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Social science methodology: An overview from the
BRCSS network
Robin Peace, Massey UniversityAmanda Wolf, Victoria University
10 June 2009
Context
Have growing understanding of the research contributions, good researcher profiles, important knowledge about barriers and enablers and the research-policy interface
Gap with respect to methodology Note: open definition of ‘research/er’
Social Science Policy Relevance
The interfacial social science / policy research space
The Interface
Focus on Methodology Approach or logic of inquiry Overall plan of action--may privilege certain
methods or tasks A rationale for the merits of some means of
knowledge generation over others A pathway from the ‘world’ of phenomena
and meanings to the ‘knowledge content’ or claim made by the inquirer
Questions
Are there methodological initiatives that could plausibly lead to improved understanding of social change for New Zealand’s policy purposes?
If so, how developed/well-suited are the existing practices and foundations in the New Zealand research environment?
Aims
Exploratory: To find practices and potential that might be masked by exaggerated claims at the research-policy interface
Theoretical: To reconsider the role of the researcher’s knowledge, experience and judgement in the context of social science methodology
Facilitative: To spark a methodological discussion amongst researchers
Our Methodology
Preliminary literature & definition work Several streams of data:
Focus groups, e-survey, proposals, interviews Developed a picture of the researcher, the
influences operating on the researcher’s choices, and the reasons for this (both as described to us and as interpreted by us)
Iterative, reflexive & abductive
Innovative
Appropriate, fit for purpose Not always new, not always better Technologically and methodologically
better able to listen in the world Relational—work with people; connects
with lived experience New possibilities, open areas
Pragmatic Workability Learn as you go Local, engaged, ‘truth’ that fits Located away from academic peaks; not ‘high-
minded’ Ideally, both highly engaged, interactive,
meaningful, ‘human-hearted’ Quick trajectory from entry to persuasive
findings
Policy-Directed Concept of ‘policy-directed’ is broad and complex Researcher independence best path to avoid
‘vested interests’ / confirms ‘academic’ world view: researcher propagates “unfettered” knowledge
Find spaces from within constraints, look out, use concepts that are mutually relevant / influencing decision-making best way to improve people’s lives / working through policies: researcher anticipates ‘need’ for knowledge in context
Knowledge, Experience, Judgement
Researchers identify as such, not as a cog in a knowledge-production chain
Brings own knowledge and experience of the research process
Brings own knowledge and experience as a person situated in a context
Trust, ongoing relationships judgement
Implications for Training
Training needs to: Increase capability to develop strategies to
respond to ethical, methodological challenges Not enough to simply understand selves as
people who profess disciplines Acknowledge multiple contexts and demands
of knowledge production within and beyond the ‘academy’.
Implications for Policy Interface
Not just transmission and translation: requires researcher staying in the dialogue
Process as much as content Ongoing relationship building Mediating indirect and direct uses of new
knowledge—what we already knew and how this changes policy perspective