Handbook for Research Students in the Social Sciences (PDF)
(Sprache: Englisch)
Aimed at helping research students, working full- or part-time in the social sciences, to be as effective as possible in the pursuit of their degrees. Organized in three parts, the book discusses how to undertake a research degree, study and research skills and strategic approaches to research.
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Aimed at helping research students, working full- or part-time in the social sciences, to be as effective as possible in the pursuit of their degrees. Organized in three parts, the book discusses how to undertake a research degree, study and research skills and strategic approaches to research.
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" Chapter 15 (p. 147-148)
Qualitative Research
Graham Allan
Many have questioned whether the contrast between qualitative and quantitative research is a particularly constructive one, arguing that the best research in social science contains elements of both. Nonetheless of all the methodological distinctions that have been concocted, it is the quantitative/ qualitative one which has proved most durable and which, to be fair, most accurately reflects the customary division of practice in social science. The intention of this chapter is not to argue that qualitative research is necessarily superior to quantitative approachesit is for some problems but not for othersbut to indicate some of the strengths and weaknesses of qualitative methods and lay some of the groundwork for the chapters on case studies and qualitative interviewing which follow.
Much documentary research in political studies, history and social policy is necesarily qualitative. As discussed in Chapter 10, appraising the pertinence and validity of this type of secondary material requires both prudence and skill. The focus in this chapter however is on the use of qualitative approaches to collecting and analyzing primary data. The two main methods of qualitative data collection are participant observation or ethnography, as it is now more commonly called, and qualitative, depth or unstructured interviewing. Issues to do with both these methods will be discussed below, but first it is worth saying briefly what it is that sets such methods apart from those which are normally subsumed under the rubric of quantitative methods.
One aspect of the contrast between qualitative and quantitative concerns the mode of data analysis used. Quantitative approaches assume interval or ordinal data which are amenable to statistical manipulation. Data from qualitative methods typically require a different mode of exposition.
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However the contrast runs deeper than data-processing procedures. It reflects different theoretical underpinnings and different views as to what counts as valid data (Bryman, 1988a). A core feature of qualitative research methods is that satisfactory explanations of social activities require a substantial appreciation of the perspectives, culture and world-views of the actors involved. As Burgess (1984a:3) notes, prominence is given to understanding the actions of participants on the basis of their active experience of the world and the ways in which their actions arise from and reflect back on experience.
Thus within these approaches the researched are not seen as objects with given propertiesattitudes, norms, behavioural characteristicswhich can be readily measured given due care, but as actors whose own frame of reference needs detailed investigation before their actions can be adequately interpreted and explained. The essence of the approach is well expressed in Evered and Lewiss (1981) categorization of it as inquiry from the inside rather than inquiry from the outside (cited in Bryman, 1988a:3). What this requires is fuller and more flexible involvement by the researcher with those from or about whom data is being collected than is typical of more quantitative approaches.
But this greater involvement does not just stem from the researchers abstracted notions of what counts as valid data. It is also a consequence of the way that the research question is selected and then translated into a research agenda (see Chapter 14), although this in turn will be influenced by the researchers prior theoretical and methodological orientations. Here, of course, it is important to recognize that often the researcher may not appear to have to make a real decision about whether a qualitative or quantitative approach is adopted. "
Thus within these approaches the researched are not seen as objects with given propertiesattitudes, norms, behavioural characteristicswhich can be readily measured given due care, but as actors whose own frame of reference needs detailed investigation before their actions can be adequately interpreted and explained. The essence of the approach is well expressed in Evered and Lewiss (1981) categorization of it as inquiry from the inside rather than inquiry from the outside (cited in Bryman, 1988a:3). What this requires is fuller and more flexible involvement by the researcher with those from or about whom data is being collected than is typical of more quantitative approaches.
But this greater involvement does not just stem from the researchers abstracted notions of what counts as valid data. It is also a consequence of the way that the research question is selected and then translated into a research agenda (see Chapter 14), although this in turn will be influenced by the researchers prior theoretical and methodological orientations. Here, of course, it is important to recognize that often the researcher may not appear to have to make a real decision about whether a qualitative or quantitative approach is adopted. "
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Bibliographische Angaben
- 1991, 304 Seiten, Englisch
- Herausgegeben: Chris Skinner, Graham Allan
- ISBN-10: 0203974689
- ISBN-13: 9780203974681
- Erscheinungsdatum: 23.08.1991
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