One of the initial roles of the Training and Capacity Building (TCB) directorate of the National Centre for Research Methods (NCRM), was to consult and liaise with key stakeholders in the UK training landscape to identify current and future training needs in advanced social science research methods. Given the significant recent and forthcoming changes in the UK methods training landscape, the emergence of new data and methods and the NCRM starting a new round of a broad-ranging training programme we felt it was an appropriate time to take stock and to conduct a training needs assessment including a strategic review of advanced methods training in the UK.
The aim of this consultation has been to seek the views of the social science research community on current and future provision of advanced methods training in the social sciences. The focus has been on questions not only of where capacity may be lacking but also of how identified under-capacity should best be addressed and be strengthened. The report, which is available from the NCRM website1, is intended to inform the content and delivery of the NCRM training programme as well as the Economic and Social Research Council’s (ESRC) advanced training strategy.
The broad-ranging consultation conducted during 2015 consisted of the following components, covering a range of target audiences across all career stages, sectors and geographic regions: 1. consultation with key ESRC and non-ESRC training stakeholders via personal interviews; 2. consultation with UK PhD students (both ESRC funded and others) via an online survey; 3. consultation with early career researchers via an interactive workshop supported by the ESRC Future Research Leaders scheme; 4. consultation with the professional social science research community via an online survey jointly with the Social Research Association (SRA) and 5. an audit of the use of NCRM training and resources.
The key findings include:
Training needs and topics:
The following broad topics were highlighted across the different elements of this consultation and are consistent with work done by ESRC to identify capacity needs: big data/digital data as new forms of data (includes accessing, e.g. via crowdsourcing, storing, managing, handling and analysing such data, as well as issues of data security and ethics), biosocial data, new forms of longitudinal data and their analysis, survey methods, in particular interviewing and longitudinal data analysis, ethics, impact evaluation methods (both quantitative and qualitative), interdisciplinary research and mixed methods and methods for assessing research impact. Respondents also emphasised that core training in established areas should not be neglected in favour of the novel and that courses may need to be repeated at different time points and locations.
Mode of training and training delivery:
Face-to-face training was identified as being by far the most important mode of training delivery. The development of online learning is changing the training environment, although as a complement to (rather than as a replacement for) face-to-face learning. There is perceived to be a clear need for high-quality online learning resources, although these require time, staff and financial resources to be developed to a sufficiently high standard. The consultation highlighted in particular the importance of blended learning that includes interactions, dialogue and discussion and where learners interact within a community of other learners. Pedagogy more generally is changing the learning environment because of increased awareness and application of the idea of active learning which has the potential to change how people learn (as distinct from what people learn). Masterclasses, one-to-one mentoring and learning from experts, working with students in in-depth ways and providing post-course support, as well as peer coaching.
PhD students, early career researchers and training throughout the career trajectory:
The variability of time dedicated to training reported by holders of Future Research Leaders awards, and their difficulties in ring-fencing time for training was noted. Limited knowledge about the availability of training opportunities was identified as a barrier to take-up among some groups. Advice on training needs given to PhD students by supervisors and to Future Research Leaders by mentors offers a means of addressing some of these issues, although the extent to which individual needs assessment takes place appears to be variable. There is also a need for strategic thinking about how to upskill the large community of social scientists at later stages in their careers.
Coordination across the UK training landscape in advanced methods:
Many of those consulted advocated some form of co-ordination of the training offered by key providers, such as Doctoral Training Centres (DTCs), Advanced Training Initiative (ATI) grant holders, NCRM, the Social Research Association (SRA), and others. One way of achieving greater coordination may be via a loose network of the various elements of the training landscape. The nature of such a network would allow facilitating and co-ordinating spaces for creative interaction across diverse training providers and users, across disciplines, across career stages, and across sectors. Though superficially attractive, disadvantages of a highly centralised training system were noted. Over-reliance on centralised control and direction risks stifling innovation around new forms of training and topics as well as hindering a fast and flexible approach to respond to changing needs that emerge over time.
Several key findings of this consultation support the results of previous NCRM consultations using different methods and targeting different groups, providing reassurance that the findings have indeed long-term relevance.
References
1 Durant, G. Luff, R. Wiles, R Crow, G (2015) Consultation on Training Needs in Advanced Social Science Research Methods, Project Report, NCRM, http://eprints.ncrm.ac.uk/3765/