John Holford,
Laura Engel, University of Nottingham, United Kingdom
- ECER 2008
SymposiumContribution #1735 - "Exploring large-scale, multi-national qualitative research within the EU" in Symposium "Social Justice and Lifelong Learning in Europe: mid-way findings from the EU Sixth Framework funded project LLL2010"
Original Title
[PowerPoint version - slides] - Exploring large-scale, multi-national qualitative research within the EU
John Holford,
Laura Engel, University of Nottingham, United Kingdom
- ECER 2008
SymposiumContribution #1735 - "Exploring large-scale, multi-national qualitative research within the EU" in Symposium "Social Justice and Lifelong Learning in Europe: mid-way findings from the EU Sixth Framework funded project LLL2010"
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John Holford,
Laura Engel, University of Nottingham, United Kingdom
- ECER 2008
SymposiumContribution #1735 - "Exploring large-scale, multi-national qualitative research within the EU" in Symposium "Social Justice and Lifelong Learning in Europe: mid-way findings from the EU Sixth Framework funded project LLL2010"
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
University of Nottingham The EU’s Research Programmes
EU one of the world’s largest funders of cross-
national social science research Many involve qualitative methodologies ‘Framework programmes’ for Research & Technological Development (FPs): Seven since 1984; each lasts 4-5 years Budget allocation approved by European Parliament Shaped by EU policy – not just research Projects selected for scientific merit and relevance to EU policy goals The EU’s Research Programmes
Problems identified (c. 2000):
Funding: EU invests less of GDP in R&D than competitors (<2% vs approx 3% for US, Japan) Poor environment for research and exploitation of results Fragmentation of research activities and resources across member states Solution proposed 2000: “European Research Area” Creating an "internal market" in research: area of free movement of knowledge, researchers and technology, aimed at increasing cooperation, stimulating competition and achieving a better allocation of resources; Restructuring of European research fabric, by improved coordination of national research activities and policies (these account for most of the research carried out and financed in Europe); Developing a European research policy. The 6th Framework Programme
FP6 2002-2006 - budget: €17.5 bn
dominated by natural sciences and engineering (funding for social sciences only begin in FP4) budget for social sciences (FP6): approx. €250m. Increased emphasis on “big science”: FP6 seen as chief instrument to develop ERA applied to social sciences too Shift from medium- to large-scale projects: typical social science projects: FP5: €1-1.5m, 2-3 years, 5-7 partners from across EU FP6: €4-6m, 5 years, 12-15 partners from across EU marked increase in managerial and financial complexity The FP6 project on E&T Large-scale: 14 research partners Cross-national: Across 13 European countries 11 EU + Norway, Russia including 7 from former socialist countries Long-term: 5 years Qualitative and quantitative elements English as the working language (11/14) Focus on first phase of project 18 months documentary research, by teams in 13 countries analysed/reported by small co-ordinating group Issues in large-scale cross- national research (1) How do international research teams form, function, and learn from one another? How are discourses of power generated and conveyed with the research team? “intercultural learning … results from intercultural experience” (Somekh & Pearson 2002, p. 500) “research projects with different cultural research traditions can result in much time being spent early in the projects devising a common methodology” (Troman & Jeffrey 2007, p. 512). “it takes courage to risk giving precious time to such a lengthy process [communal negotiation] when … deadlines for deliverables and accountability … are coming up” (Somekh & Pearson 2002, p. 501) Issues in large-scale cross- national research (2) How are key concepts (e.g., ‘lifelong learning’) translated & conceptualised? Cross-national research is more than “conveying concepts, but part of the conceptual system, reflecting institutions, thought processes, values and ideology”, “the approach to a topic and interpretations of it will differ according to the language of expression” (Hantrais 1995. p. 4). Our research questions
What issues arise in the management of
large-scale cross-national research projects? How do cultural factors (including institutional and historical diversity) affect the research process? How does linguistic diversity affect the research process? Methodology questionnaire to 40 individual members of the 14 national project teams after completion of first phase of the research (i.e., during second year of the full project) completed individually at in session of a project meeting nine open-ended questions Some Findings: Culture most team members saw differences between post-socialist and western countries, particularly in the deployment of concepts: “since 1991 our understanding of those concepts [e.g., formal, non-formal, informal learning] is getting closer to Western understanding, but historical influences are still present” (PM7) “it also depends on the culture in a broader sense. The longer we are part of the EU, the better the common understanding gets. At the moment, there is for example, a great difference in what is considered learning, among not only academics, but nations in a wider sense” (PF11) such projects develop inter-cultural learning and knowledge: “to work together is a good experience for western as well as eastern European partners” (PF1) “different perspectives” are necessary to “capture the full magnitude of Europe” (PF25) Some Findings: Language Central concepts are difficult to translate and understand “Definitions of learning, formal learning, lifelong learning etc. vary significantly in different national contexts, … formed an interesting perspective for comparative research … [and] made the dialogue between different teams highly complicated” (PF23 - EAL) In a multi-linguistic, multi-cultural research team working in English, first-language English-speakers are advantaged but tend to treat language as more transparent than it is: “just by observing the entire group in action it would appear that those with the best English have always had the most to say at meetings” (PF16 – native English-speaking) “it was interesting to see how native-speakers tried to translate something in plain English, while it meant only adopting their local contextual meaning to the words – they seem to be not thinking outside their contexts and feel English words should have the same meaning in England, Scotland, Ireland but also Estonia, Austria, etc.” (PF15 - EAL) But “there has to be a working language! No difference if this is English or any other language” (PM10 - EAL) Some Findings: Management Building trust in a diverse research team takes time and effort: “finding common ground is very difficult with such a heterogeneous partnership” (PF12) “important to put time and energy into team-building” (PF20) Discussion is essential in building a community of practice: “The problem is not language, but [being] part of one community of practice” (PM10 – EAL) Deadlines for deliverables generate tensions: “did not give enough time to really discuss issues and come out with a compromise which would fit” (PF3) “don’t put too many vital ‘outputs’ or ‘deliverables’ too early” (PM4)
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