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Quantitative Methods in British Sociology – A
Consultation
Funded by the BSA and C-SAPMalcolm Williams, University of Plymouth
The lack of recent British research into sociology in particular, leaves us with several knowledge gaps. For example:
Is there a deficit in the quality or quantity of undergraduate quantitative methods teaching?
Is the discipline as a profession inclined to favour qualitative rather than quantitative methods?
Are there pedagogic or institutional barriers to the teaching and learning of quantitative methods?
Are sociology undergraduates entering the discipline to avoid numeric work?
The Consultation
Survey of sociology units in UK HEAs Survey of delegates to 2003 BSA Conference Consultation days in London and Edinburgh
in Summer and Autumn 2003 quantitative methods defined as:
Experimental method, survey methods, quantitative data analysis and statistics.
The Survey
Conducted by phone Autumn 2002 – Spring 2003
Sociology was offered as a single honours degree, or as a major pathway within a modular scheme
Mainly descriptive. Limited aim of an audit of the amount and nature of quantitative methods taught
82 of 90 eligible sociology units responded (91% response rate).
The Survey
69 out sample of 82 course are modular and use a ‘credit’ system, comprising 360 credits in England and Wales and 480 in Scotland
Using the credit system we calculated the total percentage of all course content given over to quantitative methods teaching (Table 1)
Table 1 Compulsory quantitative methods as a percentage of sociology degrees
Percentage of curriculum containing quantitative methods
Percentage of courses(percentages rounded)
<5 26
5-10 49
11-15 20
16-20 4
26-30 1
n= 69
The Departmental Survey
Some departments did report some ‘embedding’ of methods teaching in subject specific modules
Most courses taught separate methods modules or courses. Mostly taught as part of generic methods modules (often combining quantitative and qualitative methods). (Table 2)
Table 2 Compulsory Methods (Multiple
Response) Frequency Percent
Survey Method
15 19.0
Data Analysis 12 15.2
Statistics 13 16.5
Mixed methods 68 86.1
More than one
22 28.2
Departmental Survey
Respondents were asked: to estimate whether the amount of
quantitative methods taught had changed over the last five years
to estimate the relative weight of quantitative and qualitative methods in the degree
The Departmental Survey
87% claimed that there had either been an increase in quantitative methods taught. Only 13% thought there had been a decline.
Over half of the degrees had an approximate balance of quantitative and qualitative methods, though nearly 30% offered more qualitative than quantitative methods. Only one degree offered only quantitative methods
The Departmental Survey
Two thirds of degrees did not offer any quantitative
methods options within the sociology component of the degree.
Options mostly in specialist areas: e.g. content analysis, secondary analysis or GIS. Seven departments offered more than one option module.
Virtually all option teaching was in the second and third stages of the degree (and fourth in Scotland).
The BSA Survey
A self-completion questionnaire was included in the delegate pack along with a letter explaining the aims of the survey and of the project. Email follow up of non respondents two weeks later. Only 13% response rate (n= 54)
All but 4 UK based. 48 respondents aged between 26 and 60. There were 41 females, 7 males and 5 persons who did not state their sex.
20 were professors or readers and 13 were lecturers. Remainder researchers or graduate students
42 currently used either quantitative methods or a mix of qualitative and quantitative methods in their research
The BSA Survey
Most appeared to take a ‘pro-quantitative’ view in their response to several statements
All agreed that quantitative methods are necessary in many research contexts
94% percent believed the ESRC should do more to promote quantitative methods, three quarters thought the BSA ought to do more to promote the teaching of quantitative methods
Nearly three quarters of respondents thought students chose sociology to avoid number and two thirds did not believe British sociology students to be numerate
Despite the belief that the ESRC should do more promotional work, only 48% were aware of the work already being done by the ESRC Research Methods Programme. None had attended
The Consultation
universal agreement about the importance of quantitative methods, both in sociology as a discipline and as crucial transferable skills for graduates.
a great deal of evidence of good practice in teaching quantitative methods, especially statistics and data analysis, at all levels.
Student perceptions of quantitative methods. Most agreed that students, particularly first year undergraduates,
view quantitative research negatively. The following views and characteristics were attributed to students:
‘quantitative research is unfashionable’‘quantitative researchers are number crunchers’‘quantitative research produces ‘lies, damn lies, and statistics’’‘it is not possible to pursue sociological theory through quantitative
research’‘quantitative methods are not perceived as “cool”’‘people who do quants are just techies in the lab’‘quantitative research is less valid than qualitative research’‘it’s not important to be numerate in social science’‘qualitative research is an easier option as you do not have to learn
all the procedures associated with, for example, different types of reliability and validity’
Student ability
Negative views do not mean students lack ability. Normally expected to have ‘c’ at GCSE and s they study (statistics) grasp is good and pass rates acceptable.
Students who combine with psychology were thought to have better grasp of statistics
How quantitative methods are taught Findings of the departmental survey were largely
echoed in the discussions Four year Scottish degree permits more time for
breadth and depth One course normally taught to the level of
multivariate analysis. Most did no more than attempt competence with bivariate analysis and significance testing (mostly with nominal level data).
Several courses taught methods through project work, usually at 2nd level or higher and often as group projects.
The advocacy of quantitative methods to undergraduatesA number of suggestions were made of how quantitative methods
might be promoted: Use contemporary examples to show the value of quantitative
research. Draw on student’s research interests: class, ethnicity, gender
etc. Use topical examples that are interesting to students: e.g.
teenage pregnancy. Show how students should engage with quantitative research
not only as social scientists but also as caring citizens. Show how quantitative research skills are valued in the market
place. More use of data interpretation.
Barriers to learning and teaching Problems of level and language: Is the curriculum too ambitious? Should students carry out their own projects
or use secondary data? Do we expect all students to become
‘quantitative’ sociologists? Should students work in groups? How well do we teach quantitative methods?
