II. Some methods of social research

Theory and methods in social research, edited by Bridget Somekh and Cathy Lewin, London, Sage, 2011, 368 pp., £24.99 (paperback), 2nd edition, ISBN: 9781849200158 The title of the book (Theory and ...

T HIS paper ventures a definition of sociology as reflected in the courses which are offered in the subject at representative American Universities for the academic year of I93 I-I932. The forty institutions whose catalogues were studied represent not only geographic divisions but also state and privately endowed universities. Of this number two universities offer no sociology, three have departments combined with economics, two with anthropology, one with social technology, and there is one where sociology is sandwiched in between economics and government,-all three being in one department. The faculties of these universities count among their number the leading American sociologists. The total of some 803 courses offered by these faculties of sociology provides a wide and varied range of study. It is from the courses which are offered by ten or more universities that a definition of sociology has been made. Sociology is a discipline embodying a set of theories and principles (Introductory courses-38; Social Theory-35; Recent or Contemporary Theory-io; Principles of Sociology-I,) which studies normal social phenomena (Social Control -i8; Community Organization-I3; Family-z6; Rural Sociology-zI; Urban Sociology-I7) as well as pathological social phenomena (Social Pathology-zz; Child Welfare-I9; Criminology-35; Immigration-I5; Population-z5; Poverty-I3) with some attention to anthropological and psychological implications (Anthropology-Io; Social Psychology-i5) and which offers a method of dealing with the material (Methods of Social Research -I8; Statistics-I4; Social Work-z3; Case WorkI5) in which research and direction are carried on. Such is sociology when the most typical courses alone are considered, but it is scarcely a true picture of sociology as it is taught in American Universities. When all the offerings in the subject are considered, sociology appears to be some kind of glorified Irish stew in which are found liberal amounts of the usual ingredients and also a surprising conglomeration of other materials to give it variety and a spice to suit anyone's taste. In order to support this contention, lists of the courses are arranged in the frequency of their occurrence.

The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the relationship between teaching and research, both in higher education and for school teachers; and finally, reporting how a group of educational practitioners (mainly school teachers) studying at Masters level experience learned about research methods. The paper is illustrated by qualitative data from a case study of student experiences of research methods teaching on a Masters degree in Education in a research-intensive UK university. It is suggested that studying the journey embarked upon by taught postgraduate students inexperienced in research is helpful in understanding how learning about research methods takes place, which in turn can assist future research methods teaching.

We expect Big Data methods to contribute to research with results that are not inferior to those attained in other ways but possibly better, or hard or impossible to generate in other ways. Those who apply these methods may also aspire to augment the arsenal of research methods, offer surrogates for existing research designs, and re-orient research. Moreover, we can critically examine the institutional, societal and political effects of the Big Data methods and the conditions for the solid institutionalization of these methods in social and political research. To reach its primary objective, this article elaborates conclusions on how Big Data methods, not only by means of their ‘social life’ but also by their ‘political life’, may influence the institutionalization of social and political research. To reach its secondary objective, the article re-examines a study of budgetary legislation in 13 countries carried out by means of Big Data methods to draw conclusions concerning the augmentation of the arsenal of research methods, the surrogation of existing research designs, and the re-orientation of research.

Over the years the research endeavours in social sciences have been directed towards producing profound discoveries about humankind and the society they live in. Now-a-days qualitative research has been flourishing in many fields of the social sciences. Rapid social change and the resulting diversification of life scenarios are increasingly confronting social researchers with new social contexts and perspectives. There is a specific relevance for qualitative research to the study of social contexts and life situations. This has lead to the development of several social theories and social research methods which have still continued to develop in order to understand the diverse social problems. The challenge for social scientists and researchers worldwide is to continue in the search for a unified consensus on what methodology is to be adopted for research for meeting the emerging diverse needs of humankind and the society. This thought has led to the proliferation of pluralism or multi-method research in which the researcher synthesizes multiple research methodologies in order to study social problems in a holistic way. This concept of pluralism in research has to a greater extend subverted methodological tribalism which had existed till the recent past. This paper focuses on the philosophical assumptions as guidelines to research paradigms have influenced the development of social research theory and social research methods towards pluralism. This paper intends to explore pluralism in qualitative Social Science researches as it may be applied methodologically and philosophically. In this context, the paper heeds a thought on refocusing pluralistic qualitative research in terms of its needs and demands based on the level and depth of the study undertaken. Key Terms: Qualitative research, methodological pluralism, research paradigms, philosophical assumptions

On 1 July 2009, the German Network for Health Services Research [Deutsches Netzwerk Versorgungsforschung e. V. (DNVF e. V.)] approved the Memorandum III "Methods for Health Services Research", supported by the member societies mentioned below and published in this journal (Gesundheitswesen 2009; 71: 505-510). The focus of this part of the Memorandum III "Methods for health services research" is on the questions and methods of organisational health services research. In a first step, we describe the central questions which are at the core of organisational health services research. In a second step, we describe the methodological standards and requirements with regard to a) sampling, b) measurement and c) research design. We present a phase model for complex intervention trials. This model allows to conduct high quality organisational health services research, to integrate different methods of social research and to show in which phase they are of special importance.

From the social discipline research approach, there are some problems in ecological civilization education in primary and secondary schools: unclear human-centered education concept; decentralized implementation of ecological civilization education; major reversal of ecological civilization education process; and urgent need to strengthen teachers' ecological civilization quality. The inspiration of the social discipline research method of ecological civilization education in primary and secondary schools mainly lies in adhering to the public historical view and developing students' subjective activities; mobilizing teachers and students with a human-centered approach; mobilizing students and guiding them to participate in ecological civilization practices; and improving teachers' quality to achieve effective integration of education and ecological civilization. From the perspective of social discipline research methods, ecological civilization education in primary and secondary schools should focus on improving students' personality and moral cultivation, combining personal goals with social practice, combining personal growth with social development, and cultivating moral and intellectual talents of the new era.

Pacific ViewpointVolume 12, Issue 2 p. 141-162 ArticleFree Access Social Distance and Assimilation Orientation: A Survey of Attitudes Towards Immigrants in New Zealand A. D. Trlin, A. D. TrlinSearch for more papers by this author A. D. Trlin, A. D. TrlinSearch for more papers by this author First published: 01 May 1971 https://doi.org/10.1111/apv.122003Citations: 12AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat REFERENCES 1Ames, R. G. and Sakuma, A. F., 1969, “Criteria for Evaluating Others: A Re-examination of the Bogardus Social Distance Scale”, Sociology and Social Research, 54, 5- 24. 1Borrie, W. D., 1959, The Cultural Integration of Immigrants, Unesco, Paris. 1Brookes, R. H. and Kawharu, I. H. (eds), 1967, Administration in New Zealand’s Multi-Racial Society, Wellington and London. 1Burnley, I. H., 1970, “ The Greeks”, in K. W. Thomson and A. D. Trlin (eds), 100- 124. 1 Department of Labour, 1964, “Assisted Immigration 1946-1964”, Labour and Employment Gazette, 14.3, 8- 11. 1Goode, W. J. and Hatt, P. K., 1952, Methods in Social Research, International Student Edition, New York. 1Holmes, F. W., 1966/67, “ Some Thoughts on Immigration” (3 parts), Quarterly Predictions ( New Zealand Institute of Economic Research), Sept. 1966, 18-24; Dec. 1966, 18-22; March 1967, 19- 24. 1Jackson, J. A. (ed.), 1969, Migration, Sociological Studies 2, Cambridge. 1 Labour Committee, 1969, Report of the Labour Committee to the National Development Conference, Wellington. 1Lane, P. A., 1970, “ Immigration and Economics”, in K. W. Thomson and A. D. Trlin (eds), 25- 37. 1Lochore, R. A., 1951, From Europe to New Zealand: An Account of Our Continental European Settlers, Wellington. 1McCreary, J. R., 1952, The Modification of International Attitudes: A New Zealand Study, Victoria University of Wellington, Publications in Psychology, No. 2, Wellington. 1McCreary, J. R., 1965, Housing and Welfare Needs of Islanders in Auckland: A Report to the Minister of Island Territories, Government Printer, Wellington. 1Metge, A. J., 1967, “ Alternative Policy Patterns in Multi-Racial Societies”, in R. H. Brookes and I. H. Kawharu (eds), 41- 56. 1 Monetary and Economic Council, 1966, Increased Immigration and the New Zealand Economy, Report No. 12, Wellington. 1O’Connor, P. S., 1968, “Keeping New Zealand White 1908-1920”, New Zealand Journal of History, 2, 41- 65. 1Price, C. A., 1969, “ The Study of Assimilation” in J. A. Jackson (ed.) 181- 237. 1Rosenberg, W., 1968, A Guidebook to New Zealand’s Future, Christchurch. 1Roy, T., 1966, “New Zealand’s Immigration Policy and External Affairs”, International Migration Review (New Series) 1, 33- 43. 1Roy, T., 1970, “ Immigration Policy and Legislation”, in K. W. Thomson and A. D. Trlin (eds), 15- 24. 1Siegel, S., 1956, Nonparametric Statistics for the Behavioural Sciences, International Student Edition, Tokyo. 1Simpson, G. E. and Yinger, J. M., 1965, Racial and Cultural Minorities: An Analysis of Prejudice and Discrimination ( 3rd ed.), New York. 1Sinclair, I. H., 1944, Population: New Zealand’s Problem, Dunedin. 1Taft, R., 1963, “The Assimilation Orientation of Immigrants and Australians”, Human Relations, 16, 279- 293. 1Taft, R., 1966, From Stranger to Citizen: A survey of Studies of Immigrant Assimilation in Western Australia, London. 1Thomson, K. W. and Trlin, A. D. (eds), 1970, Immigrants in New Zealand, Massey University, Palmerston North. 1Triandis, H. C. and Triandis, L. M., 1960, “Race, Social Class and Nationality as Determinants of Social Distance”, Journal of Abnormal and Social Psychology, 61, 110- 118. 1Trlin, A. D., 1969, “Those Strangers Our Neighbours”, Comment No. 38, 26- 32. 1Trlin, A. D., 1970, “ The Yugoslavs”, in K. W. Thomson and A. D. Trlin (eds), 65- 99. Citing Literature Volume12, Issue2May 1971Pages 141-162 ReferencesRelatedInformation

As a result of radical social and cultural transformations with the key role of new media technologies, epistemologies, methodologies and methods of social research have been changed around the academic world. In this worldwide process one of the emergent family of methods is social Internet research. The main aim of this article is to identify and characterise the nature, key features, and three general genres of social Internet research. The author presents this elaboration with special intention of stimulating application of Internet research on the field of constructing new educational knowledge as an important need of educational sciences in current Poland. Additionally, we can find in the text the author’s interpretation of virtuality understood as a methodological category, and a description of hypermedia research report understood as a new format of scientific elaboration.

Secrecy and deception are under-explored in sociology. Secrecy may be considered negatively in contrast to the more positive status of privacy, yet boundaries between them can be blurred. These issues provide a backdrop for a discussion on problems in studying the state, with attention to Laura Nader’s call for ‘studying-up’ of powerful groups in society. Empirical study of elites is also underdeveloped, presenting many challenges, including access, and the complexities of multilayered organisations. A short review of opportunities and challenges in using documentary methods in social research is followed by a final section describing use of FOIA in research in the UK. Acknowledging ethical issues it raises, Sheaff argues it offers valuable opportunities for ‘studying-up’.

Visual Methods in Social Research

The academic community has varying perspectives on the definition of methodology. Many scholars consider methodology encompassing the systematic and theoretical analysis of methods and principles within a specific field of study. It serves as a guide for researchers in scientifically validating the information used in their research. There has been a noticeable shift in the understanding of methodology in recent years, particularly in publications since 2000. Scholars argue that research should not be confined to a strict dichotomy between qualitative and quantitative approaches. The dichotomy needs to be deemed sufficient to meet the demands of modern research and calls for a synthesis of methods. This new approach is referred to as "trichotomy," with the "mixed method" being the emerging methodology for conducting research that combines elements of both qualitative and quantitative methods. Integrating these methodologies aims to enhance the quality and efficacy of research. This study explores early career researchers' challenges, including the dichotomy between qualitative and quantitative research methodologies and the utilization of mixed methods. Furthermore, the existing research literature was examined, and it is argued that discussions on research methods in academic texts and university courses should incorporate mixed methods and address the perceived dichotomy between qualitative and quantitative research methodologies.

A Comparative Analysis of Traditional and Digital Data Collection Methods in Social Research in LDCs - Case Studies Exploring Implications for Participation, Empowerment, and (mis)Understandings

The Ethnographer's Eye: Ways of Seeing in Modern Anthropology. Anna Grimshaw. Cambridge: University of Cambridge Press, 2001. 222 pp.Visual Methods in Social Research. Marcus Banks. New York City: Sage Publications, 2001. 201 pp.

Purpose The purpose of this paper is to discuss the process of analysing online discussion and argue for the merits of mixed methods. Much research of online participation and e-learning has been either message-focused or person-focused. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses the strengths and weaknesses of these approaches in the context of a study of an online social educational network for gifted students. Design/methodology/approach The design of this study included the use of content analysis, visualisation diagrams, interviews and questionnaire survey to understand the nature of online discussion and the experience of taking part. Findings It was found that the message-focused analysis provided insight into participation and interaction patterns, whereas the surveys and interviews enabled access to members’ preferences and attitudes. Originality/value The contribution of the paper is to argue for a mixed approach in which different types of data can be compared and contrasted. While the use of mixed methods in social research in general has long been suggested, its adoption in the field of online learning is yet to be widely established, possibly because of its time-consuming and demanding nature. Despite these constraints, a mixed-methods approach is advocated, as it allows for a comprehensive picture of the use of the network and the experience of online participation.