"The National Centre for Research Methods (NCRM) forms part of the Economic and Social Research Council's (ESRC) strategy to improve the standards of research methods across the UK social science community. NCRM was established in April 2004 with funding from the ESRC to provide more strategic integration and coordination of ESRC's investment in research methods.
NCRM provides a focal point for research, training and capacity building activities. These activities are aimed at promoting a step change in the quality and range of methodological skills and techniques used by the UK social science community, and providing support for, and dissemination of, methodological innovation and excellence within the UK."
"Until recently, the field of design was an adjunct to art and craft. With the transformation of design into an industrial discipline come responsibilities that the field of design studies has only recently begun to address.
This transformation means that design is becoming a generalizable discipline that may as readily be applied to processes, media interfaces or information artefacts as to tools, clothing, furniture or advertisements. To understand design as a discipline that can function within any of these frames means developing a general theory of design. This general theory should support application theories and operational programmes. Moving from a general theory of design to the task of solving problems involves a significantly different mode of conceptualization and explicit knowledge management than adapting the tacit knowledge of individual design experience.
So far, most design theories involve clinical situations or micro-level grounded theories developed through induction. This is necessary, but it is not sufficient for the kinds of progress we need.
In the social sciences, grounded theory has developed into a robust and sophisticated system for generating theory across levels. A ‘grounded’ theory is an inductive theory emerging or rising from the ground of direct, empirical experience. These theories ultimately lead to larger ranges of understanding, and the literature of grounded theory is rich in discussions of theory construction and theoretical sensitivity (Glaser 1978, 1992; Glaser and Strauss 1967; Strauss 1991; Strauss and Corbin 1990, 1994).
One of the deep problems in design research is the failure to engage in grounded theory, developing theory out of practice. Instead, many designers confuse practice with research. Rather than developing theory from practice through articulation and inductive inquiry, some designers mistakenly argue that practice is research. From this, they claim that practicebased research is itself a form of theory construction."
(Ken Friedman, 2008, pp.153-154)
Ken Friedman (2008). "Research into, by and for design." Journal of Visual Arts Practice Volume 7 Number 2. Intellect Ltd. Article. English Language. doi: 10.1386/jvap.7.2.153/1
"Art and Design, History of Art, Architecture and Design, Drama, Dance and Performing Arts, Communication, Cultural and Media Studies, Music"
(University of Hertfordshire, School of Creative Arts)
"Trove is a new discovery experience focused on Australia and Australians. It supplements what search engines provide. If you are researching in the fields of the social sciences, literature, local or family history, or need inspiration for your school assignment, then this is the tool for you.
For example if researching images relating to Edmund Barton, our first Prime Minister, results will include descriptions such as people, book, manuscript, map and newspaper articles. A researcher searching for information on Nellie Melba will be presented with a range of results including biographies, pictures, music, newspapers, books etc."
(The National Library of Australia)
Fig.1 Teenage Weekly Supplement (page 5) in Australian Womens Weekly 20 September 1961 [http://trove.nla.gov.au/ndp/imageservice/nla.news-page4830846/print]
"At the level of form and content of the knowledge produced in postgraduates' work, the supervisor, whose intellectual roots are frequently based in a singular domain characterised by horizontal knowledge structures, must acquire principles that enable them to understand the students' research problems in terms of a vertical or hierarchical knowledge structure. For example, a student may wish to contribute to insights in the domain of social aspects of urban design. The supervisor, who may be a sociologist, must find a means of integrating insights from sociology with its own nuanced conceptual language, with discourses from design associated with user centred design principles, at a level that is sufficient to guide the student through the processes of integration and recontextualisation. Thus vertical knowledge structures need to be employed by both supervisor and student to address the weakening classifications between sociology and design. Further, however, the hidden aspect of pedagogy here is that the supervisor must have a sufficient understanding at a generic level of what is required for the development of knowledge through integration to provide the student with the tools to accomplish this with respect to their own specific topic area. This is an area that receives very little attention in any of the discourses or literature around what is required of supervisors, and is a key area for further research on postgraduate pedagogy."
(Barbara Adkins, 2009, QUT ePrints)
Adkins, Barbara A. (2009) PhD pedagogy and the changing knowledge landscapes of universities. Higher Education Research and Development Journal, 28(2), pp. 165-177.