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Research doesn’t exist in a bubble but co-exists with a multitude of other tasks and commitments, yet there is more need for people to save time than ever before. Brilliantly attuned to the demands placed on researchers, this book considers how students, academics and professionals alike can save time and stress without compromising the quality of their research or its outcomes.
Providing practical guidance based on real-life examples, this book shows researchers different forms and ways of keeping a research journal and how to get the most out of journaling.
Appealing to postgraduate students, new and experienced researchers, the book:
• provides a theoretical grounding and information about knowledge and sensory systems and reflexivity;
• presents a practical exploration of what a journal looks like and when and how to record entries;
• includes helpful end-of-chapter exercises and online resources.
Providing valuable food for thought and examples to experiment with, the book highlights the different forms of research journals and entries so that readers can find what works for them. Giving researchers licence to do things differently, the book encourages and enables readers to develop their own sense of researcher identity and voice.
This groundbreaking book brings creative writing to social research. Its innovative format includes creatively written contributions by researchers from a range of disciplines, modelling the techniques outlined by the authors. The book is user-friendly and shows readers:
• how to write creatively as a social researcher;
• how creative writing can help researchers to work with participants and generate data;
• how researchers can use creative writing to analyse data and communicate findings.
Inviting beginners and more experienced researchers to explore new ways of writing, this book introduces readers to creatively written research in a variety of formats including plays and poems, videos and comics. It not only gives social researchers permission to write creatively but also shows them how to do so.
This book invites the reader to think about collaborative research differently. Using the concepts of ‘letting go’ (the recognition that research is always in a state of becoming) and ‘poetics’ (using an approach that might interrupt and remake the conventions of research), it envisions collaborative research as a space where relationships are forged with the use of arts-based and multimodal ways of seeing, inquiring, and representing ideas.
The book’s chapters are interwoven with ‘Interludes’ which provide alternative forms to think with and another vantage point from which to regard phenomena, pose a question, and seek insights or openings for further inquiry, rather than answers. Altogether, the book celebrates collaboration in complex, exploratory, literary and artistic ways within university and community research.
In the past, happiness studies has been dominated by the work of philosophers, economists and psychologists, but more recently there has been a growing interest from social scientist into the natures of happiness and wellbeing.
This original collection draws on the latest empirical research to explore the practical challenges facing happiness researchers today, such as how to conduct happiness research in different cultural contexts, how to theorise wellbeing or how to operationalise definitions of happiness in qualitative and biographical research.
By uniquely combining the critical approach of sociology with techniques from other disciplines, the contributors illuminate new approaches to the study of happiness and well-being.
Introduction There has been much attention given to the relationship between early life socio-economic disadvantage and poorer health outcomes and disability in population health research. This association has been demonstrated across various objective and subjective measures, in both adults and children ( Nikiéma et al, 2012 ; Nobles et al, 2013 ; Darin-Mattsson et al, 2017 ; Doebler and Glasgow, 2017 ; Kivimäki et al, 2020 ). It is only recently that researchers have begun to focus on the impact on adolescent health, recognising the long
patients’ self-reports of possible side-effects. And even research which is mostly qualitative, such as an investigation of users’ and carers’ views of a service for people with learning disabilities, will include a quantitative element, such as the numbers of people who use the service. It may be that you need to collect only a little quantitative data, and all you have to do is ask for it. But if you are conducting, say, a needs assessment, or an evaluation in which you want to compare baseline data with outcome measures, you will have to collect a sizeable
activities beneficial for young people with learning disabilities? • Is there a difference in access to legal services for people of different ethnic origins? Realist methodologies Realist methodologies use theory, recognise complexity and acknowledge context. They look for the ‘how’ and ‘why’ in research or evaluation findings as well as the ‘what’. When realist methodology is used in academic research, the theory used is often ‘grand’ or overarching theory (Wright Mills 1959), such as Marx’s theory of social class, Foucault’s theory of power, or Butler’s theory
other large-scale surveys • Labour Force Survey – biennial from 1973, quarterly from 1992, covering employment and earnings • Life Opportunities Survey – a longitudinal survey, started in June 2009, exploring disability in terms of social barriers • Living Costs and Food Survey (formerly the Expenditure and Food Survey, which included the National Food Survey set up in 1940) – annual since 1957, covering family incomes and domestic spending. Part of the Integrated Household Survey since 2008 • National Travel Survey – carried out periodically from the mid-1960s
practice, research participants should not be out of pocket as a result of volunteering to take part, so any travel or other expenses they incur as a result of their participation should be reimbursed from the research budget. Some research projects focus on vulnerable groups such as those with mental health problems, people with learning disabilities, bereaved people, children, or homeless people. In these cases even more care needs to be taken to ensure that potential and actual participants are not harmed in the course of the research. Participants should be
