National Centre for Research Methods panel on ‘Methodological Innovations and Resources: Forms of Data, Partnership and Pedagogy’
Rosalind Edwards1,2, Lynn Jamieson1,3, Melanie Nind1, 4
1 National Centre for Research Methods, UK. R.S.Edwards@soton.ac.uk; L.Jamieson@ed.ac.uk; Nind@soton.ac.uk
2 Department of Economic, Social & Political Science, University of Southampton, UK.
3 School of Social & Political Science, University of Edinburgh, UK.
4 Southampton Education School, University of Southampton, UK. M.A
Abstract. For the past five years, the National Centre for Research Methods (Phase III), funded in the UK by the Economic and Social Research Council, has acted as a focal point for national and international research and training activities in social science research methods. It has driven forward methodological development and innovation through its own programme of cutting-edge research, and supported capacity building for social scientists through a programme of methods training courses and development of pedagogic resources.
This session draws on research and resources developed in the context of NCRM with presentations by three of its co-directors. The presentations will range across innovations and resources relating to the considerations around participatory research through focus groups, research involving partnerships between Indigenous and non-Indigenous researchers, and research-generated resources to build capacity in dealing with large amounts of qualitative data. This showcases some of the variety in qualitative methods development work in NCRM and shows how boundaries are being pushed. Participants will have their knowledge of advanced qualitative methods extended, and be made aware of resources available to support them.
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Rosalind Edwards. Professor of Sociology and a co-director of the ESRC National Centre for Research Methods at the University of Southampton. She is a fellow of the Academy of Social Sciences, and a co-editor of the International Journal of Social Research Methodology. Rosalind publications on research methods include co-editing a Qualitative Research journal special issue on approaches to ‘democratising’ research (2017), and a book on Working with Paradata, Marginalia and Fieldnotes: The Centrality of By-Products of Social Research (2016). Currently she is conducting the Indigenous / non-Indigenous Research Partnership project with colleagues from New Zealand and Canada.
Lynn Jamieson. Professor, Sociology, University of Edinburgh, senior leadership group of ESRC National Centre for Research Methods, co-director of the Centre for Research on Families and Relationships, co-editor of the journal Families Relationships and Societies and the Palgrave Macmillan series on Studies of Family and Intimate Life. Her methods publications include Davidson, Emma, Rosalind Edwards, Lynn Jamieson and Susie Weller. 2018. “Big Data, Qualitative Style: A Breadth-and-Depth Method for Working with Large Amounts of Secondary Qualitative Data.” Quality & Quantity https://doi.org/10.1007/s11135-018-0757-y Jamieson, Lynn, Ruth Lewis and Roona Simpson, eds. 2011. Researching Families and Relationships: Reflections on Process. Basingstoke: Palgrave Macmillan.
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Melanie Nind. Professor of Education, co-director of ESRC National Centre for Research Methods, director of Centre for Research in Inclusion at University of Southampton. She is a fellow of the Academy of Social Sciences, co-editor of International Journal of Research and Method in Education, and editor of Bloomsbury Research Methods for Education book series. Her methods publications include What is Inclusive Research (2014); Research Methods for Pedagogy (2016), The Teaching and Learning of Social Research Methods (2016). Recent projects include studies of: quality in inclusive research, the pedagogy of methodological learning, and how adults with learning disabilities are re/self-building social care.
Research Group Education, Technology and Contemporaneity University Tiradentes (GPETEC)’s Panel on ‘The use of Triangulation as a tool for validation of data in qualitative research in Education’
Andrea Karla Ferreira Nunes1, Rita de Cássia Amorim Barroso2, Jacques Fernandes Santos3
1 Department of Postgraduate Education in Tiradentes University – Sergipe – Brazil email@example.com
2 Department of Postgraduate Education in Tiradentes University – Sergipe – Brazil firstname.lastname@example.org
3 Doctor Student of the Department of Postgraduate Education in Tiradentes University – Sergipe – Brazil email@example.com
Abstract. The process of Triangulation of data has over the years expanded its collaboration in qualitative research, mainly by the adhesion of several researchers and scientists who are dedicated to the field of research in Education. Known mainly for its ability to combine different methods of data collection, Triangulation has consolidated itself as an effective tool for both textual analysis and empirical data analysis, grouped into its different universes. In addition to its traditional use, this resource has also been used as a viable instrument for the validation and comparison of data collected in field studies, qualitative, which lack reliability and checking, when dealing with collections involving structured interviews or semistructured.
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Andrea Karla Ferreira Nunes. Holds a PhD in Education from the Federal University of Sergipe, Brazil, Leader of the Group of Studies and Research GPETEC / UNIT / CNPq, in the area of Education, with emphasis on ICT and Public Policies. Teacher of the Department of Postgraduate Education in Tiradentes University – Sergipe, Brazil. Co-author of the book “The Formation of Educational Thinking and the Consolidation of Intellectuality in Brazil” (2019).
Rita de Cássia Amorim Barroso. Holds a PhD in Education from the Pontifical Catholic University of Rio Grande do Sul, Brazil, Leader of the Research and Study Group GPGFOP / UNIT / CNPq, researcher in the Field of Public Policies and Technology. Teacher of the Department of Postgraduate Education in Tiradentes University – Sergipe, Brazil. Co-author of the book “The Formation of Educational Thinking and the Consolidation of Intellectuality in Brazil” (2019).
Jacques Fernandes Santos. Doctor Student in Education, Department of Postgraduate Education in Tiradentes University, Brazil. Co-author of the book “The Formation of Educational Thinking and the Consolidation of Intellectuality in Brazil” (2019).
Exploring Researcher-Participant Relationship in Qualitative Research
Safary Wa-Mbaleka1 , Pavel Zubkov2, Gracel Ann Saban2, Arceli Rosario2
1 Adventist University of Africa, Nairobi, Kenya. Wafirstname.lastname@example.org
2 Adventist International Institute of Advanced Studies, Silang, Cavite, Philippines. email@example.com; firstname.lastname@example.org; email@example.com
Abstract. The relationship between researcher and participant is crucial in qualitative research. In this presentation, we will explore how this relationship can be developed and negotiated in such a way that the goals of the research project are achieved and both the participant and the researcher, in the research process and after it, feel valued and respected. We will address four aspects of the researcher-participant relationship: “zone of the untouchable,” participants’ vulnerability, reciprocity, and cultural diversity.
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Safary Wa-Mbaleka, EdD, PhD is a passionate qualitative researcher and author. This passion has led him to deliver several trainings and conference presentations in many different countries.
Arceli Rosario, PhD serves as professor of the Education Department of the Adventist International Institute of Advanced Studies, Philippines. She conducts research in the areas of educational administration, women leadership, and church issues. She commits herself to empowering qualitative researchers and changing lives through research.
Pavel Zubkov, PhD is an assistant professor of the Applied Theology Department of the Adventist International Institute of Advanced Studies, Philippines. He teaches Applied Theology research classes and serves as a seminary methodologist. Among his recent presentations is a qualitative research project entitled “Faith experience of African students in secular universities in Russia: A narrative inquiry.”
Gracel Ann Saban, PhD is an associate professor of the Education department of the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. Her exposure to research and scholarship informs her pedagogical practices. As a teacher trainer, she is zealous to empower adult learners with andragogy, heutagogy, inquiry-based learning and constructivism. Her research interests include language pedagogy, effective teaching, multicultural education, and curriculum and instruction, among others. Her profound zeal in, and growing exposure to, qualitative research has empowered her to delve in researcher-participant “reciprocity” as a means of spiritually, morally, and ethically upholding human dignity.