Useful Resources: reading material

  • A Really Simple Guide to Quantitative Data Analysis
  • A step-by-step guide to data collection
  • Analysis of quantitative data
  • Brewer, G.D. (1999). The challenges of interdisciplinarity. Policy Science, 32, 327–337.
  • Carra, G., Loucksb, D. P. , Blöschla, G. (2018). Gaining insight into interdisciplinary research and education programmes: A framework for evaluation. Research Policy, 47(1), 35–48.
  • Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London and New York: Routledge.
  • Knowlton, J. L., Halvorsen, K. E., Handler, R. M., and O’Rourke, M. (2014). Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions. Sustainability, 6: 9428-9440.
  • Ladner, S. (2014). Practical ethnography: A guide to doing ethnography in the private sector. Walnut Creek: Left Coast Press
  • Morse, W. C., M. Nielsen-Pincus, J. Force, and J. Wulfhorst. (2007). Bridges and barriers to developing and conducting interdisciplinary graduate-student team research. Ecology and Society, 12(2): 8.
  • Qualitative Data Analysis
  • Qualitative data analysis – simple introduction
  • Scheel, E.D. (2002). Using Active Learning Projects to Teach Research Skills Throughout the Sociology Curriculum. Sociological Practice, 4(2), 145–170.
  • Stakeholder engagement
  • Stokols, D. (2013). Training the next generation of transdisciplinarians. In: Enhancing Communication and Collaboration in Interdisciplinary Research. O’Rourke, M., Crowley, S., Eigenbrode, S.D., and Wulfhorst, J.D., Eds. Thousand Oaks, CA: SAGE Publication. Pp. 56–81.
  • Szostak, R. (2007). How and why to teach interdisciplinary research practice. Journal of Research Practice, 3(2), Article M17.
  • The advantages of doing research in teams
  • Tobi, H. and Kampen, J.K. (2018). Research design: the methodology for interdisciplinary research framework. Quality & Quantity, 52(3): 1209-1225.
  • Types of scientific research
  • What constitutes good research?

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