15. Working with Documents

Although much of the data used in social science dissertation projects is produced by interviews, surveys, and participant observation, there are other forms of data that can be used for the purposes of social science. This chapter explores some of this ‘documentary’ data and how to use it for the purposes of research. Documentary forms of data have some significant advantages that make them particularly useful for student research projects. This does not mean that they are without problems, but the chapter provides a practical guide for those who are prepared to look beyond familiar horizons. It makes the case for using documents; explores what can be included under the broad heading of documents; and introduces both quantitative and qualitative content analysis as a means to analyse documents.

14. Analysing Qualitative Data

This chapter discusses the analysis of qualitative material. There are many types of qualitative analysis. Some approaches are related to specific forms of data, whereas others are more generic in nature. There can also be considerable differences between some forms of qualitative analysis to the extent that they have very little in common with one another. Given this diversity, it is not possible adequately to address every type of analysis, or provide highly detailed instructions for the more common techniques. Hence, the chapter introduces the iterative processes of coding and categorization as well as some of the major types of qualitative analysis. It shows how to identify key concepts in data, and how those concepts can be connected to theory.

12. Collecting Qualitative Data

This chapter deals with qualitative data. While everyone is familiar with the idea of interviewing and observing, actually collecting qualitative data is not as easy as it might first appear to be. In fact, when doing qualitative work, it is easy to become overwhelmed by the amount of information collected. However, with some purposeful planning, piloting, and practice, the student can avoid some of the pitfalls associated with qualitative data collection. Focusing on qualitative interviews and participant observation, the chapter introduces some of the common issues that arise when gathering qualitative data and offers useful advice concerning the planning and practice of collecting data ‘in the field’.

10. Sampling

Whether the research project adopts a quantitative, qualitative, or mixed strategy, there is little point in asking a few non-random people a few non-random questions as the student has no idea what those answers might indicate, or whether they might apply in other situations. Therefore, the student needs to think carefully about his or her sampling strategy and justify this in the dissertation. This chapter explains the key principles of probability and non-probability sampling and explores why ‘who’ is asked is just as important as ‘what’ is asked. It discusses the two key stages of sampling: defining the appropriate population for study and developing strategies for recruiting the sample.

8. Ethics

Ethics play a vital part of the research process. They provide a set of value-based principles that enable research to be conducted in an appropriate manner. Research ethics help ensure that the relationships built during the process of conducting social research are respectful and constructive, and that the student’s project does not endanger either the student or those he or she comes into contact with. This chapter provides an introduction to the practice of ethics in social research. It provides an outline of basic ethical practice, before discussing the nature and purpose of ethical review boards. It demonstrates how ethical rules of thumb are often more complicated when encountering them ‘in the field’. Finally, it explores how ethics also informs the process of writing up research.

5. Conducting a Literature Search

Today, the world of research is quite literally available through the touch of a few buttons via online resaerch. But this increase in access and availability is not without its challenges. With ‘hits’ that can run into millions, unless the student knows how to search effectively and efficiently, the information that he or she finds can quickly become overwhelming. This chapter guides students through the process of literature searching for their dissertation. It outlines how to develop a successful search strategy and what to do with the literature once it is discovered. Topics covered include what counts as literature; different ‘types’ of literature searching; how to develop a literature search strategy; and common problems associated with literature searching.

16. Evaluating Your Project

Critical reflection is a key part of evaluating the research project, and a dissertation that demonstrates this is likely to achieve higher marks. However, one of the first things to recognize is that the process of evaluation does not necessarily begin at the end of the project. Instead, issues of research quality are implicitly embedded in all parts of the research process and all sections of the dissertation. This chapter introduces some key criteria that will help students evaluate their project and think critically about the research process. It discusses the importance of originality, rigour, and significance in research, and provides key questions students can ask about their project. Collectively, these questions will help students to assess and evaluate their research.

3. Getting Started

This chapter examines the more practical foundations on which all research projects are built and guides students through the realities of planning and managing their dissertation. It examines how to negotiate the workload of the research process, how to cope with unexpected problems, and how to best use the supervisor for support throughout this process. If students start their dissertation with a clear plan, and have an agreement about their working relationship with their supervisor, this will limit the problems they might encounter further down the line and give them the best chance to fulfil their potential. Steps to be taken when planning a dissertation including identifying the topic area and a potential title; making sure that the research aims are achievable; thinking about the kind of theoretical approach and methods to employ; and becoming familiar with dissertation guidelines and requirements, including the format that the dissertation should take.

9. Writing a Research Proposal

Before starting a dissertation, it is common practice to have to write a research proposal. Not only does a research proposal help make sense of the student’s own project and what it will look like, it also allows he or she to connect research idea to a wider audience so that other people can give advice about whether, and how, it makes ‘research sense’. Often submitted alongside an ethics application, the research proposal is sometimes a requirement of the dissertation process, needing ‘approval’ before undertaking the research project. This chapter details what research proposals look like and why they are important, before outlining the requirements of a typical research proposal.

2. The Social Research Process

This chapter outlines some of the basic features of social research. It introduces students to the notion that social research is a process, helps to clarify the reasons for reearch, and explores the relationship between theory and research. Using the analogy of a voyage, it demonstrates that specific tasks associated with for carrying out social research tend to be ordered, but not always orderly. There are dynamic points of issue that need to be negotiated to move a dissertation project toward completion, or otherwise there is a risk of being blown off course. By understanding what is meant by the research process, and how theory can be used in social research, readers can begin to explore, describe, and explain the human world with greater confidence.