A very helpful thread. Resonates with why I like using the metaphor of a “perpetual stew” in thesis writing workshops. 🍲
Ethics of studying illegal behaviour
- One hundred dollars and a dead man: Ethical decision making in ethnographic fieldwork (Vanderstaay, 2005)
- All in the name of research (Matthews, 2014)
- The gendered affordances of Craigslist “new-in-town girls wanted” ads (Schwartz & Neff, 2019)
- Consider also: How to avoid writing up the research in a way that would serve as a how-to manual for copycats
- See also: What’s in a (pseudo)name? Ethical conundrums for the principles of anonymisation in social media research (Gerrard, 2020)
- A guide to being an ethical online investigator (Basu, 2021) — The Capitol riot has inspired a new army of amateur sleuths who want to help identify protesters. How can you, an average person, be an ethical digital activist?
Ethics of researching on leaked data
- The OKCupid dataset: A very large public dataset of dating site users (crossposted 11 May 2016)
- Media discourses surrounding ‘non-ideal’ victims: The case of the Ashley Madison data breach (Cross, Parker & Sansom, 2018)
- Every deleted Parler post, many with users’ location data, has been archived (Cameron, 2021)
- See also: Using a fitness app taught me the scary truth about why privacy settings are a feminist issue (Spinks, 2017)
- See also: Fitness tracking app Strava gives away location of secret US army bases (Hern, 2018)
9 remote interviewing tips for journalists (Damian Radcliffe, 17 August 2020)
How to transcribe interviews like a pro (Nicholas Yarmey, 18 August 2020)
RT @noor_halabi Hello! I have done so much research and arrived at two different software. One is Microsoft streams (available through your institution’s Office 365). You can upload the video and wait for about 2 hours while it generates CC. You can then copy-paste the text, or download. Otter.ai also works, and so does Dragon I hear. (17 August 2020)
What is Qualitative Data Analysis Software? (Daniel Turner, 20 August 2020)
Beginner’s guide to coding qualitative data (Daniel Turner, 19 November 2019)
What is actually Grounded Theory? (Daniel Turner, 8 July 2016)
Writing up qualitative research (Daniel Turner, 25 August 2020)
Saw the following thread keep coming up in my timeline yesterday, and found it resonating, so this post is to archive it for my own re-read. Why don’t people blog any more, instead of leaving these beautiful remarks in the ephemeral streams of microposts, but that is my problem.
RT @DrSudaPerera My contract finally arrived. It took a threat to quit unless it happened, and 10 years of being undervalued and underpaid at 5 different institutions. This moment is not one of joy. It’s one of relief and finally having the security to actually rage against precarity. THREAD (5 June 2020)
Long-term precarity is exhausting & humiliating. It’s a constant conveyor belt of toxic productivity. It’s not being able to put roots in one place. It’s never being able [to] plan for the long-term because of fluctuating salaries and never having savings.
It’s never getting a promotion or pay rise and spending your salary on house moves and train fare. It’s constantly having to adapt to new systems, rules and procedures. Of living that “hellish first year” writing new courses again and again.
It’s not saying “no”, or calling out exploitation, in case you burn bridges or get ‘a name’. Being unable to say “I don’t know how to do that” and having to learn. It’s always showing goodwill in the hope that you’ll be in good stead when a permanent job comes up.
It’s the kick in the teeth when the job you’re basically already doing gets advertised as a permanent role and you’re not even shortlisted. It’s having to take that kick with good grace because you still need a job and there might be a next time (but ‘next time’ never comes).
Trying to get out of precarity means spending your free time applying for things. It’s the Kafkaesque feeling of being excluded from funding calls because your contract doesn’t last long enough, then having that held against you when you apply for permanent roles.
In precarity you document all the work you do as lines in your CV and displays of competence for your next job application, to keep being paid, so you can make your next rent. Your permanent colleagues put their work on their promotion applications for higher pay.
Precarity is having to hide your precarity from students and networks because it might undermine your expertise. It’s realising that your knowledge is judged on your position rather than what you know and you’ve got fake it till you make it (knowing you might never ‘make it’).
I got out of precarity because my colleagues @SussexDev fought for me. Because my Head of School had the savvy to use the Uni trying to cut staff that weren’t “business critical” to frame me as such. I’m good value for money. The Uni accept my worth as a number not as a human.
I’m still cheap labour, but at least now I can make a fuss. For all those precarious staff still dealing with this shit, I will fight for you. I can’t promise I have the power for change, but now I at least have the power to try. And I’ll keep banging on about your disadvantage.
I’ll speak up for the hardships you face. I’ll explain that we don’t have diverse faculty because we don’t value diversity of experience. I’ll speak up about how valuable you are because you’ve taught widely, sat on committees, run social media accounts and written blogs.
I’ll promote the emotional labour of caring for students, of the pressure to be collegiate and never say ‘no’. I’ll argue that your experience shows versatility and adaptability not a lack of expertise. That your string of shitty contracts shows resilience not mediocrity.
I’ll call out when permanent staff don’t value that and get seduced by research superstars who never contribute anything that doesn’t advance their careers. I only got to this point because some really great permanent staff did it for me, and my HoS & HoD used their power for me.
So today, as I sit with my new permanent contract, I’m not going to celebrate my ‘success’. I’m going to reflect on how much it took out of me to get here. I’m going to remain angry I had to go through it. I’m going to acknowledge my new privilege, and use it as best as I can. ❤
Since we are on the topic of a “constant conveyor belt of toxic productivity”, in academia, here are a few more that have weighed on me.
- @ryancordell on the vicious circle of academic overwork (13 July 2018)
- @sophiephilpott1: “Y’know how on the London Underground you’re never more than 10ft from a rat? In Higher Education you’re never more than 2 years from a restructure.” (4 July 2019)
- @zeyneparsel on academia as third shift (15 January 2020)
- @wishcrys on microaggressions against junior, women, and PoC scholars (22 May 2020)
- @LizWFab: “Academia is feeling guilty for doing 4 hours of work on the weekend instead of taking time off and also feeling guilty for *not* doing 16 hours of work on the weekend instead of taking time off.” (27 September 2020)
Pandemics and PhDs (Pat Thomson, 16 March 2020)
I’m a PhD student and I’m worried by my university’s coronavirus approach (Jafia Naftali Camara, The Guardian, 18 March 2020)
Some advice for PhD students and their mentors in the time of coronavirus (Meghan Duffy, 15 March 2020)
Postgraduate supervision in the COVID-19 era (for supervisors and students) (Miguel Nacenta, 25 March 2020)
Effective practices in supervising doctoral candidates at a distance (UKCGE, 1 May 2020)
Should you quit (go part-time or pause) your PhD during COVID-19? (The Thesis Whisperer, 8 April 2020)
Interrupted fieldwork could mean terminated careers for PhD students (Lorena Gazzotti, THE, 8 October 2020)
Changing PhD research in response to COVID19: key considerations (Nimesh Dhungana, LSE Impact Blog, 22 October 2020)
Virtual Not Viral (since March 2020)
Doing arts research in a pandemic (Vida L. Midgelow, June 2020)
Social research for a COVID and post-COVID world: An initial agenda (Deborah Lupton, 29 March 2020)
Fieldwork in the times of COVID-19: Doing ethnography during a pandemic (Raul Pacheco-Vega, 17 March 2020)
Fieldwork in the context of COVID-19 (The New Ethnographer, 7 April 2020)
Doing fieldwork in a crisis or a quarantine (Benjamin Bowles, April 2020)
Research methods to consider in a pandemic (Helen Kara, 20 May 2020)
Teaching social research methods in a time of crisis (Emma Jackson, The Sociological Review, 10 September 2020)
Changing Research Practice: Undertaking social science research in the context of Covid-19 (Melanie Nind et al., NCRM, since September 2020)
The rush to research COVID-19 risks compromising research integrity and impact (Tina Haux, LSE Impact Blog, 2 October 2020)
Researching in the age of COVID-19 (Helen Kara, 6 November 2020)
Carrying out qualitative research under lockdown — Practical and ethical considerations (Adam Jowett, LSE Impact Blog, 20 April 2020)
How to conduct an ethnography during social isolation (Daniel Miller, 3 May 2020)
Doing STS research in a COVID-19 world: Voices from the global South (Joseph Satish Vedanayagam, Backchannels, 29 April 2020)
Doing qualitative research on inequalities during Covid (Living with Data, since October 2020)
Covid-19 research and legal help (CaMP Anthropology, since November 2020)
Participant observation: How does it work online? (Janet Salmons, Methodspace, 20 April 2020)
Why you should ignore all that coronavirus-inspired productivity pressure (Aisha S. Ahmad, The Chronicle of Higher Education, 27 March 2020; or as @robin__craig aptly puts it, “a pandemic isn’t a writing retreat”)
5 strategies for writing in turbulent times (Chris Smith, LSE Impact Blog, 30 March 2020)
The Science of Well-Being (Laurie Santos, Yale University/Coursera)
Are we all digital scholars now? How the lockdown will reshape the post-pandemic digital structure of academia. (Mark Carrigan, LSE Impact Blog, 10 April 2020)
The post-pandemic university (since July 2020)
Public Books Database (Public Books)
Teaching materials for computational social science (SAGE Ocean)
Tools and Resources — Creative Commons (Open Access Oxford)
How to create an APA style reference for a canceled conference presentation (Timothy McAdoo, APA Style Blog, 16 March 2020)
Security features in Zoom, MS Teams, and Google Meet (@joedale, April 2020; see also EFF’s advice on how to harden your Zoom settings, 2 April 2020)
I am a big believer in the pedagogic power of narratives. So, unsurprisingly, I am always interested in how others narrate their points in their (online) courses and learning tools. Here are a few interesting examples that I have saved for my own reference. The blurbs are mostly in the developers’ own words. Hmmm, it feels like this summer I am just making mixtapes one after another here.
The Hero’s Journey in Higher Education (Robert Farmer, Innovative Practice in Higher Education): This paper outlines and makes the case for a new, twelve stage narrative approach to the design of university modules. The twelve stages in the narrative approach to module design mirror the twelve stages which comprise the hero’s journey in myth and legend, as discussed in the work of Campbell (1993) and Vogler (1985). See also “the quest for the PhD” (McCulloch, 2013).
Game of Research (LSE): This game functions like Snakes and Ladders in that players will roll a dice and count squares along the board. However, in this version the ‘snakes’ contain a research-related setback and the ‘ladders’ have a positive research-related activity. See also the PhD Game.
E-learning Training on Prevent (HM Government): This offers an introduction to the Prevent duty and explains how it aims to safeguard vulnerable people from being radicalised to supporting terrorism or becoming terrorists themselves.
Responding to Hate and Extremism (Centre for Hate Studies): A suite of digital training modules which will equip you with evidence of ‘what works’ in challenging hate and extremism and in supporting those affected by it.
Facing Facts Online: With this course you will explore what hate speech is and why it is difficult to define. You will get an understanding of the harm of hate speech on individuals and on society.
Bad News (DROG): In this game, developed as a publicly accessible media literacy tool, you take on the role of fake news-monger. Your task is to get as many followers as you can while slowly building up fake credibility as a news site.
UnBias Awareness Cards: News feeds, search engine results, and product recommendations increasingly use personalisation algorithms to help us cut through the mountains of available information and find those bits that are most relevant, but how can we know if the information we get really is the best match for our interests? The EPSRC-funded project team have developed an educational toolkit, including the said Awareness Cards, to help (young) citizens learn how to assess the trustworthiness and fairness of systems that heavily rely on algorithms.
The Legislator: License to Bill (Daily Show): In this game, released in the aftermaths of the 2019 El Paso shooting, your objective is to get gun control legislation passed by the Congress. It basically involves navigating through a series of decisions in order to get your bill passed — culminating in an intense showdown with Mitch McConnell himself as the final boss.
국민 양형체험 프로그램 (대한민국 대법원 양형위원회)
Mountains of Metaphor (Clare Williams, tl;dr)
# Skills is not a dirty word (Leonard D. Pertnoy, Missouri Law Review, 1994)
# Hacking is a mindset, not a skillset (Tanya Snook, LSE Impact Blog, 16 January 2014)
# Effects of postgraduate medical education “boot camps” on clinical skills, knowledge, and confidence: A meta-analysis (C. Blackmore et al., Journal of Graduate Medical Education, 2014)
# In conversation with Sir Ken Robinson (August 2015)
# UK Engagement Survey: universities have limited impact on students’ ‘soft’ skill development (THE, 10 December 2015)
Responses of more than 24,000 undergraduates indicate limited development in areas such as creativity and citizenship over course of degree.
# Academic superheroes? A critical analysis of academic job descriptions (Rachael Pitt & Inger Mewburn, Journal of Higher Education Policy and Management, 2016)
# Null effects of boot camps and short-format training for PhD students in life sciences (David F. Feldon et al., PNAS, 2017)
# “Students should encounter research or activities linked to research and innovation at all levels of higher education to develop the critical and creative mind-sets which will enable them to find novel solutions to emerging challenges.” (Paris Communiqué, 2018)
# Media literacy – everyone’s favourite solution to the problems of regulation (Sonia Livingstone, LSE Impact Blog, 8 May 2018)
# Future graduates will need creativity and empathy – not just technical skills (Natalie Brett, The Guardian, 20 December 2018)
# Our soft skills can keep robots in their place (Ed Conway, The Times, 18 January 2019)
# RT @timeshighered It’s time to start calling soft skills “power skills” @RBC CEO Dave McKay tells #TeachingEx (5 June 2019)
Students have a heightened confidence in the digital space that is not necessarily matched by their competence.
The new session is approaching, and I am planning to do more on the writing front this year, especially for the benefit of post-fieldwork students. This post is simply to keep in one place bits and bobs that have inspired my plans. You can think of this post as a sequel to my ‘productivity hacks‘ and ‘big qualitative data‘ posts.
# Reverse outlining (Rachael Cayley, 2011)
# Living in a writing dystopia (Joli Jensen, 2013)
# Do you have quotitis? (Nick Hopwood, 2014)
# Writing together by the fireplace (2014)
# The vicious circle of overwork in academia (Ryan Cordell, 2018)
# Snowflakes, crystals, fractals, and other metaphors for thinking creatively about [nonlinear] writing (Annette Markham, 2019)
# RT @Used_For_Glue I don’t know who needs to hear this, but the aim of the first draft is not to get it right, but to get it written. (22 July 2019)
# 곽재식의 어떻게든 글쓰기 (2018)
# What matters isn’t your writing software, it’s your file structures (sorry!) (Katherine Firth, 16 July 2020)
One of the questions I get most frequently from students upon their return from the field is “What now?”. They come back gloriously with tens of hours of interview recordings, pages after pages of ethnographic fieldnotes, and gigabytes of photos and news clippings, and they all say — understandably — that they feel overwhelmed by the challenge ahead of staying afloat and making headway in that sea of unstructured data.
RT @JessicaCalarco Doing qualitative research often feels like playing Jeopardy – you can see the answers (i.e., the patterns you find in your data), but you don’t always know the question (i.e., the problem those patterns solve). (21 December 2018)
I share with them well-established tips such as ease into it, embrace the messiness, keep an audit trail, put oneself in the reader’s [examiner’s] shoes, read what you want to write et cetera. These tips have all been highly appreciated, but then there are every now and then situations where students are still looking for something more concrete and readily usable in their research while I consciously try to be less prescriptive and more ‘Socratic’ (so to say). Those situations always feel to me like we are communicating back-scratching coordinates.
While I maintain that I shouldn’t be, and cannot be, too prescriptive, I thought I’d put together a nice ‘mixtape’ of resources for them. More will be added on.
For code-based theory building (as in GT)
- Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations (Jochen Gläser & Grit Laudel, 2013, Forum: Qualitative Social Research 14(2), Art. 5)
- The Coding Manual for Qualitative Researchers (Johnny Saldara, 2015, 3rd ed.)
- “OK I’ve done all my coding. What’s next?” Err, didn’t you plan that already? (Christina Silver, Five Level QDA, 7 November 2017)
- Flexible coding of in-depth interviews: A twenty-first-century approach (Nicole M Deterding & Mary C Waters, 2018, Sociological Methods & Research)
- When coding doesn’t work, or doesn’t make sense: Synoptic units in qualitative data analysis (Nick Hopgood, 23 November 2018)
- Beginners’ guide to coding qualitative data (Daniel Turner, Quirkos, 22 November 2019)
- Coding and analysis tips for qualitative researchers (Anuja Cabraal, 1 May 2020)
For ‘Big Qual’ analysis
- Big data, qualitative style: A breadth-and-depth method for working with large amounts of secondary qualitative data (Emma Davidson et al., 2018, Quality & Quantity; also as a podcast)
- Sample size in qualitative research (@drkakali, 2 December 2018)
- Analysing large volumes of complex qualitative data: Reflections from a group of international experts (Susie Weller et al., 2019, NCRM Working Papers)
- Big Qual Analysis Research Hub
For thematic analysis
- Using thematic analysis in psychology (Virginia Braun & Victoria Clarke, 2008, Qualitative Research in Psychology 3(2): 77-101)
- Qualitative data analysis: Exploring themes, metaphors and stories (Catherine Cassell & Vicky Bishop, 2018, European Management Review)
For framework analysis
- Qualitative data analysis for applied policy research (Jane Ritchie & Liz Spencer, 1994, in A. Bryman & R. G. Burgess, Analyzing Qualitative Data, pp.173-194)
- A practical iterative framework for qualitative data analysis (Prachi Srivastava & Nick Hopwood, 2019, International Journal of Qualitative Methods)
For discourse analysis
- Discourse and Social Psychology: Beyond Attidues and Behavioiur (Jonathan Potter & Margaret Wetherell, 1987)
- Discourse analysis video tutorial (Sarah Riley & Sally Wiggins, 2016)
- Not everything is a discourse (Dariusz Galasiński, 12 July 2017)
What we mean by a ‘case’ when we say we do case studies
- A case in case study methodology (Christine Benedichte Meyer, 2001, Field Methods 13(4): 329-352)
- Case study as a research strategy: Some ambiguities and opportunities (Piet Verschuren, 2003, International Journal of Social Research Methodology 6(2): 121-139)
- Five misunderstandings about case-study research (Bent Flyvbjerg, 2006, Qualitative Inquiry 12(2): 219-245)
- The curious case of case study: A viewpoint (Malcolm Tight, 2010, International Journal of Social Research Methodology 13(4): 329-339)
- What is a case, and what is a case study? (Hervé Dumez, 2015, BMS 127(1): 43-57)
- Mechanism-based theorizing and generalization from case studies (Petri Ylikoski, 2018, Studies in History and Philosophy of Science)
Just came back from a conference on “migration, mobility, and borders”, organised by and for our doctoral researchers. Interestingly, I was invited to give a ‘career talk’. My immediate suggestion was to bring in a career consultant instead, but for a combination of a couple of reasons, I ended up doing the talk. Come to think of it, I have been living and working among doctoral and early career researchers for almost 15 years, while being required to monitor the latest developments in the sector, so I told myself that I might indeed have one or two things to say about for their benefit.
Considering the theme, I prepared my talk along the lines of the increased expectation of (early career) researchers to be available/willing to be globally mobile. That is just one of the many, previously non-existent expectations imposed on the current generation of PhD candidates. I included this image (as a GIF) in my slides because every time I see it, I think of them. I honestly do.
Here are a couple more items that highlight how far things have changed in the PhD game.
# 2015 advice for your 856-year-old Ph.D. (Christian Sandvig, 5 August 2015)
# 100 years of the PhD (Bogle, 2017, Vitae)
# The UK doctorate: history, features and challenges (Deem & Dowle, 2018 [email of 12 January 2019)
# “How I Got My First Academic Job, 1965 ed” (@profmusgrave, 20 March 2019)
# Thesis declaration, now and then (source: Got this off Twitter two months ago, but despite my best efforts, I can’t trace back to the original link. Let me know!)