Undergraduate Sociology: Research Methods in the Public Sector Curriculum

Abstract

This paper presents an investigation of the research methods curriculum in public sector sociology courses. It is based on an analysis of CNAA course documents for degrees in sociology and the social sciences, and undertaken with the aim of contributing to the current debate on the content of the undergraduate curriculum in sociology. The survey results suggest several trends in curricular policy: in particular an increasing emphasis on practical competence and familiarity with procedures and techniques, and a greater recognition of `methodological pluralism', although qualitative methods are still given only a marginal place in many courses. There was little evidence of progress in the teaching of quantitative skills, nor was computing yet seen to be a core element of the curriculum. The documents also revealed a continuing problem over the place of methods teaching as a whole in relation to other parts of the curriculum as reflected both in time allocation and in assessment weighting. It is argued that if the claims of sociology to practical and vocational relevance are to become genuine for students wishing to pursue research in a variety of careers, then research methods teaching needs to be brought out of the ghetto. It is the contention of the authors that this is not just a pragmatic consideration: such a change would also benefit sociology as a discipline.