Improving Research Methods Teaching and Learning in Politics and International Relations: A ‘Reality Show’ Approach

Abstract

Student dissatisfaction with undergraduate research methods courses in politics and international relations is common across the sector. We suggest that methods teaching suffers from an unhealthy disassociation between research in theory – which we call ‘method acting’ – and research in practice. Our critical interviews with eminent researchers expose the compromises professional researchers make when designing their research. Students appreciate these insights when combined with first‐hand research opportunities. We call this approach a ‘reality show’. Our analysis based on survey data and students’ evaluations of our approach suggests that these aids can provide an effective resource to improve teaching and learning of research methods.

Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods?

“…A similar example, albeit not tailored solely to qualitative research, deployed clips from the Mythbusters documentary series to illustrate principles of research inquiry (Burkley and Burkley, 2009). In another case, audio 'podcasts' were produced -in the form of recorded interviews in which academics discussed their own methodological approacheswhich then formed the basis of critical evaluation assignments undertaken by students (Ryan et al, 2014). While these examples relate to the teaching of general research principles, one author also discusses a hands-on exercise that made inventive use of playing cards to allow students to specifically explore the multiple ways in which qualitative data might be coded (Waite, 2011).…”

From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation

“…This can be challenging, especially in the social sciences, where dissatisfaction with relevant training is no uncommon feature and where students frequently display aversion to the subject (Ryan et al, 2014). Effective teaching would need to therefore take into account both the issue of inclusion and aversion -which are not mutually exclusive -in order to provide students with beneficial experiences of research methods.…”

“…At a minimum, learning how to become a researcher should cater for analysis skills relevant to the wider learning process across different modules since it enables students to engage more clearly with different texts that are directly based on active research (Ryan, Saunders, Rainsford, & Thompson, 2014). However, there is general acknowledgement that skills developed through such activities also promote skills such as time management, organisation and self-directed learning are frequently highlighted (Allin, 2010;Huggins, Jenkins, & Scurry, 2007;Stefani, Clarke, & Littlejohn, 2000), and such development is seen as "central to professional life in the twenty-first century" (Brew, 2006, p. 7).…”

Editors’ Introduction to the Thematic Issue: Mad about Methods? Teaching Research Methods in Political Science

“…Moreover, students emphasized that many issues dealt with in readings and lectures only became meaningful upon experience (Hopkinson and Hogg 2004, 313-315). In the scholarship on teaching and learning, various scholars have emphasized the "research-teaching" nexus as a key factor that can enable students to practice doing in methods courses (see, e.g., Bell n.d.;Leston-Bandeira 2013;Lundahl 2008;Ryan et al 2014). But also when mastering statistical techniques, experiential learning can be pursued.…”