Research methods for everyday life

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[edited by] Andrew Gelman, Jeronimo Cortina

Social scientists become experts in their own disciplines but aren't always familiar with what is going on in neighboring fields. To foster a deeper understanding of the interconnection of the social sciences, economists should know where historical data come from, sociologists should know how to think like economists, political scientists would benefit from understanding how models are tested in psychology, historians should learn how political processes are studied, psychologists should understand sociological theories, and so forth. This overview by prominent social scientists gives an accessible, non-technical sense of how quantitative research is done in different areas. Readers will find out about models and ways of thinking in economics, history, sociology, political science, and psychology, which in turn they can bring back to their own work.

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Peter Banister ... [et al

This book is a collaborative production, based on the experiences of the co-authors in presenting a course in qualitative methods over many years to MSc students. This is not an edited book; the authors have drafted particular chapters, but the team has collectively discussed, reworked and rewritten the text to produce a coherent review and guide to the area. This research guide is designed to be an introductory text to qualitative methods, intended for advanced undergraduate and postgraduate students. As well as furnishing an understanding of the assumptions underlying such research methods, the book is intended to present a practical guide as to how to carry out qualitative investigations, and in addition to provide the basis for a critical evaluation of these methods.

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Colin Robson

"Given the positive nature of the review feedback, and following the basic 'if it ain't broke ...' principle, I propose to retain the same concept of a broadly-based text with an even-handed coverage of qualitative and quantitative approaches as in previous editions. There will be a continuing focus on what I have termed 'Real World Research' and an intention for it to serve as a resource for those planning to carry out a research project.I note that there were some critical comments on the design of the text, to which you will no doubt give due consideration. The index and glossary will of course be revisited.I aim to provide a greater amount of illustrative case study material, extensively updated examples from current research to illustrate recent developments, and updated annotated further reading sections in each chapter. I will be extending the coverage of:ʺ Ethics (perhaps the adopter who provided detailed suggestions in this area could be thanked and assured that the comments will be taken on board)ʺ On-line and internet researchʺ Evidence-based approaches, including systematic reviews and meta analysis (a not uncritical discussion of this currently 'hot' topic).I will also consider the other suggestions made by adopters (some of which are, as ever, mutually contradictory). I think it unlikely that I will include student exercises as I don't really see them as appropriate for the type of book that this is. I am also dubious about including more philosophical material (including epistemology and ontology) as it can easily alienate many students. However I will have a go at this and see what I can do. There is now a substantial literature on the realist approach in practice, some of which I will cover.I will also carry out a thorough re-evaluation of the multiplicity of qualitative and quantitative approaches to see which merit inclusion. Similarly with the analysis chapters - particularly the quantitative stuff.I do not propose to make firm decisions on SPSS or NVivo at this stage. Clearly any treatment would have to be in terms of the versions current near to publication. Versions are rapidly superseded and students get twitchy if the text they are using has an older version than the one on their computer. The alternatives are in-text coverage, appendices, associated websites, or reference out. The situation is complicated for me by the fact that I am no fan of SPSS because, although very widely used, it is not ideal for the type of exploratory quantitative approach that I favour.On appendices, I will give favourable consideration to the suggestion that the material in the appendix on writing a project proposal comes within the text itself. I am very likely to retain the second appendix in its present position.I will also be giving further thought to what might go into an associated website. I am somewhat attracted to the inclusion of discipline- or area-specific examples (eg health-related, education, applied psychology, etc) on the website - rather as I have in 'How to do a Research Project'. This helps get over the problem of alienating students with text examples outside their own discipline, or of stuffing the text itself with a very large number of examples from different disciplines. As discussed earlier, I will also consider including material for lecturers such as PowerPoint slides"-- "This bestselling text on carrying out research in 'real world' situations has been thoroughly revised and updated but continues to have the same authoritative voice and definitive content that has made it such an essential book for teachers and students conducting research within the social sciences"--

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Paula Jones, David Selby, and Stephen Sterling

How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on higher education from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. This book explains why this is necessary and, crucially, how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability. The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why, and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasize transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching.