The module is organised in two parts. Part A provides a generic introduction to and an overview of social science research methods for planning. Part B provides skills and contexts in subject-specific epistemological paradigms, methodologies and methods. In addition, Part A of the module will provide the opportunity for students across all courses to attend ”Master-classes” from experts across the School of Planning and Geography in particular methods, techniques and perspectives.

Together, Parts A and B of the module give students a robust post-graduate-level understanding of the tasks involved in undertaking pure and applied social science research into regeneration. Students will learn to define research aims and objectives, design research strategies and select methods, and understand how disciplinary, policy and political context of regeneration issues affects the research to we do. It is designed to meet the needs of those that have undertaken undergraduate social science research by providing an opportunity to develop depth to their knowledge. For those who have not studied social science research methods previously it offers an introduction. To the skills and components of research design.

 

 On completion of Part A:
 

• critically assess alternative approaches to social research and to recognise their strengths and weaknesses;
• examine the empirical content and relations of ideas introduced in other modules;
• identify suitable methodological approaches for a given research question;
• understand the epistemological principles (theories of knowledge) that govern the activities of social research;
• critically examine different strategies of data presentation and analysis;
• evelop a dissertation project and conceptualise and plan the research process and its component steps:
• apply skills in selected methods relevant to postgraduate dissertation

On completion of Part B – in relation to regeneration studies:

• Critically assess research approaches and methodologies in relevant debates.
• Examine the purposes of contrasting approaches to knowledge production.
• Reflect on the role of social and institutional contexts for the research process
• Identify and evaluate different sources of evidence

Part A: will be delivered by lectures supported by ‘masterclass’ workshops on particular designs and methods.

Students will be required to attend four of the following 12 research methods masterclasses:

Introduction to Mapping and GIS (Scott Orford)
Mapping places in textual data (Scott Orford)
Introduction to Regression Analysis (Yiming Wang)
Agent based modelling (Yiming Wang)
Researching how people use the built environment: multi-method (Mike Biddulph)
Introduction to multi-level modelling in MLWin (Chinmoy Sarkar)
Research methods for spatial design research (Alan Chiaradia)
Deliberative and participative methods: focus groups, citizen juries and competance groups (Mara Miele).
Deliberative interviews (Peter Feindt)
Participant-led research: strategies for research with vulnerable people (Peter Mackie)
Small worlds: Exploring connectivity through social network analysis (Richard Gale)
Ethics and phronesis in planning (Huw Thomas)

Part B: there will be up to 4 additional sessions which will be a combination of lecture and workshop/reading seminar provided by members of the regeneration course team:
 

Whilst studying this module, students will practise and develop a number of skills. Students will learn to identify the relative merits of contrasting epistemological and methodological perspectives on the research process. They will learn when and how to use different research methods. They will develop skills in ideas generation and in the identification of a researchable topic. Students will also develop skills in writing research proposals and undertaking literature reviews. Whilst not actually carrying out independent research in this module, students will be given the necessary skills to design and implement a piece of research on their own.

Coursework (100%)

 Part A of the module will begin by introducing students to the epistemological bases of social science research for “planning” (in its widest sense) and, after C Wright Mills, introduce the “planning imagination”.  This part of the module will then go on to outline the dominant research traditions in the social sciences and explain how these are intimately linked to choices made at each stage of the research process.  The connections between epistemology, methodology and method are established here.  The logic of enquiry for undertaking effective research is then explained along with an introduction to using quantitative methods, qualitative methods, mixed methods, case studies, secondary, documentary and archive research, visual research methods and field observation/ethnography.  This part of the module concludes with discussions on data analysis and presentation,

 Part B will:

• Developing regeneration focused research questions
• Adopting a theoretical framework for research
• Application of relevant research methodologies
• Developing a research proposal

 

Bryman, A. (2012) Social Research Methods (4e) Oxford OUP.

Franklin, A. and Blyton, P. (eds.) Researching Sustainability: a guide to social science methods, practice and engagement.  London.  Earthscan.

Hennick, M (2011) Qualitative Research Methods.  London.  Sage.

May, T. (2011) Social Research: Issues, methods and process (4e).  Maidenhead.  OUP.

Silverman, D. (2010) Doing qualitative research: a practical handbook (3e).  London.  Sage.

Singh, K. (2007) Quantitative Social Research Methods,  Thousand Oaks, Sage.

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