Student perspectives on learning research methods in the social sciences

This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically: two individual learning journeys are presented followed by common experiences. The active, experiential learning of the participants is shown and the salient themes of difficulty and struggle lead to discussion of the emotional dimensions of methods learning. The role played by the diary circle in the learning journey is also examined. Based on the findings, it is argued that methods teachers and supervisors would do well to attend more carefully to the social, emotional, active and reflective nature of methods learning.