written last as this must include a flavour of results, don’t repeat phrases from the main text. If we don’t get the reader’s interest in the short abstract, they are unlikely to read the rest of the report. Introduction, must immediately grab the reader’s attention, often by a dramatic statement of the problem or situation to be researched. Background, usually starts with a broad picture and gradually refines it to the narrow focus of the research (a filter) Literature review, see the earlier chapter on this subject Research objective and method justification, most of this book has been about this section, but it must not appear as a stand-alone section. Every section including this one should follow logically from the previous one and lead naturally to the next. So, for example, the literature review section should end with a direction for the primary research, which is then picked up in the research method section. Findings, try to offer the findings of your research in as pure a form as possible. This doesn’t mean giving raw data, it means finding a way to present that data so the characteristics of the data are clear to the reader, without interpreting the data, so that the reader is dependent on your view and cannot see the data for themselves. Visual methods such as charts and tables can summarise and present data effectively, but not pages and pages of them which soon cause overload. Discussion and analysis, this is the real test of your ability to synthesise what you found in the literature review and in your primary research and to pull out from that synthesis what seem to you to be the most important points. It is not a place to put any description. Writing should be clear but intense – all sentences must add value. Presenting research reports

Business Research Methods

Intimacy: Personal Relationships in Modern Societies

Our everyday shopping practices are increasingly marketed as opportunities to ‘make a difference’ via our ethical consumption choices. In response to a growing body of work detailing the ways in which specific alignments of ‘ethics’ and ‘consumption’ are mediated, we explore how ‘ethical’ opportunities such as the consumption of Fairtrade products are recognized, experienced and taken-up in the everyday. The ‘everyday’ is approached here via a specially commissioned Mass Observation directive, a volunteer panel of correspondents in the UK. Our on-going thematic analysis of their autobiographical accounts aims to explore a complex unevenness in the ways ‘ordinary’ people experience and negotiate calls to enact their ethical agency through consumption. Situating ethical consumption, moral obligation and choice in the everyday is, we argue, important if we are to avoid both over-exaggerating the reflexive and self-conscious sensibilities involved in ethical consumption, and, adhering to a reductive understanding of ethical self-expression.

Making a difference: ethical consumption and the everyday

Olympic athletes back to retirement: a qualitative longitudinal study.

Traditionally adulthood and citizenship have been synonymous. Yet adulthood is changing. In this paper we explore how young people's evolving understandings of adulthood may contribute towards an understanding of citizenship within the broader context of increasingly extended and fragmented transitions. The paper draws on a unique qualitative longitudinal data set in which 100 young people, from contrasting social backgrounds in the United Kingdom, have been followed over a five-year period using repeat biographical interviews. We present first the themes that emerged from a cross-cut analysis of the first of three rounds of interviews distinguishing between relational and individualised understandings of adulthood. We then present a model we developed to capture the ways that young people sought out opportunities for competence and recognition in different fields of their lives. Finally a case study that follows a young woman through her three interviews illustrates how these themes can appear in an indi...

Inventing adulthoods: a biographical approach to understanding youth citizenship

In this article, the authors draw on two qualitative, longitudinal studies of young people’s transitions to adulthood and how they construct these transitions over time in social, cultural and material terms. The authors focus on the hopes, anxieties and imagined futures of young women. They discuss the individualization thesis, and the contradiction for female individualization between expectations of equality and the reality of inequality between the genders. The debate is moved beyond ‘pitiful girls’ and ‘can-do girls’ by exploring how young women in the UK and Finland anticipate and try to avoid being locked into the lives of adult women.

/pdf/imagining-gendered-adulthood-j0fuhqi5sj.pdf

Imagining Gendered Adulthood

In this methodological article we discuss ways in which researchers observe girls and boys in the classroom. The article is based on a comparative cross-cultural, collective ethnographic study, ‘Ci...

Gazing with intent: ethnographic practice in classrooms

Collective ethnography, joint experiences and individual pathways

Becoming an adult: Possibilities and limitations - dreams and fears

In this paper, we draw on a cross-cultural ethnographic study conducted in two secondary schools in Helsinki (Finland), and two in London (UK). In our analysis of everyday life in schools, space is not merely a backdrop to activities that take place, it also shapes processes and activities, and spatial relations are simultaneously temporal. Here, we follow teachers’ daily time-space paths in schools, from corridors to staff rooms to classrooms and breaks. We explore how spatial arrangements limit and control teachers’ movement and their use of time-space, examining how their bodies and emotions are implicated in this process. Whilst interested in the ebb and flow of power in the school in relation to student/teacher interactions, we wanted to move beyond a dichotomous conceptualisation of authority and resistance and the top down hierarchy of the official school, therefore, as well as processes of differentiation, those of connection and negotiation were also of interest.

Temporal, spatial and embodied relations in the teacher's day at school

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