National Centre for Research Methods
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Knowledge equity: a framework for critical reflection
Full text linkThis EPrint offers an introduction to a knowledge equity method for anyone curious about how they might work towards a more equitable and just knowledge system, i.e. knowledge justice.
For those researchers interested in challenging inequalities and working in ways which attend to redressing the power imbalances involved in traditional academic research and positivist epistemologies, knowledge equity can be used to integrate diverse perspectives and better produce and disseminate knowledge.
More specifically, knowledge equity is “a commitment to focus on knowledge and communities that have been left out […] and to break down the social, political, and technical barriers preventing people from accessing and contributing to free knowledge…” (Campbell, 2022).
Knowledge equity can also ground researchers in “an understanding that different forms of knowledge and expertise are vital to progress and drive systems change… It asks us first to consider who we believe to be knowledge producers. It then asks us to consider if and how those knowledge producers are given equitable and meaningful agency as systems analysts, activists and change-makers” (Sandhu, 2021: n.p.)
Human Social Genomics
Full text linkThis Methods Futures Briefing focuses on aspects of human social genomics that have a bearing on social research claims and methods. It first outlines definition of genomics and some key findings, promises, developments when those methods are used in the context of human populations.
The following section discusses potential social research methods-related issues that arise from development and deployment of human social genomics and closes with a brief consideration of the future of genomics and social research
Virtual Realities and Immersive Technologies
Full text linkThis Methods Futures brief focuses on immersive technologies. It first outlines definitions of immersive technologies and before highlighting some social science and humanities (SSH) fields that have used them. The following section discusses potential social research methods-related issues that arise from their development and deployment and closes with a brief consideration of the future of VR in SSH
Digital Ethics
Full text linkThis Methods Futures Briefing focuses on digital ethics. For decades, researchers have studied digital ethics at the intersection of philosophical thought, communication science and computational science. The core of its development lies in consideration of technological transformations and their ethical impact (Bynum, 2001).
Terminology has changed over decades (Maner, 1980) while the focus of reflection has remained constant. The current debate around digital ethics includes deeper philosophical (authorial) and value-based (axiological) questions about digital-technological development itself (Mazzi, 2024).
There are potentially new questions and problems regarding the application of digital ethics in the conceptualization, design and implementation of social research. This briefing describes digital ethics and suggests some possible developments that social researchers may need to consider in the medium term
In Conversation: Cathy Pearl, Saul Albert and Elizabeth Stokoe – Conversation Analysis and AI
Full text linkIn the second part of NCRM’s In Conversation series on the topic of AI, three guests discuss what happens when researchers in conversation analysis meet conversational technology experts who work in industry.
Cathy Pearl, Saul Albert and Elizabeth Stokoe talk about the process of building partnerships and collaborations in ways that are mutually informing for the development of conversational products
Technology and Contemporary Classical Music: Methodologies in Practice-Based Research
Full text linkThis position paper provides a distillation of the NCRM Innovation Forum, ‘Technology and Contemporary Classical Music: Methodologies in Creative Practice Research’, hosted by Cyborg Soloists in June 2023. It features contributions from a variety of creative practitioner-researchers to debate the current state and future of technologically focused, practice-based research in contemporary classical music.
The position paper is purposefully polyphonic and pluralistic. By collating a range of perspectives, experiences and expertise, the paper seeks to provoke and delineate a space for further questioning, inquiry, and response. The paper will be of interest to those working within creative practice research, particularly in relation to music, music technologists and those interested in research methodologies more broadly
Laura Camfield on undertaking cross-national mixed methods research
Full text linkIn this episode of the Methods podcast, host Catherine McDonald talks to Laura Camfield, Professor of Development Research and Evaluation in the School of International Development at the University of East Anglia.
Laura discusses cross-country comparisons, the importance of theory in relation to mixed methods work and gives her advice around what can and can’t be compared. She also talks about the ethical challenges around presenting project work in regard to recognising younger researchers and other members of the team.
The series of the Methods podcast is produced by the National Centre for Research Methods as part of the EU Horizon2020 funded YouthLife project, and is looking at how researchers can do better longitudinal research on youth transitions.
For further information on the YouthLife project, visit www.EUqualimix.ncrm.ac.u
Research practices for a pandemic and an uncertain future: synthesis of the learning among the social research community 2020–2022
No full textThis paper synthesises a large dataset on how social research methods and practices have been adapted or designed for use within pandemic conditions and a climate of crisis and uncertainty. The data were generated through two rapid evidence reviews of the methodological literature and in dialogue with social researchers in online knowledge exchange workshops. The authors apply the concepts of crisis, uncertainty and sustainability to discuss the ways in which social researchers are able to conduct research and make it valid, trustworthy and ethical in times of great challenge for research.
The paper provides a big picture of the challenges and the degree of maturity and sustainability of various methodological responses. The authors conclude that some methods are at a critical juncture in their development for times of crisis and uncertainty and that these merit particular attention for those involved in capacity-building for social research
NCRM Annual Lecture 2023
Full text linkThe NCRM Annual Lecture 2023 was held at the Royal Society in London on Tuesday, 25 April 2023.
The keynote speaker for the event, which was also streamed online, was Professor Elizabeth Stokoe of the London School of Economics and Political Science. She was joined by the discussant, Dr Jon Sutton, editor of The Psychologist magazine.
Professor Stokoe discussed the power of conversation analysis to reveal both effective and problematic communication practices in a variety of contexts.
Her talk, A Method in Search of a Problem: The Power of Conversation Analysis, showed how conversation analysis can be used to identify, describe and share effective communication practices, as well as challenge common communication myths and expose inequalities.
The event included an introductory presentation from NCRM's Director, Professor Gabriele Durrant, who provided an overview of NCRM's core activities. The event closed with questions from the audience, but this section is not included in this recording
NCRM Bitesize Lessons for Teaching Social Science Research Methods 1: Active Learning
Full text linkThis document is the first guide in the series NCRM Bitesize Lessons for Teaching Social Science Research Methods. It focuses on active learning.
Active learning is an approach that values learning by doing. It involves a mix of doing and reflecting and may be referred to as ‘hands on learning’. It requires activities in which learners do things in practical and thoughtful ways so that they actively construct knowledge and build skills.
The underpinning ideas include:
• To learn something we need to experience it concretely and actively, not just abstractly and reflectively
• Applying knowledge in active ways facilitates understanding as well as competence
• The more we do, the more we learn and retain and the more we feel ownership of the learning and appreciate it