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