In Conversation: Mark Elliot and Christina Silver – AI and Social Science

In the fifth part of NCRM’s In Conversation series on the topic of AI, Mark Elliot speaks with Christina Silver about AI and social science. Topics covered include what's happening in the qualitative-AI space technically, in terms of capabilities of tools, how qualitative researchers are responding to these developments and what this means for the teaching of qualitative methods. Mark Elliot is Professor of Data Science in the School of Social Sciences at The University of Manchester. He is a Deputy Director at NCRM. Christina Silver is Associate Professor at the University of Surrey and Director of the CAQDAS Networking Project. Find out about the CAQDAS Networking Project: https://www.surrey.ac.uk/computer-assisted-qualitative-data-analysis Visit Christina Silver's LinkedIn page: https://www.linkedin.com/in/christina-qdas/ Visit Christina Silver's Linktree page: https://linktr.ee/Christina_QDA

Exploring Educational Outcomes through National Datasets

This video features presentations from three researchers at UK data resources who discuss ways of exploring educational outcomes through national datasets. The speakers discuss a wide range of data sources on educational outcomes, exploring gender pay gaps, assessments and labour market trajectories. The speakers are: Jools Kasmire, who gives an introduction to the UK Data Service, the data sets available and how to access them; Francesca Borgonovi, who uses the rich and varied information contained in large-scale educational assessments to illustrate how gender gaps vary depending not only on what is being assessed, but also depending on when assessments are conducted and where assessments are conducted; Claire Crawford who uses Longitudinal Education Outcomes (LEO) data to explore variation in education and labour market trajectories. The presentations were recorded for a webinar hosted by the Data Resources Training Network, titled Exploring Educational Outcomes through National Datasets, which took place on Friday, 14 June 2024

In Conversation: Mark Elliot and Alex Singleton – AI and Social Science

In the fourth part of NCRM’s In Conversation series on the topic of AI, Mark Elliot and Alex Singleton discuss AI and social science. Topics covered include the role AI has had as his career has developed, working collaboratively with computer scientists, the new geographic data service and the use of AI tools in planning consultations. Mark Elliot is Professor of Data Science in the School of Social Sciences at The University of Manchester. He is a Deputy Director at NCRM. Alex Singleton is a Professor of Geographic Information Science in the Department of Geography and Planning at the University of Liverpool

Mobile Methods in Social Research

This webinar was organised by QUEST (Qualitative Expertise at Southampton) in collaboration with the National Centre for Research Methods, the South Coast Doctoral Training Partnership and Work Future Research Centre. It was held on 2 July 2025. The speakers were: Professor Ruth Bartlett of the University of Southampton; Sadie Rockliffe at the University of Brighton; Professor Gabrielle Lynch of the University of Warwick

NCRM Bitesize Lessons for Teaching Social Science Research Methods 8: Facilitating the development of reflexive thinking for qualitative research

Reflexive thinking, or reflexivity, involves the researcher in critically assessing their positionality and the effect of this on their research process, data and findings. It enables exploration of ‘issues of power and privilege that exist between the researcher and the researched’. Saldaña and Omasta (2021: 43) define reflexivity as ‘individual reflection on one’s own relationship with the data, the participants, the nature of the study, and even with one’s own self as a researcher’; while reflection may involve ‘looking outward’, reflexivity requires ‘looking inward’. Reflexivity in qualitative research is less about transparency and ‘truth’ (as these relate more to positivist goals); it is more coming from a recognition that the researcher influences the research. Going beyond critical reflection (the researcher considering their assumptions and their influence on their work), critical reflexivity engages the researcher in reflecting on how their positionality impacts on their knowing and their understanding. This presents a challenge to assumptions, for example, about how knowledge is constructed, or power dynamics. There is an interaction here: qualitative researchers both affect the research and are affected by it, and this makes reflexivity an essential part of the research process

Impact Assessment Report 2020-2025

The National Centre for Research Methods (NCRM) is a key provider in training and capacity building (TCB) in (advanced) research methods in the UK (current funding phase Jan 2020-Dec 2025). Over the last five years, NCRM has been assembling rich evidence of its impact, produced through the collection and analysis of quantitative, qualitative, digital and mixed data, using multiple, creative methods. This evidence gathering work is informed by NCRM’s Impact Strategy Framework - which sets out a theory of change and hypotheses for impact from training and capacity building (TCB) activities - and by its Impact Action Plan - which outlines NCRM’s plans to evidence its impact. The Impact Assessment Report 2020-2025 provides a summary of this evidence. It demonstrates how NCRM has reached thousands of researchers from different sectors, disciplines and career stages; has promoted, and responded with agility to innovation; and has built a strong brand and reputation as a central provider of high-quality TCB in social science research methods in the UK, demonstrating strategic leadership. This has led to NCRM’s TCB activities generating short- and long-term impacts on individuals, organisations, the research community and the research methods ecosystem

Collective Writing and Dialogic Storytelling

This webinar was organised by QUEST (Qualitative Expertise at Southampton) in collaboration with the National Centre for Research Methods, the South Coast Doctoral Training Partnership and Work Future Research Centre. It was held on 26 February 2025. The speakers were: Dr Uracha Chatrakul Na Ayudhya, of Birkbeck, University of London, and Fabien Littel, a postgraduate researcher at the University of Southampton

NCRM Bitesize Lessons for Teaching Social Science Research Methods 7: Teaching Qualitative Interviewing Using a Developmental Approach

There are various pedagogical strategies for teaching interviewing which have been developed and researched by qualitative researchers. The pedagogy described in these strategies is about fostering the development of the art of qualitative interviewing. One way to support this is to adopt an intentionally developmental approach

NCRM Bitesize Lessons for Teaching Social Science Research Methods 6: Teaching Mixed Methods Using an Open-space Learning Approach

Open-space learning is a transdisciplinary approach for engaging learners and teachers in a shared exploratory space. The aim is to enhance the student experience of learning where the outcome is unknown. This approach has roots in the University of Warwick CAPITAL (Creativity and Performance in Teaching and Learning) and Reinvention Centres and in learning theories that are learner-centred, transformative and social. A high value is placed on pragmatic real world understanding, creative teaching and embodying research

Artificial Intelligence

This Methods Futures Briefing focuses on Artificial Intelligence (AI), a rapidly developing technology that will purportedly revolutionize society and science. We give an overview of recent advances, outline some potential future scenarios, and discuss the opportunities and challenges for social science that AI presents—focusing particularly on generative AI (GenAI)