On the case? Dilemmas of collaborative research

Macmillan, Rob; Scott, Alison

doi:10.1111/1475-4762.00115

Cited by 19 publications

(18 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…My experiences mirror those of others conducting applied geography (see Pacione 1999, Macmillan andScott 2003), who have also felt powerless in certain contexts by the conditions that research partners may impose on research. My research partners were powerful gatekeepers who also enacted surveillance.…”

Section: Involving Research Partners In Data Collectionsupporting

confidence: 52%

“…Whilst the term collaborative research has been used in a positive sense to refer to the participation of individuals and groups in applied geography (e.g., Macmillan andScott 2003, Cahill 2004), in this instance, I did not want to collaborate with STP committees in the exclusion of children from the planning process. I found myself in a similar position to Tooke (2000) who was also unable to feel 186 J. Barker empathy towards the exclusionary practices of the group she was researching.…”

Section: Deliberating Who To Work Withmentioning

confidence: 99%

“…Like others (e.g., Maxey 1999, Macmillan and Scott 2003, Cahill 2004, my participatory approach involved research partners in drafting the research design, to enable the project to explore their ideas and reflect their planning agenda. However, each organisation may have its own expectations about how research should proceed (Macmillan and Scott 2003).…”

Section: Beginnings: Involving Research Partners In Research Designmentioning

confidence: 99%

“…However, each organisation may have its own expectations about how research should proceed (Macmillan and Scott 2003). Without exception, each STP committee clearly stated that questionnaire surveys would be appropriate for collecting data useful for STPs, whilst qualitative methods would not be suitable.…”

Section: Beginnings: Involving Research Partners In Research Designmentioning

confidence: 99%

See 3 more Smart Citations

Methodologies for change? A critique of applied research in children's geographies

Barker

2008

Children's Geographies

View full text Add to dashboard Cite

Applied geography has a long, if contested, history in human geography. Recent debates in children's geographies have discussed the possibilities for conducting applied research with children. Drawing upon research exploring children's mobility in the UK, this paper discusses working with local transport planners as a way of conducting applied research in children's geographies. It identifies how decisions regarding who to work with (in this case local voluntary transport committees based in schools) impacts upon the possibilities for developing participatory approaches and for involving children in research. Also discussed are different methodological strategies for involving research partners in the research process. The paper contributes to wider debates within applied research by discussing how distinctions between applied, policy research and more radical, activist research are often unhelpful as research often combines elements of both.

show abstract

Section: Involving Research Partners In Data Collectionsupporting

confidence: 52%

Section: Deliberating Who To Work Withmentioning

confidence: 99%

Section: Beginnings: Involving Research Partners In Research Designmentioning

confidence: 99%

Section: Beginnings: Involving Research Partners In Research Designmentioning

confidence: 99%

See 2 more Smart Citations

Methodologies for change? A critique of applied research in children's geographies

Barker

2008

Children's Geographies

View full text Add to dashboard Cite

show abstract

“…The ESRC also introduced collaborative ('CASE') PhD studentships, based on a model widely used in science, for which ESRC funding has been available since 1998 (MacMillan & Scott, 2003). Unlike standard studentships whereby the student defines the subject of the PhD, a CASE studentship is scoped by academics and a collaborating partner organisation in the private, public or third/voluntary sector (MacMillan & Scott, 2003).…”

Section: Esrc: the Development Of Knowledge Transfermentioning

confidence: 99%

Personal reflections on Knowledge Transfer and changing UK research priorities

Hardill

Baines

2009

Twenty-First Century Society

View full text Add to dashboard Cite

As advanced capitalist economies including the UK have moved from being resource-based to knowledge-based, national governments have seized upon knowledge and innovation produced in universities as drivers of economic growth, job creation and social development. Knowledge Transfer extends a university's mission beyond teaching and research and forms one element of third-stream activities, which are about the interactions between universities and the rest of society. For government, Knowledge Transfer is about the transfer of ideas, research results and skills directly from universities (and other research organisations) to business, government and the wider community. Many social scientists prefer less linear models that include notions of interaction, conversation and interpretation. In this paper we reflect upon how the innovative processes of Knowledge Transfer for the social sciences have been advanced by the actions of the UK's Research Council responsible for social science research. Drawing upon our own experience of undertaking projects within the Knowledge Transfer remit, we comment on sense-making and dialogue across the boundaries of academia and practice.

show abstract

Negotiating structural barriers to environmental collaborations in doctoral programmes

Lait,

Hayes,

Hayes

et al. 2024

Geography and Environment

View full text Add to dashboard Cite

This commentary reflects on the experiences of a cohort of human and physical geographers in enacting environmental collaborations during their doctoral studies. The authors identify three key structural barriers encountered whilst attempting a collaborative approach: (1) doctoral funding priorities, (2) doctoral resourcing and (3) assessing doctoral collaboration. The authors discuss how the negotiation of these encounters came to frame their understanding of collaborative approaches to environmental knowledge creation. Competitive application processes for doctoral studentships can encourage the overpromising of the impact of planned environmental collaboration, potentially co‐opting the voices of partners/communities to satisfy doctoral funding requirements. Given insufficient funding of collaborations, the authors argue that this overpromising of doctoral research's impact can later result in difficult trade‐offs between undertaking additional commitments at the expense of the career progression of the doctoral student, contributing to educational inequalities and scaling‐back the initial plans at the cost of collaborators encountering environmental crises. The trade‐off is further problematised by institutional assessment procedures that do not adequately recognise the more nuanced contributions of environmental collaborations and a prevailing culture promoting peer‐review publishing. Overall, the commentary argues that these barriers help to reproduce inequalities in the distribution of voice in environmental scholarship, undermining efforts to democratise environmental knowledge creation in doctoral research. The authors call for specific structural reforms of doctoral programmes to help address these challenges and support a broader resistance to the inadequate resourcing and evaluation of environmental collaborative research in UK higher education.

show abstract

On the case? Dilemmas of collaborative research

Cited by 19 publications

References 8 publications

Methodologies for change? A critique of applied research in children's geographies

Methodologies for change? A critique of applied research in children's geographies

Personal reflections on Knowledge Transfer and changing UK research priorities

Negotiating structural barriers to environmental collaborations in doctoral programmes

Contact Info

Product

Resources

About