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Designing Social Inquiry focuses on improving qualitative research, where numerical measurement is either impossible or undesirable. What are the right questions to ask? How should you define and make inferences about causal effects? How can you avoid bias? How many cases do you need, and how should they be selected? What are the consequences of unavoidable problems in qualitative research, such as measurement error, incomplete information, or omitted variables? What are proper ways to estimate and report the uncertainty of your conclusions?
Since its initial publication, this highly respected text has provided students with a critical review of the major research paradigms in the social sciences and the logics or strategies of enquiry associated with them. This second edition has been revised and updated.
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Research Design: The Logic of Social Inquiry is a collection of critical writings on different aspects of social research. They have been carefully selected for the variety of approaches they display in relation to three broad styles of research: experimental, survey, and ethnographic. All are classic contributions to the development of methodology and excellent expositions of particular procedures.The book is organized in sections that detail the methods of a typical experimental research program design, data collection, and data analysis. These five sections include The Language of Social Research, Research Design, Data Collection, Measurement, and Data Analysis and Report. Each is preceded by an introduction stressing the unique strengths of the different viewpoints represented and reconciling them in one coherent approach to research.The volume includes displays of philosophical underpinnings of different methodological styles and important issues in research design. Data collection methods, particularly the problem of systematic bias in the data collected, and ways in which researchers may attempt to reduce it, are discussed. There is also a discussion on measurement in which the central issues of reliability, validity, and scale construction are detailed. This kind of synthesis, between such diverse schools of research as the experimentalists and the ethnographers, is of particular concern to social researchers. The book will be of great value to planners and researchers in local government and education departments and to all others engaged in social science or educational research.
"Mahoney's starting point is the problem of essentialism in social science. Essentialism--the belief that the members of a category possess hidden properties ("essences") that make them members of the category and that endow them with a certain nature--is appropriate for scientific categories ("atoms", for instance) but not for human ones ("revolutions," for instance). Despite this, much social science research takes place from within an essentialist orientation; those who reject this assumption goes so far in the other direction as to reject the idea of an external reality, independent of human beings, altogether. Mahoney proposes an alternative approach that aspires to bridge this enduring rift in the social sciences between those who take a scientific approach and assume that social science categories correspond to external reality (and thus believe that the methods used in the natural sciences are generally appropriate for the social sciences) and those who take a constructivist approach and believe that because the categories used to understand the social world are humanly-constructed, they cannot possibly follow the science of the natural world. As the name suggests, scientific constructivism brings in aspects of both views and attempts to unite them. Drawing from cognitive science, it focuses on using the rational parts of our brain machinery to overcome the limitations and deeply seated biases (such as essentialism) of our evolved minds. Specifically, Mahoney puts forth a "set-theoretic analysis" that focuses on "sets" of categories as they exist in the mind that are also subject to the mathematical logic of set-theory. He spends the first four chapters of the book establishing the foundations and methods for set-theoretic analysis, the next four chapters looking and how this analysis fits with the existing tools of social science, and the final four chapters focusing on how this approach can be used to study and understand cases"--
New approach demonstrating how social science can be successful, focusing on context, values, and power.
The concept of the case is a basic feature of social science research and yet many questions about how a case should be defined, selected, and judged are far from settled. The contributors to this volume probe the nature of the case and the ways in which different understandings of the concept affect the conduct and the results of research. The contributions demonstrate that the work of any given researcher is often characterised by some hybrid of these basic approaches, and it is important to understand that most research involves multiple definitions and uses of cases, as both specific empirical phenomena and as general theoretical categories.
A distinctive feature of Ludwig Wittgenstein's work after 1930 was his turn to a conception of philosophy as a form of social inquiry, John G. Gunnell argues, and Thomas Kuhn's approach to the philosophy of science exemplified this conception. In this book, Gunnell shows how these philosophers address foundational issues in the social and human sciences, particularly the vision of social inquiry as an interpretive endeavor and the distinctive cognitive and practical relationship between social inquiry and its subject matter. Gunnell speaks directly to philosophers and practitioners of the social and human sciences. He tackles the demarcation between natural and social science; the nature of social phenomena; the concept and method of interpretation; the relationship between language and thought; the problem of knowledge of other minds; and the character of descriptive and normative judgments about practices that are the object of inquiry. Though Wittgenstein and Kuhn are often criticized as initiating a modern descent into relativism, this book shows that the true effect of their work was to undermine the basic assumptions of contemporary social and human science practice. It also problematized the authority of philosophy and other forms of social inquiry to specify the criteria for judging such matters as truth and justice. When Wittgenstein stated that "philosophy leaves everything as it is," he did not mean that philosophy would be left as it was or that philosophy would have no impact on what it studied, but rather that the activity of inquiry did not, simply by virtue of its performance, transform the object of inquiry.