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Proponents of robust research design and methodology (particularly, although not exclusively, in more positivist-leaning epistemology) have often suggested that the role of the researcher should be as invisible, or distanced, as possible in the research process. Many of the case studies presented in this book take a more qualitative, interpretative approach, reflecting the often complex, situated, local and dynamic contexts in which out-of-school learning occurs. This raises particular challenges relating to the researcher role, especially when the researcher's presence materially changes the context and phenomena that are being researched. Some of the case studies describe the tensions and affordances of the researcher as insider/outsider and demonstrate how this role can develop and change as a project progresses and the implications this has for research practice, research quality and research governance.

This chapter discusses the different types of researcher/participant relationship described in the case study chapters, alongside the extent to which the projects were (and could be) pre-defined in terms of structure and expected outcomes. The case studies ranged from secondary data analysis methods with no researcher/participant contact, those with structured one-off interviews, those with more ongoing, but still researcher-led, relationships between researcher and participant, to more ethnographic and participatory research where relationships were negotiated between researcher and participant and, in some cases, led by the participants. This chapter highlights that researcher/participant relationships lie parallel to the structure of the project and the extent to which the outcomes are pre-defined. Despite the range of types of relationship, however, all the case studies highlighted the value of trust in those relationships, for participants to feel happy to share the details of their personal lives beyond that which is usually visible in the formal education setting of school. Edwards' (2017a) concepts of relational agency, relational expertise and common knowledge are used to help explain why these relationships matter in research on out-of-school learning – to understand activities that we do not know about, which take places in spaces that we are unfamiliar with.

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).

This article focuses on humanities scholars’ information searching. David Ellis’ model of scholars’ information seeking is taking as a starting point for this study. For understanding the information needs and information seeking habits of humanities scholars, it is crucial to know about the nature of research processes within diverse humanities fields. The study at hand, therefore, starts from the premise that the information searching of humanistic researchers needs to be understood within the framework of the research process, and not as a phenomenon outside of it.

Based on 24 in-depth interviews in archaeology, art history, philosophy, and languages and linguistics, the article examines humanities scholars’ research processes. The purpose of this study is to analyse the research processes, their course and different stages, and to classify these into types. The purpose is also to examine the relationships between the types of research processes and the disciplines studied. Seven types of research processes were identified among scholars working in the fields studied. The types were named the Fly, the Sphinx Moth, the Mole, the Mockingbird, and the Spider.

The findings show that the representatives of a specific humanities discipline did not always proceed in their research in similar ways. There were distinct differences according to discipline, but important differences between scholars belonging to the same discipline could also be observed. The findings indicate that information seeking behaviour cannot be explained by factors that lie outside the researcher and the researcher's subject matter. Another important finding is that humanistic research often does not proceed in linear stages. There is more variability within the research and searching processes within humanities and among representatives of specific disciplines than is often presumed.

The debate about university technology transfer policy would benefit from increased attention to two parts of the technology transfer equation: the societal purpose of basic scientific research and the characteristics of scientific researchers.11This Chapter was prepared for the Colloquium on University Entrepreneurship and Technology Transfer hosted by the Karl Eller Center of the University of Arizona and sponsored by the Ewing Marion Kauffman Foundation. I am grateful to them for their support. I am also grateful to the participants in the Colloquium for helpful comments. Finally, I thank my research assistant, David Zelner, for assistance with this project. One purpose of curiosity-driven research is to provide a demand function that can serve as a proxy for the socially optimal (but unknowable) demand function for the unpredictable research that is necessary for long-term technological progress. Preserving the curiosity-driven research peer review “market” is thus important for that progress. This analysis highlights the importance of adequate funding for curiosity-driven research. A model of typical university scientists’ preferences can be used to assess how technology transfer policies may affect the social norms of the research community and the long-term viability of the curiosity-driven research endeavor. The analysis suggests that patenting will be an ineffective technology transfer mechanism unless researchers are precluded from using patenting to maintain control over follow-on research.

Conducting research with children and youth has become increasingly challenging in recent years. At times these difficulties come in the form of restrictions by Institutional Review Boards, funding agencies, and parents. Additionally, changes in youth culture and behavior, specifically regarding online activities and digitally mediated communications, impact the access that researchers have to children and youth communities in significant ways. In this chapter, I propose that the use of an emerging methodological technique, digital ethnography, may provide researchers with new data sources on children and youth culture. Digital ethnography combines ethnographic techniques of observation, participation, and interview with content analysis to collect rich data about online behavior, norms, expectations, and interactions. This technique not only provides researchers with sources of data that allow insight into youth culture by acknowledging the increasing importance of online and digital interactions in youth culture but may also address some of the concerns raised by IRBs and other interested parties about conducting research with children and teens. This chapter provides practical and ethical considerations of this method, as well as a discussion of limitations of data collection and access as it highlights new ways of studying youth culture, using emerging data collection techniques in innovative research projects.

Purpose: Media violence theorists made five methodological errors, which have muddled theory construction. As such, the validity of the claim that media violence must share blame for a rise in aggression in society is suspect.

Approach: Here, the authors explain those five errors: (1) Subclinical psychopathologies interact with media messages in detectable ways. Media violence researchers never paid attention to the composition of their participant samples. Consequently, they were never aware of the inherent vulnerabilities, or immunities, to media violence of their participants. (2) Media violence researchers used convenience samples when they should have used random samples to study media violence. The nature of the research questions they were asking required the use of random samples. But, with the use of convenience samples, those samples never matched the populations they were designed to examine. (3) Media violence researchers used expansive variable lists that probably triggered family-wise interaction effects, thus reporting interactions between independent and dependent variables that were meaningless. (4) Most media violence data are correlational. So, researchers used converged data from correlational studies to infer causation. But their convergence procedures were improperly executed, which led to incorrect interpretations. (5) Media violence researchers, from the outset of their work in the 1980s, pathologized media violence first, then set about trying to find out how it presumably harmed society. Those researchers should have considered the idea that media violence is nothing more than mere entertainment for most people.

Value: In addition to questioning the claims made by media violence researchers, these five errors serve as a cautionary tale to social media researchers. Scholars investigating the effects of social media use might consider the possibility that social media are nothing more than new modes of communication.

In this article, we analyse how variations in organisational conditions for research affect researchers’ opportunities for changing individual-level or group-level research programmes. We contrast three innovations that were developed in universities and public research institutes in Germany and the Netherlands, which enables comparisons both between organisational settings and between properties of innovations. Comparing the development of three innovations in the two types of organisations enables the identification of links between patterns of authority sharing at these organisations and the opportunities to develop innovations. On this basis, the distribution of opportunities to change research practices among researchers in the two countries can be established.

This research paper explores the roles of electronic texts in research projects in the humanities and seeks to deepen the understanding of the nature of scholars' engagement with e-texts. The study used qualitative methodology to explore engagement of scholars in literary and historical studies with primary materials in electronic form (i.e., e-texts). The study revealed a range of scholars' interactions with e-texts during the whole research process. It uncovered a particular pattern of information-seeking practices in electronic environments called netchaining and the main types of uses and contributions of e-texts to research projects. It was found that e-texts play support and substantive roles in the research process. A number of influences from electronic environment are identified as challenges and aids in working with e-texts. The study does not have statistical significance. It indicates a need for further research into scholarly practices, training requirements, and new forms of service provision. Study results are relevant for the development of digital collections, information services, educational programs, and other forms of support for the use of technology in research. The results can be also used to inform approaches to text encoding and development of electronic information systems and have implications for organizational and industry policies. The study found a range of scholars' interactions and forms of intellectual engagement with e-texts that were not documented and analyzed by earlier studies. It provides insights into disciplinary variations in the humanities and contributes to the understanding of scholarly change catalyzed by information technology.