Jacques du Toit

A typology of designs for social research in the built environment

This article presents a typology of designs for social research in the built environment. Currently there is no such typology, while the notion of ‘research design’ is less known in the built environment compared to the social sciences. Twenty-five subtypes are identified and clustered into 10 prototypical designs, namely: (1) surveys, (2) experiments, (3) modelling, simulation, mapping and visualisation, (4) textual and narrative studies, (5) field studies, (6) case studies, (7) intervention research, (8) evaluation research, (9) participatory action research and (10) meta-research. After determining the extent to which these designs feature in actual studies, the designs are classified according to six design considerations, including research – context, aim and purpose, methodological – paradigm and approach, and source of data. The typology contributes towards greater clarity in terms of ‘research design’, improved teaching of research methodology and greater methodological coherence in projects.

From study to work: methodological challenges of a graduate destination survey in the Western Cape, South Africa

Current literature proposes several strategies for improving response rates to student evaluation surveys. Graduate destination surveys pose the difficulty of tracing graduates years later when their contact details may have changed. This article discusses the methodology of one such a survey to maximise response rates. Compiling a sample frame with reliable contact details was most important, but may require using additional sources of information other than university records. In hindsight, graduates should have been contacted prior to the survey to introduce it and stress its importance, while email and postal reminders appeared to have a limited effect on non-respondents. Due to varying response rates between participating universities, online responses were augmented with a call centre administering the survey telephonically to non-respondents. Although overall differences between online and telephonic responses appeared to be small, certain question items may need to be treated with caution when conducting telephonic surveys.

Normative versus Actual Methodologies in Planning Research: A Hybrid Picture

What methodologies do we write about, and what type of research do we actually conduct and build upon in planning? Since the 1980s, planners have argued for more qualitative research within an interpretative paradigm. A content analysis of articles in Journal of Planning Education and Research do show a majority of qualitative studies, but cast within a pragmatic rather than an interpretative paradigm. More recently, planners have reiterated the need for qualitative research, especially participatory and applied forms of research within a critical social science paradigm. Some recommendations for planning education and research are discussed.

Can We Augment Web Responses with Telephonic Responses to a Graduate Destination Survey

The 2010 Western Cape graduate destination survey utilised a sequential mixed-mode design in which an initial web survey was augmented with an equivalent telephonic survey. This article examines mode effect in the Western Cape survey in terms of overall effect size and the bearing it had on the main outcome of the study. Standardised residuals and Cramér’s V are used to determine mode effect across two scenarios, a full sample vs. a subsample, and using two categorical questions with different numbers of response categories. Overall effect size appears to be small in the first question, but increases noticeably together with non-responses in the second question that has many more response categories. Web responses to alumni or graduate destination surveys can perhaps be augmented with telephonic responses if necessary, provided response categories are kept to a minimum, and interviewers are trained properly and monitored for possible interviewer misbehaviour. The benefit of obtaining larger samples should then also outweigh the benefit of using web surveys alone.The 2010 Western Cape graduate destination survey utilised a sequential mixed-mode design in which an initial web survey was augmented with an equivalent telephonic survey. This article examines mode effect in the Western Cape survey in terms of overall effect size and the bearing it had on the main outcome of the study. Standardised residuals and Cramer’s V are used to determine mode effect across two scenarios, a full sample vs. a subsample, and using two categorical questions with different numbers of response categories. Overall effect size appears to be small in the first question, but increases noticeably together with non-responses in the second question that has many more response categories. Web responses to alumni or graduate destination surveys can perhaps be augmented with telephonic responses if necessary, provided response categories are kept to a minimum, and interviewers are trained properly and monitored for possible interviewer misbehaviour. The benefit of obtaining larger samples should...

A qualitative study of interdisciplinary near-peer research mentoring in professional training.

Although literature on interdisciplinary training has shown some promise for enabling students to cross disciplinary barriers, little is known about how being mentors to near-peers in other disciplines could initiate psychology trainees into their future role in a multidisciplinary team. This article aims to describe the experiences of psychology and urban planning students who participated in a near-peer interdisciplinary research mentoring program to understand how psychology trainees could benefit from interdisciplinary collaboration. Three focus group discussions were conducted with the students about their experiences of the program and a thematic analysis was performed on the data to distill themes focusing on the interdisciplinary aspects of the mentoring. Four themes regarding the students’ experiences were generated: challenges regarding disciplinary roles, challenges regarding the clarity of interdisciplinary collaboration, the value of interdisciplinary collaboration for academic outcomes, and the value of interdisciplinary mentoring for professional identities. The findings indicate that, despite experiencing some challenges, students from different disciplines can benefit from guiding and being guided through the research and writing process. In particular the psychology students were able to see how their role as mentors contributed to the development of their personal and professional identities as future researchers. Interdisciplinary collaboration may present psychology trainees with an opportunity to demonstrate the unique contribution that psychology can make to a shared issue and assist them to develop a collective, multiple understanding of a research topic that could also model power sharing with clients.