| |
| |
Acknowledgements | |
| |
| |
Notes on contributors | |
| |
| |
| |
Introduction | |
| |
| |
| |
Extending social research | |
| |
| |
| |
Introduction | |
| |
| |
Current models of social research | |
| |
| |
Ending or extending social research? | |
| |
| |
Authorship and structure | |
| |
| |
End points | |
| |
| |
| |
Theoretical and practical issues | |
| |
| |
| |
Extending social research: why? | |
| |
| |
| |
Introduction | |
| |
| |
Reasons for extending social research | |
| |
| |
Ethical arguments | |
| |
| |
Pragmatic arguments | |
| |
| |
Methodological arguments | |
| |
| |
Barriers, problems and challenges to extending social research | |
| |
| |
Lack of skills and opportunity | |
| |
| |
Academic structures and lack of institutional support | |
| |
| |
Publish and perish | |
| |
| |
End points | |
| |
| |
| |
Extending social research: meanings and understandings | |
| |
| |
| |
Introduction | |
| |
| |
Knowledge, values and involvement | |
| |
| |
Objectivity, subjectivity and knowledge production | |
| |
| |
'Trust me, I'm a university researcher': power, privilege and accountability | |
| |
| |
Process, product and re/presentation | |
| |
| |
Standpoint and standpoints | |
| |
| |
'Insiders' and 'outsiders' | |
| |
| |
Analysis and re/presentation | |
| |
| |
End points | |
| |
| |
| |
Extending social research: how? | |
| |
| |
| |
Introduction | |
| |
| |
Enhancing impact throughout the research process | |
| |
| |
Identifying research users | |
| |
| |
Developing research ideas | |
| |
| |
Design | |
| |
| |
Contracts | |
| |
| |
Access | |
| |
| |
Fieldwork and analysis | |
| |
| |
Writing/reporting/presenting | |
| |
| |
Continuing engagement | |
| |
| |
End points | |
| |
| |
| |
Process and product: practice examples | |
| |
| |
| |
Setting the agenda | |
| |
| |
| |
Introduction | |
| |
| |
Funding priorities and influences | |
| |
| |
Choosing a method or methods | |
| |
| |
Ethics and ethical approval | |
| |
| |
Establishing research teams | |
| |
| |
Intellectual property rights | |
| |
| |
Developing relationships: impact and further research | |
| |
| |
End points | |
| |
| |
| |
Managing the process | |
| |
| |
| |
Introduction | |
| |
| |
Steering groups | |
| |
| |
Building and maintaining relationships | |
| |
| |
Access | |
| |
| |
Methods and methodological experience | |
| |
| |
Analysis | |
| |
| |
Commissioner responses | |
| |
| |
End points | |
| |
| |
| |
Outputs | |
| |
| |
| |
Introduction | |
| |
| |
Research outputs: what works? | |
| |
| |
Output strategy and audiences | |
| |
| |
Target audiences | |
| |
| |
Managing audience reception | |
| |
| |
Tailoring outputs to audiences | |
| |
| |
Enlisting intermediaries | |
| |
| |
Forms of output | |
| |
| |
Written outputs | |
| |
| |
Oral presentations and outputs | |
| |
| |
Technology and outputs | |
| |
| |
Media and outputs | |
| |
| |
End points | |
| |
| |
| |
Outcomes | |
| |
| |
| |
Introduction | |
| |
| |
Arguments against a close relationship between research and practice | |
| |
| |
Key issues | |
| |
| |
What works? | |
| |
| |
Young parents: training programme | |
| |
| |
Young parents: specialist services | |
| |
| |
Opportunities and barriers | |
| |
| |
End points | |
| |
| |
| |
Reflections | |
| |
| |
| |
Where are we now? | |
| |
| |
| |
Introduction | |
| |
| |
Arguments and evidence | |
| |
| |
Research policy implications | |
| |
| |
What have we learnt? | |
| |
| |
References | |
| |
| |
Index | |