1. Social science methodology: An overview from the BRCSS network Robin Peace, Massey University Amanda Wolf, Victoria University 10 June 2009

2. Context  Have growing understanding of the research contributions, good researcher profiles, important knowledge about barriers and enablers and the research- policy interface  Gap with respect to methodology  Note: open definition of ‘research/er’

3. The Interface

4. Focus on Methodology  Approach or logic of inquiry  Overall plan of action--may privilege certain methods or tasks  A rationale for the merits of some means of knowledge generation over others  A pathway from the ‘world’ of phenomena and meanings to the ‘knowledge content’ or claim made by the inquirer

5. Questions  Are there methodological initiatives that could plausibly lead to improved understanding of social change for New Zealand’s policy purposes?  If so, how developed/well-suited are the existing practices and foundations in the New Zealand research environment?

6. Aims  Exploratory: To find practices and potential that might be masked by exaggerated claims at the research-policy interface  Theoretical: To reconsider the role of the researcher’s knowledge, experience and judgement in the context of social science methodology  Facilitative: To spark a methodological discussion amongst researchers

7. Our Methodology  Preliminary literature & definition work  Several streams of data:  Focus groups, e-survey, proposals, interviews  Developed a picture of the researcher, the influences operating on the researcher’s choices, and the reasons for this (both as described to us and as interpreted by us)  Iterative, reflexive & abductive

8. Innovative  Appropriate, fit for purpose  Not always new, not always better  Technologically and methodologically better able to listen in the world  Relational—work with people; connects with lived experience  New possibilities, open areas

9. Pragmatic  Workability  Learn as you go  Local, engaged, ‘truth’ that fits  Located away from academic peaks; not ‘high- minded’  Ideally, both highly engaged, interactive, meaningful, ‘human-hearted’  Quick trajectory from entry to persuasive findings

10. Policy-Directed  Concept of ‘policy-directed’ is broad and complex  Researcher independence best path to avoid ‘vested interests’ / confirms ‘academic’ world view:  researcher propagates “unfettered” knowledge  Find spaces from within constraints, look out, use concepts that are mutually relevant / influencing decision-making best way to improve people’s lives / working through policies:  researcher anticipates ‘need’ for knowledge in context

11. Knowledge, Experience, Judgement  Researchers identify as such, not as a cog in a knowledge-production chain  Brings own knowledge and experience of the research process  Brings own knowledge and experience as a person situated in a context  Trust, ongoing relationships  judgement

12. Implications for Training  Training needs to:  Increase capability to develop strategies to respond to ethical, methodological challenges  Not enough to simply understand selves as people who profess disciplines  Acknowledge multiple contexts and demands of knowledge production within and beyond the ‘academy’.

13. Implications for Policy Interface  Not just transmission and translation: requires researcher staying in the dialogue  Process as much as content  Ongoing relationship building  Mediating indirect and direct uses of new knowledge—what we already knew and how this changes policy perspective