. Paying participants has implications in terms of the ethical requirement for consent and may have consequences in terms of recruitment for research projects and for the data collected. In this paper I consider how these issues arose in a research project with lone mothers and the way in which offering payments might help with gaining access to participants. I argue that the possible impact of making payments to research participants should be considered in research accounts and the possible impacts of payments should be more widely debated. [ABSTRACT FROM AUTHOR]

In response to the theories of empowerment and social justice, research involving Indigenous peoples often demands participatory and collaborative methodologies. Consequently, researchers need to engage with reflexive evaluation of collective and negotiated design, data collection and data analysis to consider inter-personal and collective dynamics during the research process. What this means for those attempting counter-colonial research is that we cannot rely on a singular application of reflexivity to situate knowledge. Additional political and relational layers of reflexivity are essential to critically evaluate empowerment and participation by working 'the spaces between' through reflection about collaboration. By exploring 'relationality' as a methodology, this paper discusses three layers of reflexivity (self-reflexivity, inter-personal reflexivity and collective reflexivity). This reflexive work entails resisting essentialist positions while also recognising difference within a collective. The result is the ability to see that the Self-Other hyphen both connects and distinguishes between us, in processes of collaborative counter-colonial research. [ABSTRACT FROM AUTHOR]

In this paper, we explore how the use of critical creativity as methodology can democratise, and enliven, both process and product of qualitative research. This, we believe, is important if we are concerned with inclusive, collaborative research which aims to change the material circumstances of people's lives and, simultaneously, nurture the human flourishing of participants in the research. One of our concerns is to find ways which enable more people to be more fully involved in the processes of such research and to speak, and be heard, thus enlarging conversations for change. This can be achieved, to some extent, by using the creative arts, intuition, performance, imagination and the wisdom of the body. Here, we use three examples from our practices as critically creative social researchers to explore and illustrate these themes in addition to offering ideas for researchers wishing to enlarge their practices. [ABSTRACT FROM AUTHOR]

This paper explores some of the benefits of pursuing difficult, antagonistic, research relationships in the context of biographical interviewing methods that are sensitive to spatial relationships. It argues that confronting sources of tension between researchers and informants and being more open about the emotional baggage we bring to the field as researchers yields more rigorous fieldwork with more insightful results. The argument is developed from a particularly difficult research relationship: an encounter between the author and a British expatriate diving instructor living in Hong Kong. The broader context of the research is the production of white privilege through migration and the operation of global/postcolonial landscape. [ABSTRACT FROM AUTHOR]

This reflective paper draws on a range of experiences developed over the last 11 years regarding the way in which qualitative data analysis (QDA) software (QSR NUD*IST and NVivo) is taught and used within doctoral research. The existing separation of qualitative methods training from QDA software training can result in disconnected technical and methodological learning curves. This can cause a number of problems for doctoral students because a ‘methods revolution’ is being experienced and current students are not necessarily exposed to the support they require via the methods literature, their postgraduate training programme or their supervisor. Three key influences on the use of QDA software are discussed within the context of teaching and learning QSR NVivo: the increased popularity of QDA software amongst those from traditionally positivistic backgrounds; the promise of improved levels of transparency; and the reliance upon the free tutorials, which are distributed with the software, to learn qualitative research methods as well as software processes. Implications for doctoral students, supervisors and examiners are discussed. [ABSTRACT FROM AUTHOR]

This paper reviews the currently rapid changes in research ethics governance affecting many kinds of social research. Arguments for and against single‐discipline and multidisciplinary research ethics committees will be considered, with examples of how medical and social research ethics can inform one another. We conclude that the use of multidisciplinary research ethics committees, guidance and governance can be an effective and necessary part of social research methodology. [ABSTRACT FROM AUTHOR]

A good systematic review is often likened to the pre‐flight instrument check—ensuring a plane is airworthy before take‐off. By analogy, research synthesis follows a disciplined, formalized, transparent and highly routinized sequence of steps in order that its findings can be considered trustworthy—before being launched on the policy community. The most characteristic aspect of that schedule is the appraise‐then‐analyse sequence. The research quality of the primary studies is checked out and only those deemed to be of high standard may enter the analysis, the remainder being discarded. This paper rejects this logic, arguing that the ‘study’ is not the appropriate unit of analysis for quality appraisal in research synthesis. There are often nuggets of wisdom in methodologically weak studies and systematic review disregards them at its peril. Two evaluations of youth mentoring programmes are appraised at length. A catalogue of doubts is raised about their design and analysis. Their conclusions, which incidentally run counter to each other, are highly questionable. Yet there is a great deal to be learned about the efficacy of mentoring if one digs into the specifics of each study. ‘Bad’ research may yield ‘good’ evidence—but only if the reviewer follows an approach that involves analysis and appraisal. [ABSTRACT FROM AUTHOR]

This paper consists of a critical reflection of a research study carried out by a white researcher documenting black Muslim women’s experiences of victimisation and the management of their personal safety. It is argued that whilst some aspects of the researcher’s subjectivity can be linked to marginalised, outsider positions, which helped to produce oppositional knowledge, other aspects of her self‐identity served to maintain and re‐produce dominant racial and cultural discourses and power relations. [ABSTRACT FROM AUTHOR]

This paper reflects on and theorizes strategies to design and teach an introductory qualitative research class to US doctoral students. My orientation towards learning theory as an educational psychologist shapes my analysis in fundamental ways. The course blends elements of philosophy, method, skill‐building and reflection to explore both ‘why’ and ‘how to’ elements of qualitative research. Four process components are examined: (1) the construction of my own beliefs about research, (2) the evolution of course readings and skill‐building activities, (3) an analysis of quotations from students’ work, and (4) implications for teaching research methods courses. Class members unearthed moral and ethical dilemmas in every aspect of the research process, and we worked to excavate ways to do quality work in respectful ways. My reflection concludes with two personal insights: (1) social science graduate students in the US need more opportunities to think theoretically and write interpretively and (2) self‐knowledge is integrally connected to issues of openness, voice, and seeing the world with new eyes through the research process. [ABSTRACT FROM AUTHOR]

This paper examines the advantages of combining quantitative and qualitative findings concerning the wider benefits of adult learning. The research issue is a broad one that was under-researched when the projects were conducted. Quantitative and qualitative projects addressed different facets of this issue. Mostly, they were designed and conducted separately, and combined only at the stage of interpreting findings. We therefore refer to the project as multi rather than mixed method research. The advantages of combining methods in this research fall into the five categories presented as purposes of mixed methods research by Greene, Caracelli, and Graham (1989): initiation, triangulation, complementarity, development and expansion. I suggest that initiation, which refers to the new perspectives that are developed when researchers attempt to combine apparently contradictory quantitative and qualitative findings, is conceptually distinct from the other advantages. Unlike the other four advantages, it is not associated with particular and concrete outcomes, such as additional evidence for validity (triangulation), developing a fuller picture of the research issue (complementarity) or expanding the scope of the research (expansion), its design and implementation (development). Rather, initiation is a process through which the reconciliation of apparently contradictory findings leads to triangulation, complementarity, development and expansion. The ease with which findings from different methods are reconciled is a dimension that applies to multi-method research, which is highlighted by initiation. It bears on the creativity and innovation associated with triangulation, complementarity, development and expansion. [ABSTRACT FROM AUTHOR]

In this paper we discuss mixing methods at the level of reviews of research, combining the findings of multiple, already existing, studies that are labelled broadly as using either ‘qualitative’ or ‘quantitative’ methods. We define systematic reviews and outline the ‘mixed methods’ we have developed for combining diverse study types within them. Traditional systematic reviews usually answer a single question, use one type of study and, hence, only require one method of synthesis to combine the findings of studies. Our methods involve conducting three types of synthesis: (1) a statistical meta-analysis to pool trials of interventions tackling a particular health, social or educational problem; (2) a synthesis of studies examining people’s perspectives or experiences of that problem using qualitative analysis; and (3) a mixed methods synthesis bringing the products of (1) and (2) together. We discuss the strengths of these mixed methods at the review level, reflect on their lessons for the concept of ‘triangulation’ and raise questions about the utility of the terms ‘qualitative’ and ‘quantitative’ and ‘mixed methods’ for classifying different types of research. [ABSTRACT FROM AUTHOR]

The Effective Provision of Pre-school Education (EPPE) project is a longitudinal study of young children between the ages of 3 and 7 years. Research began in 1997 and both quantitative and qualitative methods were used to explore the effects of pre-school education on children’s attainment and social/behavioural development at entry to school, and of any continuing effects on such outcomes at the end of Key Stage 1 (age 7). The sample included over 3,000 children and 141 pre-school centres drawn from six different types of providers. In addition, a home sample of children who had not attended a pre-school centre was included. In order to identify the processes that might influence centre effectiveness, observational data were collected and centre managers interviewed. In-depth case studies of 12 more effective centres were used to explore and illuminate the processes, particularly in relation to pedagogy, associated with better child outcomes. A mixed method approach was adopted to simultaneously answer both confirmatory and exploratory questions, to support user engagement and provide triangulation. The paper argues that the mixed method approach supported the development of stronger research inferences. [ABSTRACT FROM AUTHOR]

This paper addresses some methodological and theoretical issues of the role that concepts and conceptualization play in the process of analysing qualitative data. Studying children as research subjects, and reflecting upon their movement and relational dynamics in day-care institutions in Norway, led to a critical consideration of the process of conceptualization and the concepts themselves. It is argued that reflexivity and a dialectical relationship between empirical data, theory and relevant literature are vital components in this process. This is illustrated and discussed in relation to two main approaches of analysing empirical data: a top–down approach, where established theoretical concepts are applied; and a bottom–up approach, where theoretical concepts grounded in empirical data are generated. Two concepts from ethnographic research in day-care centres are introduced to illustrate both approaches and to illustrate the effort of avoiding adult-centricism. [ABSTRACT FROM AUTHOR]

Feminist social science is marked by its diversity, its ethos of inclusiveness and its critical power. These qualities are best exemplified in feminisms' acknowledgement, at the epistemological level, that men as well as women are crucial participants in the feminist enterprise. Moreover, epistemological justifications for positioning men within feminism is matched by a commitment to think through the methodological implications of men's involvement as both researchers and researched. In particular, inclusiveness pushes at the boundary of what counts as feminist methodology, and it forces us to rethink the underlying principles of feminist research work. In this article, two key feminist methodological principles--rapport and empathy, and democracy--are interrogated in the light of a series of in-depth interviews with a group of powerful, authoritative and uniformed men (senior police officers). It is suggested that while there may be a temptation to dismiss the interviewing relations which evolved as 'non-feminist', they are also indicative of feminist methodological vitality and strength as well as its capacity to accommodate the fractured subjectivities of research participants. The paper concludes by positing a re-conceptualization of interviewing principles which not only appreciate diversity in feminist epistemological and methodological commitments, but also variability and difference in feminist research relationships. [ABSTRACT FROM AUTHOR]

This paper discusses a longitudinal, interview-based study of Australian secondary school students that explores the interaction between school ethos and forms of subjectivity. The study was designed to enable prospective and retrospective understandings of identity over time. It is suggested that this methodology encourages a reflexive self-positioning for both participants and researchers and, in the accumulation of an archive of perspectives, responds to poststructuralist critiques of contingency and construction in research interviews. Second, it is argued that the richness of longitudinal research invites more than one kind of analysis, and that working with and across conventionally divergent theoretical approaches can be fruitful. This is discussed with reference to Bourdieu's account of social field and habitus, and Hollway and Jefferson's notion of the 'defended subject'. [ABSTRACT FROM AUTHOR]

In this paper we explore the implications of conducting a longitudinal transitions study based on ethnographic research in secondary schools. The main issue we address is how the ethnographic starting point materialized into a longitudinal exploration of young people's transitions to adulthood. We discuss the process of the research and how the ethnographic study contextualizes the life history research, focusing on 'remembering' and 'imagining'. In our conclusions we address representations, in particular ethics and politics of writing. The article draws from a project Tracing Transitions--Follow-up Study of Post-16 Students in which we trace young people's transitions into further and higher education and the labour market. [ABSTRACT FROM AUTHOR]

This paper addresses the challenge of sustaining critical and committed research within individualist academic research practices by highlighting key features of the storied character of research accounts. Three issues that are negotiated within any research project are explored: firstly, received understandings of the possibilities of theory as a tool of intervention as well as an academic requirement for, and outcome of, research. Secondly, issues of commitment, whether political or disciplinary, and the interplay (and tensions) between the two are considered. Thirdly, issues of textuality are addressed, as expressing political and disciplinary questions of genre and audience, including the variety of forms of accountability researchers are both subject to and those we (should) institute to elaborate more than academic criteria for evaluation of research practice. By framing the commentary according to adaptations of accounts of the socially situated and encultured character of narration by Walter Benjamin and Donna Haraway, some theoretical resources for analysing and countering the individualist ethos of academic research are put forward. These then give rise to further practical questions around joint action and intervention. [ABSTRACT FROM AUTHOR]

In this article we focus on recent literature on the housing needs of older people from minority ethnic communities. Such research has undoubtedly benefited particular communities in demonstrating that their needs have been neglected to date. However, the terminology used to describe ethnicity often assumes an unproblematic black–white divide in that it defines communities as discrete and homogeneous groups. Moreover, whilst much research in this field is described as concerned with 'black and minority ethnic' communities, it is in effect about specifically defined 'black' communities with little or no room for other minority ethnic communities. We argue in this paper, using two examples, that this has consequences for resource distribution and for funding of initiatives to help minority ethnic communities. [ABSTRACT FROM AUTHOR]