How OERs can help a Strategically Important and Vulnerable Subject Area - Quantitative Social Science

Abstract

In the UK the 2010 Royal Statistical Society campaign - getstats - and the Economic and Social Research Council (ESRC) have identified a pressing need to promote the use and understanding of statistical data and quantitative methods (QM). Despite excellent research data infrastructure such as the UK Data Service, the ESRC acknowledges a QM skills deficit in UK Social Science. Attempts to improve data and statistical literacy have largely focused on developing good practice at institutional level and have revealed pockets of excellence in UK social science departments. Investment at the postgraduate level has resulted in progress in 'capacity building' for researchers, and attention is now turning to the undergraduate level.

The work reported in this paper is the result of a project - 'Sharing OERs for Statistical Literacy using Real World Data' - funded through the Open University's SCORE (Support Centre for Open Resources in Education) initiative. The project adopted a case study approach to investigate the use of real world data in social science teaching of quantitative methods (also referred to as quantitative skills) as part of research methods training. It focussed on teaching at the undergraduate level, and on the social sciences excluding psychology and economics. The methodological task was to find practitioners willing to discuss and share their experiences of using real world data in this environment, and to explore their approaches to sharing resources. The population from which interviewees were drawn was therefore restricted to those already engaged in this endeavour. Consequently the case studies were selected from those given the tasks of quantitative methods teaching, possibly marginalized through the 'quantitative/qualitative' split that is evident in UK social sciences, and thus those who have the task of engaging the largely disengaged. Other players in this space, notably policy practitioners, workplace trainers and academic support staff, were also included, though to a lesser degree, in order to look beyond the teaching of QM, and to connect to the wider issues, especially the employability of graduates with quantitative skills.

The paper describes the approach taken, summarises activities undertaken, and provides a series of case studies showing differing perspectives of engaging with statistical data and methods. Evidence of the benefits of sharing open educational resources reflecting real world examples that support the development of statistical literacy are presented, and the barriers to sharing also discussed. Further areas for research and practice are also identified.

Keywords: Statistical literacy, quantitative methods, social sciences, employability, real world data, quantitative skills, Open Educational Resources.