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What is Field Research: Definition, Methods, Examples and Advantages

What is Field Research?

Field research is defined as a qualitative method of data collection that aims to observe, interact and understand people while they are in a natural environment. For example, nature conservationists observe behavior of animals in their natural surroundings and the way they react to certain scenarios. In the same way, social scientists conducting field research may conduct interviews or observe people from a distance to understand how they behave in a social environment and how they react to situations around them.

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Field research encompasses a diverse range of social research methods including direct observation, limited participation, analysis of documents and other information, informal interviews, surveys etc. Although field research is generally characterized as qualitative research, it often involves multiple aspects of quantitative research in it.

Field research typically begins in a specific setting although the end objective of the study is to observe and analyze the specific behavior of a subject in that setting. The cause and effect of a certain behavior, though, is tough to analyze due to presence of multiple variables in a natural environment. Most of the data collection is based not entirely on cause and effect but mostly on correlation. While field research looks for correlation, the small sample size makes it difficult to establish a causal relationship between two or more variables.

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Methods of Field Research

Field research is typically conducted in 5 distinctive methods. They are:

• Direct Observation

In this method, the data is collected via an observational method or subjects in a natural environment. In this method, the behavior or outcome of situation is not interfered in any way by the researcher. The advantage of direct observation is that it offers contextual data on people management , situations, interactions and the surroundings. This method of field research is widely used in a public setting or environment but not in a private environment as it raises an ethical dilemma.

• Participant Observation

In this method of field research, the researcher is deeply involved in the research process, not just purely as an observer, but also as a participant. This method too is conducted in a natural environment but the only difference is the researcher gets involved in the discussions and can mould the direction of the discussions. In this method, researchers live in a comfortable environment with the participants of the research design , to make them comfortable and open up to in-depth discussions.

• Ethnography

Ethnography is an expanded observation of social research and social perspective and the cultural values of an  entire social setting. In ethnography, entire communities are observed objectively. For example,  if a researcher would like to understand how an Amazon tribe lives their life and operates, he/she may chose to observe them or live amongst them and silently observe their day-to-day behavior.

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• Qualitative Interviews

Qualitative interviews are close-ended questions that are asked directly to the research subjects. The qualitative interviews could be either informal and conversational, semi-structured, standardized and open-ended or a mix of all the above three. This provides a wealth of data to the researcher that they can sort through. This also helps collect relational data. This method of field research can use a mix of one-on-one interviews, focus groups and text analysis .

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A case study research is an in-depth analysis of a person, situation or event. This method may look difficult to operate, however, it is one of the simplest ways of conducting research as it involves a deep dive and thorough understanding the data collection methods and inferring the data.

Steps in Conducting Field Research

Due to the nature of field research, the magnitude of timelines and costs involved, field research can be very tough to plan, implement and measure. Some basic steps in the management of field research are:

• Build the Right Team: To be able to conduct field research, having the right team is important. The role of the researcher and any ancillary team members is very important and defining the tasks they have to carry out with defined relevant milestones is important. It is important that the upper management too is vested in the field research for its success.
• Recruiting People for the Study: The success of the field research depends on the people that the study is being conducted on. Using sampling methods , it is important to derive the people that will be a part of the study.
• Data Collection Methodology: As spoken in length about above, data collection methods for field research are varied. They could be a mix of surveys, interviews, case studies and observation. All these methods have to be chalked out and the milestones for each method too have to be chalked out at the outset. For example, in the case of a survey, the survey design is important that it is created and tested even before the research begins.
• Site Visit: A site visit is important to the success of the field research and it is always conducted outside of traditional locations and in the actual natural environment of the respondent/s. Hence, planning a site visit alongwith the methods of data collection is important.
• Data Analysis: Analysis of the data that is collected is important to validate the premise of the field research and  decide the outcome of the field research.
• Communicating Results: Once the data is analyzed, it is important to communicate the results to the stakeholders of the research so that it could be actioned upon.

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Field Research Notes

Keeping an ethnographic record is very important in conducting field research. Field notes make up one of the most important aspects of the ethnographic record. The process of field notes begins as the researcher is involved in the observational research process that is to be written down later.

Types of Field Research Notes

The four different kinds of field notes are:

• Job Notes: This method of taking notes is while the researcher is in the study. This could be in close proximity and in open sight with the subject in study. The notes here are short, concise and in condensed form that can be built on by the researcher later. Most researchers do not prefer this method though due to the fear of feeling that the respondent may not take them seriously.
• Field Notes Proper: These notes are to be expanded on immediately after the completion of events. The notes have to be detailed and the words have to be as close to possible as the subject being studied.
• Methodological Notes: These notes contain methods on the research methods used by the researcher, any new proposed research methods and the way to monitor their progress. Methodological notes can be kept with field notes or filed separately but they find their way to the end report of a study.
• Journals and Diaries: This method of field notes is an insight into the life of the researcher. This tracks all aspects of the researchers life and helps eliminate the Halo effect or any research bias that may have cropped up during the field research.

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Reasons to Conduct Field Research

Field research has been commonly used in the 20th century in the social sciences. But in general, it takes a lot of time to conduct and complete, is expensive and in a lot of cases invasive. So why then is this commonly used and is preferred by researchers to validate data? We look at 4 major reasons:

• Overcoming lack of data: Field research resolves the major issue of gaps in data. Very often, there is limited to no data about a topic in study, especially in a specific environment analysis . The research problem might be known or suspected but there is no way to validate this without primary research and data. Conducting field research helps not only plug-in gaps in data but collect supporting material and hence is a preferred research method of researchers.
• Understanding context of the study: In many cases, the data collected is adequate but field research is still conducted. This helps gain insight into the existing data. For example, if the data states that horses from a stable farm generally win races because the horses are pedigreed and the stable owner hires the best jockeys. But conducting field research can throw light into other factors that influence the success like quality of fodder and care provided and conducive weather conditions.
• Increasing the quality of data: Since this research method uses more than one tool to collect data, the data is of higher quality. Inferences can be made from the data collected and can be statistically analyzed via the triangulation of data.
• Collecting ancillary data: Field research puts the researchers in a position of localized thinking which opens them new lines of thinking. This can help collect data that the study didn’t account to collect.

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Examples of Field Research

Some examples of field research are:

• Decipher social metrics in a slum Purely by using observational methods and in-depth interviews, researchers can be part of a community to understand the social metrics and social hierarchy of a slum. This study can also understand the financial independence and day-to-day operational nuances of a slum. The analysis of this data can provide an insight into how different a slum is from structured societies.
• U nderstand the impact of sports on a child’s development This method of field research takes multiple years to conduct and the sample size can be very large. The data analysis of this research provides insights into how the kids of different geographical locations and backgrounds respond to sports and the impact of sports on their all round development.
• Study animal migration patterns Field research is used extensively to study flora and fauna. A major use case is scientists monitoring and studying animal migration patterns with the change of seasons. Field research helps collect data across years and that helps draw conclusions about how to safely expedite the safe passage of animals.

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Advantages of Field Research

The advantages of field research are:

• It is conducted in a real-world and natural environment where there is no tampering of variables and the environment is not doctored.
• Due to the study being conducted in a comfortable environment, data can be collected even about ancillary topics.
• The researcher gains a deep understanding into the research subjects due to the proximity to them and hence the research is extensive, thorough and accurate.

Disadvantages of Field Research

The disadvantages of field research are:

• The studies are expensive and time-consuming and can take years to complete.
• It is very difficult for the researcher to distance themselves from a bias in the research study.
• The notes have to be exactly what the researcher says but the nomenclature is very tough to follow.
• It is an interpretive method and this is subjective and entirely dependent on the ability of the researcher.
• In this method, it is impossible to control external variables and this constantly alters the nature of the research.

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What is Field Research? Definition, Types, Methods, Examples

Appinio Research · 05.04.2024 · 28min read

Have you ever wondered how researchers gather data about real-life situations, behaviors, and interactions? Field research holds the answer. Field research is like stepping into the world around us to study things as they naturally happen. It's about going beyond the confines of a lab or a controlled environment to observe, interact with, and collect data from people, communities, or natural settings. Whether it's understanding how people make decisions, studying the behavior of animals in their habitats, or exploring cultural practices in different societies, field research offers a window into the complexities of our world. It's a hands-on approach that allows you to immerse yourself in the context you're studying, gaining firsthand insights and uncovering patterns that might not be apparent in artificial settings. From interviewing participants to conducting observations and surveys, field researchers employ a variety of techniques to capture the richness and diversity of human experiences and natural phenomena. In this guide, we'll explore the ins and outs of field research, from its importance and applications to practical tips for planning, conducting, and analyzing field studies.

What is Field Research?

Field research is a qualitative data collection method that involves studying phenomena in their natural settings. Unlike laboratory experiments or simulations, field research takes place in real-world environments, allowing you to observe, interact with, and gather data from participants or phenomena as they naturally occur. This approach enables researchers to gain firsthand insights into complex social, behavioral, or environmental dynamics, providing rich and contextually embedded data for analysis and interpretation.

Field research methods vary widely depending on the research objectives and context but may include techniques such as participant observation, interviews, surveys, focus groups, or ethnographic studies. Field researchers often immerse themselves in the field for an extended period, building rapport with participants, gaining trust, and capturing the nuances and complexities of the research context.

Importance of Field Research

Field research plays a crucial role in various disciplines and industries, serving as a cornerstone for generating new knowledge, understanding real-world phenomena, and informing decision-making and practice.

Here is why field research is important:

• Contextual Understanding:  Field research allows researchers to study phenomena in their natural contexts, providing a nuanced understanding of the social, cultural, and environmental factors that shape behavior, attitudes, and experiences. By immersing themselves in the field, you can capture the intricacies and complexities of real-life situations that may not be apparent in controlled laboratory settings.
• Insights into Human Behavior:  Field research provides valuable insights into human behavior, interactions, and relationships in diverse contexts. By observing and interacting with participants in their natural environments, researchers can uncover patterns, motivations, and social dynamics that influence individual and group behaviors. This understanding is essential for addressing societal challenges, designing interventions, and improving policy and practice.
• Generating Grounded Theory:  Field research often serves as the foundation for grounded theory development, where theoretical frameworks and hypotheses emerge from empirical observations and data analysis. By systematically collecting and analyzing data from the field, you can generate new theories, concepts, or models that are grounded in real-world phenomena and have practical relevance and applicability.
• Validating and Supplementing Existing Knowledge:  Field research provides an opportunity to validate or supplement existing knowledge derived from laboratory studies, surveys, or secondary data sources. By corroborating findings across different methods and contexts, you can enhance the credibility and robustness of their conclusions and contribute to the accumulation of knowledge in their respective fields.
• Informing Policy and Practice:  Field research findings have direct implications for policy development, program planning, and practice in various sectors such as healthcare, education, social services, and environmental management. By generating evidence-based insights and recommendations, field research can inform decision-making processes, guide resource allocation, and improve the effectiveness and relevance of interventions and policies.

Field research offers a unique opportunity to explore, understand, and address real-world phenomena in their natural contexts. By embracing the complexities and nuances of the field, researchers can generate valuable insights, advance theoretical understanding, and make meaningful contributions to scholarship, practice, and society at large.

How to Prepare for Field Research?

Laying the groundwork for your research journey is crucial before diving into the field. This involves a series of preparatory steps aimed at ensuring clarity, focus, and feasibility in your approach.

1. Define Research Objectives

Your research objectives serve as the guiding light throughout your field research endeavor. They delineate the purpose of your study and provide a clear direction for your investigative efforts. When defining your objectives, consider the overarching goals you aim to achieve and the specific outcomes you hope to attain through your research. Whether it's understanding a particular phenomenon, exploring a societal issue, or testing a theoretical proposition, articulate your objectives with precision and clarity.

2. Choose a Research Topic

Selecting the right research topic is paramount to the success of your field research project. Your topic should be aligned with your interests, expertise, and the broader context of your field of study. Consider the relevance, novelty, and significance of potential topics, and choose one that resonates with your intellectual curiosity and research goals. Additionally, ensure that your chosen topic is feasible within the constraints of time, resources, and access to data or participants.

3. Develop Research Questions

Research questions serve as the compass that guides your inquiry and shapes the trajectory of your research journey. These questions should be framed in a way that allows for systematic investigation and exploration of the phenomenon under study. When developing your research questions, strive for clarity, specificity, and relevance to your chosen topic. Consider the scope of inquiry, the level of detail required, and the potential implications of your questions for theory, practice, or policy.

4. Formulate Hypotheses

Hypotheses provide a framework for hypothesis-driven research, allowing you to make predictions about the relationships or patterns you expect to observe in your data. If your research is hypothesis-driven, formulate clear and testable hypotheses that articulate the expected outcomes or associations based on existing theory or empirical evidence. Ensure your hypotheses are falsifiable, meaning they can be rigorously tested and potentially disproven through empirical investigation.

5. Review Existing Literature

Before venturing into the field, take the time to immerse yourself in the existing literature relevant to your research topic. A comprehensive literature review not only provides valuable insights into the current state of knowledge but also helps you identify gaps, contradictions, or areas needing further exploration. Synthesize and critically evaluate the findings, theories, and methodologies presented in the literature, and use this knowledge to inform your own research design , questions, and hypotheses.

6. Secure Necessary Permissions and Resources

Obtaining the requisite permissions and resources is essential for the smooth execution of your field research project. Depending on the nature of your study, you may need to seek ethical approval from institutional review boards or obtain permits for conducting research in specific locations or with certain populations.

Additionally, ensure you have access to the necessary resources, such as funding, equipment, transportation, and logistical support, to carry out your research effectively. Be proactive in addressing potential challenges or barriers that may arise during the planning phase, and seek guidance or assistance as needed to navigate the regulatory and logistical requirements of your research endeavor.

How to Plan Field Research?

As you transition from the preparatory phase to the implementation stage, meticulous planning becomes essential to ensure the success and efficiency of your field research endeavors. Let's delve into the key components of planning field research, from selecting appropriate methodologies to anticipating and mitigating potential challenges.

1. Select Suitable Research Methods

Choosing the proper research methods is pivotal to the success of your field research project. Your research objectives, questions, and the nature of the phenomenon under investigation should guide the selection process. Consider the strengths and limitations of various research methodologies, such as qualitative, quantitative, or mixed methods approaches, and choose the one that best aligns with your research goals. Factors to consider include:

• The level of depth and detail required.
• The type of data you aim to collect.
• The accessibility of research participants or sites.

Be prepared to adapt and refine your chosen methods as you gain insights and experience in the field.

2. Design Research Instruments

Once you've identified your research methods, the next step is to design the instruments or tools you'll use to collect data. Whether it's interview guides, survey questionnaires , observation protocols, or experimental materials, your research instruments should be meticulously crafted to elicit relevant and reliable information from your participants.

Pay attention to the clarity, comprehensiveness, and validity of your instruments, ensuring that they align with your research objectives and are appropriate for your target population or context. Pilot testing your instruments with a small sample of participants can help identify and address any ambiguities or issues before full-scale implementation.

3. Determine Sampling Techniques

Sampling is a critical aspect of field research, influencing the representativeness and generalizability of your findings. There are various sampling techniques available, each suited to different research designs and objectives. Consider factors such as the size and diversity of your target population, the accessibility of potential participants, and the level of precision required for your study.

Standard sampling techniques include probability sampling methods like simple random sampling, stratified sampling , or cluster sampling , as well as non-probability sampling methods like convenience sampling, purposive sampling, or snowball sampling. Choose the sampling technique that best balances practical considerations with the need for valid and reliable data.

4. Create a Research Schedule

Developing a well-structured research schedule is essential for keeping your field research project on track and ensuring you meet your deadlines and milestones. Start by breaking down your research activities into manageable tasks and allocating timeframes for each stage of the process, from pre-fieldwork preparation to data analysis and reporting.

• Be realistic in your estimations and build in buffer time for unexpected delays or challenges that may arise during fieldwork.
• Consider factors such as seasonal variations, logistical constraints, and the availability of participants when scheduling your research activities.
• Regularly review and update your schedule as needed to accommodate changes or revisions to your plans.

5. Identify Potential Challenges and Mitigation Strategies

Field research is inherently unpredictable, and you're likely to encounter various challenges and obstacles along the way. Anticipating these challenges proactively and developing mitigation strategies can help minimize their impact on your research outcomes. Common challenges in field research include logistical issues, recruitment difficulties, ethical dilemmas, and interpersonal conflicts.

Take the time to identify potential risks and vulnerabilities inherent in your research design and context, and develop contingency plans or alternative courses of action to address them. Collaborate with peers, mentors, or experienced researchers to brainstorm solutions and draw on their insights and expertise. By being prepared and adaptable, you can navigate the complexities of field research with confidence and resilience.

How to Conduct Field Research?

Now that you've laid the groundwork and meticulously planned your field research project, it's time to roll up your sleeves and immerse yourself in the field.

Data Collection Techniques

Data collection is the heart of field research, enabling you to gather firsthand insights and observations from the field. You can employ several techniques to collect data, depending on your research objectives, context, and the nature of your study.

• Observational Methods:  Direct observation involves systematically observing and documenting behaviors, interactions, or phenomena in natural settings without interfering or influencing the subjects. This method is particularly useful for studying social interactions, environmental dynamics, or animal behavior.
• Interviewing:  Interviews allow researchers to engage in structured, semi-structured, or unstructured conversations with participants to gather in-depth insights, perspectives, or experiences related to the research topic. Depending on logistical constraints and participant preferences, interviews can be conducted face-to-face, over the phone, or via digital platforms.
• Surveys and Questionnaires :  Surveys involve administering standardized questionnaires or surveys to a sample of respondents to collect quantitative data on their attitudes, beliefs, behaviors, or demographics. Surveys can be distributed in person, via mail, email, or online platforms, depending on the target population and accessibility.
• Focus Groups :  Focus groups bring together a small group of participants to engage in facilitated discussions or brainstorming sessions around specific topics or issues. This method allows you to explore group dynamics, consensus, or dissent among participants and generate rich qualitative data through interaction and dialogue.

Choose the data collection techniques that best align with your research objectives, methodology, and participants' preferences. Be mindful of ethical considerations, informed consent procedures, and the need to maintain confidentiality and privacy during data collection.

As you navigate the intricacies of data collection in your field research journey, imagine streamlining the process and gaining valuable insights in a fraction of the time. With Appinio 's intuitive platform, you can accelerate your research endeavors, transforming hours of data collection into minutes of actionable insights. Empower yourself to make informed decisions swiftly and seamlessly, all while embracing the dynamic nature of field research.

Ready to experience the efficiency of Appinio firsthand? Book a demo now and unlock the power of real-time data collection and research!

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Fieldwork Logistics

Effective management of fieldwork logistics is essential for the smooth execution of your research project and the well-being of both researchers and participants. This entails careful planning, coordination, and organization of various logistical aspects, including participant recruitment, site selection, equipment management, and safety protocols.

• Recruiting Participants:  Identify and recruit eligible participants using appropriate sampling techniques and recruitment strategies. Clearly communicate the purpose and expectations of the study, obtain informed consent, and address any concerns or questions raised by participants.
• Establishing Field Sites:  Select and secure suitable field sites or locations where data collection will take place. Consider factors such as accessibility, safety, privacy, and the relevance of the site to your research objectives. Obtain any necessary permits or permissions required for conducting research in specific locations.
• Managing Equipment and Supplies:  Ensure that you have all the necessary equipment, materials, and resources required for data collection, recording, and storage. This may include audio or video recording devices, notebooks, pens, measuring instruments, or digital devices for data entry.
• Ensuring Research Ethics and Safety:  Adhere to ethical principles and guidelines governing research with human subjects, animals, or sensitive environments. Prioritize participant welfare and safety by implementing appropriate risk management measures, emergency procedures, and protocols for handling sensitive or confidential information.

Regularly assess and reassess the logistical needs and challenges encountered during fieldwork, and be prepared to adapt and improvise as needed to overcome obstacles and ensure the successful completion of your research objectives.

Data Recording and Management

Accurate and systematic data recording is crucial for maintaining the integrity and reliability of your research findings. Establish clear protocols and procedures for recording, organizing, and managing your data throughout the fieldwork process.

• Data Recording:  Document observations, interviews, survey responses, or other forms of data systematically and consistently. Use standardized formats, codes, or identifiers to ensure uniformity and ease of analysis. Consider using digital tools or software for data collection and recording to streamline the process and minimize errors.
• Data Storage and Backup:  Store your data securely and responsibly to prevent loss, theft, or unauthorized access. Back up your data regularly using reliable storage devices or cloud-based platforms to safeguard against data loss or corruption. Implement encryption, password protection, or other security measures to protect sensitive or confidential information.
• Data Validation and Quality Control:  Conduct periodic checks and validations to ensure the accuracy, completeness, and validity of your data. Double-check entries, reconcile discrepancies, and address any outliers or inconsistencies identified during the data collection process. Maintain detailed documentation of any revisions or corrections made to the dataset.

By implementing robust data recording and management practices, you can enhance the reliability, transparency, and reproducibility of your research outcomes and facilitate the analysis and interpretation of your findings.

Field Research Examples

Field research plays a pivotal role in helping businesses understand their customers, market dynamics, and competitive landscape. Here are some examples of how field research can be applied in real-world scenarios.

Customer Observation and Ethnography

Imagine a retail company seeking to improve its store layout and enhance customers' shopping experience. By conducting field research through customer observation and ethnographic studies, researchers can immerse themselves in the retail environment, observing how customers navigate the store, interact with products, and make purchasing decisions.

Through careful observation and note-taking, you can uncover valuable insights into customer preferences, behaviors, and pain points, informing strategic decisions around product placement, signage, and store design.

In-Depth Interviews and Focus Groups

A tech startup developing a new mobile app wants to gather feedback from potential users to refine its features and user interface. Through in-depth interviews and focus groups conducted in the field, researchers can engage directly with target users, exploring their needs, preferences, and usage patterns.

Asking probing questions and facilitating group discussions can elicit rich qualitative insights into user experiences, pain points, and desired functionalities. This firsthand feedback can guide the iterative development process, ensuring that the app meets the needs and expectations of its intended audience.

Market Research and Competitive Analysis

A multinational corporation launching a new product in a foreign market conducts field research to assess market demand and understand local competitors. Researchers may conduct surveys, interviews, and market observations to gather data on consumer preferences, buying behavior, and competitor offerings.

By analyzing this data, the company can identify market opportunities, refine its marketing strategy, and tailor its product offerings to meet the specific needs and preferences of the target market. Field research also provides valuable insights into competitive positioning, allowing the company to differentiate itself and capitalize on its unique strengths.

User Testing and Usability Studies

A software development company wants to ensure that its website is user-friendly and intuitive for visitors. Through field research methods such as user testing and usability studies, researchers can observe real users interacting with the website in a naturalistic setting.

By monitoring users' actions, navigation patterns, and feedback, you can identify usability issues, areas of confusion, and opportunities for improvement. This iterative process of testing and refinement helps optimize the website's design and functionality, ultimately enhancing the user experience and driving customer satisfaction and loyalty.

Employee Feedback and Organizational Culture

A large corporation embarks on a field research initiative to better understand employee satisfaction, engagement, and organizational culture. Through surveys, focus groups, and participatory observation, researchers gather feedback from employees across different departments and hierarchical levels.

By exploring topics such as work-life balance, communication channels, and leadership effectiveness, you can identify areas of strength and areas for improvement within the organization. This insights-driven approach enables the company to implement targeted interventions, policies, and initiatives to foster a positive and inclusive work environment, ultimately enhancing employee morale, productivity, and retention.

In each of these examples, field research serves as a valuable tool for generating actionable insights, informing strategic decision-making, and driving business success. By embracing a hands-on, experiential approach to research, businesses can gain a competitive edge in today's dynamic and rapidly evolving marketplace.

How to Analyze Field Research Data?

Once you've collected data in the field, the next critical step is to analyze it to derive meaningful insights and draw conclusions.

1. Clean and Organize Data

Before delving into the analysis, it's essential to clean and organize your data to ensure its quality and integrity. Data cleaning involves identifying and rectifying errors, inconsistencies, or missing values in your dataset. Data cleaning tasks include:

• Removing Outliers:  Identify and remove any extreme or erroneous data points that may skew your analysis or distort your findings.
• Handling Missing Data:  Address missing values by imputing them using appropriate techniques such as mean imputation, regression imputation, or multiple imputation.
• Standardizing Variables:  Ensure consistency in measurement units, scales, or formats across variables to facilitate comparison and analysis.
• Checking for Data Entry Errors:  Review data entries for typos, duplicates, or other inaccuracies that may arise during data collection or recording.

Once the data cleaning process is complete, organize your dataset in a structured and systematic manner to facilitate analysis. Create variables, labels, or categories as needed, and document any transformations or manipulations applied to the data for transparency and reproducibility.

2. Apply Analytical Techniques

With a clean and organized dataset in hand, you can now apply analytical techniques to uncover patterns, relationships, or trends within the data. The choice of analytical techniques will depend on your research questions, objectives, and the nature of your data.

Analytical methods used in field research include:

• Descriptive Statistics :  Calculate measures of central tendency, variability, and distribution to summarize and describe your data.
• Inferential Statistics :  Use statistical tests such as t-tests, chi-square tests, regression analysis , or analysis of variance (ANOVA) to test hypotheses, compare groups, or examine relationships between variables.
• Qualitative Analysis:  Employ qualitative data analysis techniques such as thematic analysis, content analysis, or grounded theory to explore themes, patterns, or meanings embedded within textual or narrative data.
• Mixed Methods Analysis:  Integrate quantitative and qualitative data to gain a more comprehensive understanding of the research phenomenon through triangulation or data transformation techniques.

Select analytical techniques appropriate for your research design, data type, and research questions. Ensure your analyses are conducted rigorously and transparently, adhering to established standards and guidelines in your field.

3. Interpret Findings

Once the analysis is complete, it's time to interpret the findings and draw meaningful conclusions from your data. Interpretation involves making sense of the results in the context of your research objectives, theoretical framework, and empirical evidence.

• Contextualizing Results:  Situate your findings within the broader context of existing literature, theoretical perspectives, or real-world phenomena to provide meaningful insights and interpretations.
• Identifying Patterns and Trends:  Highlight recurring patterns, trends, or relationships observed in the data and discuss their implications for theory, practice, or policy.
• Exploring Alternative Explanations:  Consider alternative explanations or interpretations of the findings and discuss their potential implications for the validity and reliability of your conclusions.
• Addressing Unexpected Findings:  Acknowledge and address any unexpected or counterintuitive findings that may challenge existing assumptions or theories and offer plausible explanations or avenues for further exploration.

Communicate your interpretations clearly and concisely, using evidence from your data to support your claims and conclusions. Be transparent about the limitations and uncertainties inherent in your findings, and discuss their implications for future research or practice.

4. Address Limitations and Bias

No research study is without limitations or biases, and it's essential to acknowledge and address these shortcomings transparently. To address limitations and bias in your field research:

• Methodological Limitations:  Discuss any limitations or constraints inherent in your research design, sampling methods, or data collection techniques that may have influenced the validity or generalizability of your findings.
• Selection Bias :  Be mindful of selection bias, where certain groups or individuals are overrepresented or underrepresented in your sample, and consider its potential impact on the reliability and validity of your results.
• Social Desirability Bias:  Recognize the influence of social desirability bias, where participants may provide responses that are perceived as socially acceptable rather than truthful, and consider strategies to mitigate its effects.
• Researcher Bias:  Reflect on your own biases, assumptions, or preconceptions that may have influenced the research process or interpretation of findings, and strive for objectivity and reflexivity in your analysis and reporting.

By acknowledging and addressing limitations and biases transparently, you demonstrate intellectual honesty and integrity, and contribute to the credibility and robustness of your research outcomes.

How to Report Field Research Results?

Communicating your research findings effectively is essential for sharing your insights with the academic community, policymakers, practitioners, and other stakeholders. Here are some strategies for reporting and presenting your results:

• Structuring the Research Report:  Organize your research report in a clear and logical manner, following the conventions of academic writing. Include sections such as introduction, literature review, methodology, results, discussion, and conclusions. Each section should flow cohesively, guiding the reader through the research process from inception to conclusion.
• Writing Techniques and Guidelines:  Use clear, concise, and jargon-free language to convey your findings to a diverse audience. Structure your sentences and paragraphs logically, and use headings, subheadings, and bullet points to enhance readability. Pay attention to grammar, spelling, and punctuation, and adhere to the formatting style prescribed by your discipline or publication venue.
• Creating Visual Representations: Enhance your research report or presentation with visual representations such as tables, charts, graphs, heatmaps , or diagrams. Choose visual formats that effectively illustrate key findings or trends in your data. Ensure that your visuals are clear, accurate, and appropriately labeled, and provide a brief caption or explanation to contextualize the information presented.
• Preparing Presentations:  Design engaging and informative presentations highlighting your research's main findings and implications. Use slides, visuals, and storytelling techniques to capture your audience's attention and convey your message effectively. Structure your presentation logically, with a clear introduction, main body, and conclusion, and allow time for questions and discussion.
• Sharing Findings with Stakeholders:  Share your research findings with relevant stakeholders, including academic peers, policymakers, practitioners, or community members. Tailor your communication approach to the needs and preferences of your audience, and choose appropriate dissemination channels such as conferences, seminars, publications, or social media platforms. Invite feedback or collaboration whenever possible, and be open to engaging in dialogue and knowledge exchange with your audience.

Effective reporting and presentation of research results not only showcase the significance and impact of your work but also contribute to knowledge dissemination, collaboration, and informed decision-making in your field. Strive for clarity, coherence, and engagement in your communication efforts, and consider your audience's diverse needs and interests when crafting your messages.

Field research is a powerful tool for gaining a deeper understanding of the world around us. By venturing into real-life settings, you can uncover valuable insights into human behavior, societal dynamics, and natural phenomena. Whether studying the behavior of animals in their natural habitats or exploring the intricacies of human interactions, field research offers a unique perspective that complements other research methods. By embracing the complexities and nuances of the field, researchers can generate knowledge that is grounded in real-world experiences and has practical implications for addressing pressing societal challenges. Furthermore, field research isn't just about collecting data—it's about making a difference. The insights gained from field studies can inform policy decisions, shape interventions, and drive positive change in communities and organizations. By sharing their findings with stakeholders, you can contribute to evidence-based decision-making and foster collaboration between academia, government, and civil society.

How to Conduct Research in Minutes?

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• Intuitive platform for everyone:  No need for a PhD in research. Appinio's user-friendly interface makes it accessible to anyone, empowering you to delve into market research without the hassle of complex technicalities.
• Rapid response time:  With an average field time of less than 23 minutes for 1,000 respondents, Appinio ensures swift data collection without compromising quality or accuracy.

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A guide to field studies

Last updated

18 April 2023

Reviewed by

Cathy Heath

Field studies allow researchers to observe and collect data in real-world settings. Unlike laboratory-based or traditional research methods, field studies enable researchers to investigate complex phenomena within their environment, providing a deeper understanding of the research context.

Researchers can use field studies to investigate a wide range of subjects, from the behavior of animals to the practices of businesses or the experiences of individuals in a particular setting.

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• What is a field study?

A field study is a research method that involves conducting observations and collecting data in a natural setting. This method includes observing, interviewing, and interacting with participants in their environment, such as a workplace, community, or natural habitat.

Field studies can take many forms, from ethnographic studies involving extended periods of observation and using an anthropological lens to shorter-term studies focusing on specific behaviors or events. Regardless of its form, a successful field study requires careful planning, preparation, and execution to ensure the data collected is valid and reliable.

• How to plan a field study

Planning a field study is a critical first step in ensuring successful research. Here are some steps to follow when preparing your field study:

1. Define your research question

When developing a good research question , you should make it clear, concise, and specific. It should also be open-ended, allowing for various possible answers rather than a simple yes or no response. Your research question should also be relevant to the broader field of study and contribute new knowledge to the existing literature.

Once you have a defined research question, identify the key variables you need to study and the data you need to collect. It might involve developing a hypothesis or research framework outlining the relationships between different variables and how you’ll measure them in your study.

2. Identify your research site

A research site is a location where you’ll conduct your study and collect data. Here are the types of research sites to consider when planning a field study:

Natural habitats: For environmental or ecological research, you may need to conduct your study in a natural habitat, such as a forest, wetland, or coral reef.

Communities : If your research relates to social or cultural factors, you may need to study a particular community, such as a neighborhood, village, or city.

Organizations : For questions relating to organizational behavior or management, your location will be in a business environment, like a nonprofit or government agency.

Events : If your research question relates to a particular event, you may need to conduct your study at that event, such as, at a protest, festival, or natural disaster.

Ensure your research site represents the population you're studying. For example, if you're exploring cultural beliefs, ensure the community represents the larger population and you have access to a diverse group of participants.

3. Determine your data collection methods

Choosing a suitable method will depend on the research question, the type of data needed, and the characteristics of the participants. Here are some commonly used data collection methods in field studies:

Interviews : You can collect data on people's experiences, perspectives, and attitudes. In some instances, you can use phone or online interviews.

Observations : This method involves watching and recording behaviors and interactions in a specific setting. 

Surveys : By using a survey , you can easily standardize and tailor the questions to provide answers for your research. Respondents can complete the survey in person, by mail, or online.

Document analysis : Organizational reports, letters, diaries, public records, policies, or social media posts can be analyzed to gain context. 

When selecting data collection methods, consider factors such as the availability of participants, the ethical considerations involved, and the resources needed to carry out each method. For example, conducting interviews may require more time and resources than administering a survey.

4. Obtain necessary permissions

Depending on the research location and the nature of the study, you may require permission from local authorities, organizations, or individuals before conducting your research. 

This process is vital when working with human or animal subjects and conducting research in sensitive or protected environments.

Here are some steps you can take to obtain the necessary permissions:

Identify the relevant authorities , including local governments, regulatory bodies, research institutions, or private organizations, to obtain permission for your research.

Reach out to the relevant authorities to explain the nature of your study. Be ready to hand out detailed information about your research. 

If you're conducting research with human participants, you must have their consent . You'll also need to ensure the participants have the right to withdraw from the study at any time.

Obtain necessary permits from regulatory bodies or local authorities. For example, if you're conducting research in a protected area, you may need a research permit from the relevant government agency.

The process of obtaining permissions can be time-consuming, and failure to obtain the necessary permits can lead to legal and ethical issues.

• Examples of field research

Researchers can apply field research to a wide range of disciplines and phenomena. Here are some examples of field research in different fields:

Anthropology : Anthropologists use field research methods to study different communities' social and cultural practices. For instance, an anthropologist might conduct participant observation in a remote community to understand their customs, beliefs, and practices.

Ecology : Ecologists use field research methods to learn the behavior of organisms and their interactions with the environment. For example, an ecologist might conduct field research on the behavior of birds in their natural habitat to understand their feeding habits, nesting patterns, and migration.

Sociology : Sociologists may use field research methods to study social behavior and interactions. For instance, a sociologist might conduct participant observation in a workplace to understand organizational culture and communication dynamics.

Geography : Geographers use field research methods to study different regions’ physical and human contexts. For example, a geographer might conduct field research on the impact of climate change on a particular ecosystem, such as a forest or wetland.

Psychology : Psychologists use field research methods to study human behavior in natural settings. For instance, a psychologist might conduct field research on the effects of stress on students in a school setting.

Education : Researchers studying education may use field research methods to study teaching and learning in real-world settings. For example, you could use field research to test the effectiveness of a new teaching method in a classroom setting.

By using field research methods, researchers can gain a deeper understanding of the complexities of the natural world, human behavior, and social interaction theory and how they affect each other.

• Advantages of field research

Field research has several advantages over other research methods, including:

Authenticity : Field research conducted in natural settings allows researchers to observe and study real-life phenomena as it happens. This authenticity enhances the validity and accuracy of the data collected.

Flexibility : Field research methods are flexible and adaptable to different research contexts. Researchers can adjust their strategies to meet the specific needs of their research questions and participants and uncover new insights as the research unfolds.

Rich data : Field research provides rich and detailed data, often including contextual information that’s difficult to capture through other research methods. This depth of knowledge allows for a more comprehensive and nuanced understanding of the research topic.

Novel insights : Field research can lead to discoveries that may not be possible with other research methods. Observing and studying phenomena in natural settings can provide unique perspectives and new understandings of complex issues.

Field research methods can enhance the quality and validity of research findings and lead to new insights and discoveries that may not be possible with other research methods.

• Disadvantages of field research

While field research has several advantages, there are also some disadvantages that researchers need to consider, including:

Time-consuming : Researchers need to spend time in the field, possibly weeks or months, which can be challenging, especially if the research site is remote or requires travel.

Cost : Conducting field research can be costly, especially if the research site is remote or requires specialized equipment or materials.

Reliance on participants : It may be challenging to recruit participants, and various factors, such as personal circumstances, attitudes, and beliefs, may influence their participation.

Ethical considerations : Field research may raise ethical concerns, mainly if the research involves vulnerable populations or sensitive topics. 

Causality: Researchers may have little control over the environmental or contextual variables they are studying. This can make it difficult to establish causality and then generalize their results with previous research. 

Researchers must carefully weigh the advantages and disadvantages of field research and select the most appropriate research method based on their research question, participants, and context.

What is another name for field study?

Field study is also known as field research or fieldwork. These terms are often used interchangeably and refer to research methods that involve observing and collecting data in natural settings.

What is the difference between a field study and a case study?

Why is field study important.

Field study is critical because it allows researchers to study real-world phenomena in natural settings. This study can also lead to novel insights that may not be possible with other research methods.

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World Leaders in Research-Based User Experience

Field studies.

January 12, 2024 2024-01-12

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UX researchers are responsible for learning about users, their goals, challenges, and activities, and for bringing that understanding to the organization. If you notice gaps in your knowledge and you want to understand what user behavior is like in real life, then it might be time to leave the office to run a field study.

In This Article:

What is a field study, types of field studies, when is the best time to run a field study, when should you consider other methods, tips for planning field studies.

A field study is a type of context research that takes place in the user's natural environment (sometimes referred to as in situ , Latin for "in place") as opposed to a lab or an orchestrated setting.

Other research methods like secondary (desk) research , diary studies , unmoderated usability testing , remote - or lab-moderated (in-person) usability research  are often popular because they are either easier to set up or they are less resource-intensive (or both) compared to a field study. However, field studies can fill the gaps left by these other methods:

• Observing users in real scenarios will provide you with specific data that directly applies to your audience. Field studies that focus on specific tasks help researchers learn how to best support these tasks. For example, do people tend to use the product or service in the car? While checking in at a facility? At a kiosk? Field studies can reveal how well (or not well) the design supports realistic use cases.
• The context in which people do their tasks can reveal things you wouldn’t know to ask about, such as problems that crop up when new tools or processes are introduced into existing work practices. It also allows you to understand how well systems work in their normal context of use: when people are, say, distracted, in noisy places, or interacting with other people.

The range of possible field studies is very wide. Field studies can be either entirely immersive and open-ended or less immersive and more directed, involving prototypes or usage of specific existing systems.

Direct Observation

Direct observation  is a purely observational study in which the researcher is a “fly on the wall;" they do not intervene in the participants’ activities, nor do they ask any questions. This method is useful for conducting research into user processes — for instance, to help create natural task flows. It is also great for learning users' vocabularies and mental models , understanding businesses’ interactions with customers, and discovering common workarounds — for example by listening in on support calls, watching people moving through amusement parks, or observing sales staff and customers in stores.

Contextual Inquiry

Contextual inquiry  involves a combination of in-depth observation and interviews of a small sample of users to gain a robust understanding of work practices and behaviors. Most qualitative usability tests   in the field fall under this category.

Customer-Site Visits

Customer-site visits are a combination of direct observations and customer interviews, often led by the customer or client. For example, you might take a tour of a facility or walk through a system with them. These visits can help you understand usability issues that arise in particular industries or business contexts, or at certain scales.

Ethnography

Ethnography  requires complete immersion within a person’s or group’s natural setting for a sustained period, in some cases, living as a member of the group. It allows you to gain insight into mental models and social situations that can help products and services fit into people’s lives. This type of research is particularly helpful when your target audience lives in a culture or environment that is different from yours.

Field studies can be done at any time , but it often makes sense to do them before design (or redesign) begins, because such research can lead to fundamental shifts in understanding your users and can change what you would design for them. In particular, it makes sense to use these in the discovery phase of research, while you are still understanding the problem space.

Field studies can also be used in later stages of design or development, as an evaluative research technique . Sometimes this is referred to as “field testing” or “beta testing.” Field testing is a form of field research in which an existing prototype is utilized in its typical context.

If money were no object, we would probably all do much more field research. Unfortunately, field methods have not become cheaper at the same rate as other usability methods, and they can be challenging to facilitate. Beyond reasons of resource constraint, you might decide to stay out of the field in certain other cases.

Remote, Moderated Usability Research

With the advent of digital meeting tools and video chat, field studies can somewhat be facilitated remotely , with participants and facilitators each in their chosen locations. This remote, interactive approach can often be  cheaper and faster  than field or lab studies, since everyone avoids expensive and time-consuming travel to unfamiliar places. Being in your own space also offers comfort, familiar tools, and convenience.

Remote, moderated studies  make sense when:

• Your  participants are all over the map , and traveling to meet in person is too difficult or expensive.
• It’s important to get answers quickly and cheaply, and  you already understand the people, tasks, and contexts in depth .
• You need to conduct a few sessions at a time , for example when testing early designs with only a couple of users for each iteration.
• Many stakeholders or interested parties wish to observe the session , which would be impractical and disruptive during a field study, either by limiting rapport or literally crowding the room. These folks could be “hidden” from participants’ eyes with digital-meeting tools.

Still, remote moderated studies are often limited in how much external context is observable. In other words: you can’t see what the user’s camera doesn’t show you. That missing context is often important when you are trying to understand people and their environment, and extra steps need to be taken  to ensure these studies yield fruitful insights.

Lab Research (Including Traditional and XR or Simulation-Based Research)

You might wish to conduct in-person research in labs, conference rooms, or other spaces when:

• What you are testing or researching is particularly confidential, sensitive, or private.
• You need to record the session (but cannot do so remotely or in the users’ secured location).
• You have several observers who wish to observe these sessions and you can place them into an observer room with a one-way mirror.
• The scenario you need to study is impossible, impractical, or unethical to observe in person (for example: natural disasters, traumatic events, or high-risk scenarios), and must be simulated with extended-reality (XR) headsets or other technology.

While planning your field study , there are steps you can take to optimize your time spent observing users in their context. Ensure your research plan considers the following:

What Are Your Research Questions ?

Carefully consider what your team wants to learn, and how that (and other contextual factors) might factor into the field study’s setup.

• Participants: Who are your target users? Depending on the research method you use, you might need a professional recruiter or a team member to help you  screen and schedule  people.
• Setting: Go where your potential users are most likely doing the tasks you would like to observe: workplaces, schools, shopping centers, airports, and so on. Is there a specific environment or scenario that would be most realistic for your target users? Are there travel considerations (for you and the participants)? Do you have a private room where you can debrief with fellow researchers and observers?
• Timing: What time of day are these activities typically happening (or, alternatively, when in the customer journey)? Will you need to coordinate these sessions outside your normal working hours to accommodate participant schedules?
• Method: How much (or how little) do your participants reveal about their workflow? Does probing seem to significantly disrupt your users’ workflows? Will you need to prepare followup questions for after the observational portion to limit disruptions in users’ natural process? Or, are these questions better asked contextually, in the moment?

Who Is Accompanying You During the Field Study?

While there are certainly cases where a sole researcher will conduct field research alone, it’s far more common to be accompanied by other people, be it fellow researchers (either taking notes or running sessions concurrently) or observers.

Fellow Researchers

During a field study, side chatter can not only be distracting, but it can also bias the results of your study. Similarly, lack of alignment about research questions and intent behind studying tasks can result in researchers observing the wrong things or missing key details. To reduce chatter and increase alignment with others, consider having a research plan and facilitator guide available, with research questions clearly outlined. That way, researchers can not only follow quietly and confidently, but can run sessions in a consistent manner that reduces bias.

Decide whether to allow stakeholders to watch, and if so, what logistical constraints need to be communicated to them. Although it’s often  strategically important and desirable to involve stakeholders in observing user research , it’s not always possible with field studies. Sometimes observers won’t fit in the space, or they would make the research situation too intimidating or otherwise create an awkward situation for the participants. When that happens, you won’t get to observe the most natural behavior and you might not get the candid information that you need.

However, sometimes outside researchers can’t be left alone with participants as a matter of organizational policy, so observers  must  be present. In any case, consider having “slots” for observers to claim, and provide clear guidelines during signup to ensure observers know how to observe and how to help collect data , so they won’t  behave badly .

Do You Have the Right Permissions?

Make sure you have permission to run the study; not just from supervisors or participants, but also from the facility managers. When applicable, work with an ally onsite. When visiting a business, for example, you might need help recruiting, scheduling, reminding, rewarding, and briefing participants. An onsite helper can escort you, introduce you, and help you with equipment or space issues. You may need to get permission in advance to conduct research in public or commercial spaces.

When you encounter problems or behavior that you don’t understand around existing products or services, field studies can help you take a step back and find a new perspective, based on realistic user behavior in realistic contexts.

Doing research where people are can also be crucial to understanding whether new products and services will help, hinder, or fall flat for the people you aim to assist. Set aside assumptions and allow insights to reframe what you’re creating and how it will affect the experiences of the people you’re designing for.

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Field Research explained

Field research: this article explains the concept of field research in a practical way. The article starts with the definition of this term, followed by a general explanation and some practical examples of field research. You will also find an explanation of the various methods and a step-by-step plan for conducting field research. Enjoy reading!

What is field research?

Field research, also known as fieldwork, is a method of collecting raw data outside of the lab, library, or usual workplace.

It involves observing and interacting with people, animals or phenomena in their natural environment to gain a deeper understanding of their behavior, social interactions and the dynamics of their environment. Read more about experimental research .

Field research methods vary by field. For example, biologists observe animals in their natural habitats, and social scientists conduct interviews and observations to study human societies.

The definition of Field research

Field research is a qualitative research method that focuses on observing and understanding individuals, groups, communities or society as a whole.

It aims to capture authentic and contextual data by immersing researchers in the environments they study.

Through direct observation and interaction with subjects, field researchers gain firsthand insight into their behaviour, beliefs, cultural practices and social structures.

It encompasses a wide variety of well-defined methods, including:

• Formal interviews
• Informal interviews

Direct observation

Participating observation.

• Collective discussions
• Analysis of personal documents
• Self-analysis
• Offline and online activities

Although this type of research is mainly qualitative, it can also contain quantitative aspects, depending on the research goals and methodologies applied.

History and the origin of Field research

Field research has a long history, especially within cultural anthropology . Anthropologists have made extensive use of field research to study different cultures, often focusing on so-called primitive cultures or cultural differences based on factors such as class.

The term “field” refers to defined areas of research, such as education, industrial environments or Amazon rainforests, where social research is conducted.

Influential figures in the early development of this type of research include Alfred Radcliffe-Brown and Bronisław Malinowski, who laid the foundations for future work in anthropology.

Field research versus laboratory research

Field research and laboratory research differ in their approach to data collection.

Field research takes place in natural environments, where researchers make direct observations and interact. It provides contextual data and insight into complex processes, but may be limited in establishing causal relationships.

On the other hand, laboratory research takes place in controlled environments, where variables are manipulated and repeatability is ensured.

It is well suited for testing hypotheses and obtaining accurate measurements, but may lack the complexity of natural environments.

Both approaches complement each other and the choice depends on the research questions and available resources .

Research Methods For Business Students Course A-Z guide to writing a rockstar Research Paper with a bulletproof Research Methodology!   More information

Methods for field research

Field research involves the use of various methods to collect valuable data and gain insight into the phenomena under investigation.

Here are some common methods applied in field research:

This method involves carefully observing people, animals, or events in their natural environment. By watching closely, researchers can study behaviors, interactions, and responses to specific situations without actively participating.

In this method, the researcher actively participates in the group, community, or environment under study. By participating in activities, having conversations and being involved in daily routines, researchers can develop a deep understanding of the social structures, norms and values, and the meaning attached to certain actions.

Qualitative interviews

This includes conducting interviews with individuals or groups to find out their perspectives, experiences and opinions. By asking open-ended questions and delving deeper into topics, researchers can gain insight into participants’ thoughts and feelings.

Data analysis of documents

In this method, documents, such as letters, diaries, reports, or other written materials, are analyzed to obtain information and insights. These documents can provide valuable context and provide a historical perspective on the issues examined.

Informal conversations

Sometimes having informal conversations with people in the research environment can yield useful information. These can be casual chats during breaks or informal gatherings where people talk freely about their experiences and perspectives.

The use of these different methods allows researchers to collect a wide range of data and develop an in-depth understanding of the social, cultural and behavioral aspects of the phenomena under study.

Case studies

Case studies are a useful approach in field research to gain in-depth insights into specific situations, groups or phenomena.

Step-by-step plan for conducting field research

Follow the steps below to get started conducting field research yourself.

Step 1: define your research goal

Determine the specific goal of your research. What do you want to discover, understand or observe? Clearly formulate your research question(s) and objective(s).

Step 2: design your research plan

Consider which methods and approaches are best suited to your research question. Consider the location, participants/population, data collection methods and time frame.

Step 3: Get permission

If necessary, obtain permission from relevant agencies, organizations or individuals to access the study site and collect data. Make sure you follow ethical guidelines and procedures.

Step 4: collect data

Go to the research site and start collecting data according to your research plan. This may include direct observation, interviews, surveys, participant observation or collection of documentation.

Step 5: Analyze and interpret your data

Evaluate and analyze the collected data . Identify patterns, themes or trends relevant to your research question. Interpretation of the data should be based on accurate and systematic analysis.

Step 6: draw conclusions and formulate results

Based on your analysis and interpretation, you come to conclusions that answer your research question . Formulate clear results and present them in a structured way .

Step 7: Report and share your findings

Write a research report describing the methodology, findings and conclusions. Share your results with the scientific community, stakeholders or the wider public through publications, presentations or other appropriate channels.

Step 8: Reflect and Evaluate your field research

Take the time to evaluate your research experience . What were the strengths and challenges of your research? What would you do differently in the future? Reflect on possible improvements and learning points for subsequent studies.

Examples of known field studies

Numerous interesting discoveries have been made while conducting research. Here are three examples of discoveries made while conducting this type of research:

New animal species

Field research has led to the discovery of several new animal species. For example, in 2018, during a field research expedition in the rainforests of Ecuador, researchers discovered a new species of tree frog.

This discovery highlighted the importance of field research in identifying biodiversity and understanding the ecological systems in which these species live.

Ecological changes

Field research has also helped identify ecological changes and understand their causes.

For example, by studying coral reefs in different parts of the world, scientists have found that coral bleaching, a consequence of climate change, is having a devastating effect on coral reef health.

It’s Your Turn

What do you think? Do you recognize the explanation about field research? Have you ever heard of this type of research before? Have you ever conducted this yourself? What do you think are the advantages compared to, for example, research in a laboratory? Do you have tips or other comments?

Share your experience and knowledge in the comments box below.

More information

• Barick, R. (2021). Research Methods For Business Students . Retrieved 02/16/2024 from Udemy.
• Burgess, R. G. (Ed.). (2003). Field Research: A sourcebook and field manual (Vol. 4) . Routledge.
• Burgess, R. G. (2002). In the field: An introduction to Field Research (Vol. 8) . Routledge.
• Edmondson, A. C., & McManus, S. E. (2007). Methodological fit in management Field Research . Academy of management review, 32(4), 1246-1264.
• McKinnon, J. (1988). Reliability and validity in Field Research: some strategies and tactics . Accounting, Auditing & Accountability Journal, 1(1), 34-54

How to cite this article: Janse, B. (2023). Field Research . Retrieved [insert date] from Toolshero: https://www.toolshero.com/research/field-research/

Original publication date: 08/21/2023 | Last update: 01/02/2024

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Ben Janse is a young professional working at ToolsHero as Content Manager. He is also an International Business student at Rotterdam Business School where he focusses on analyzing and developing management models. Thanks to his theoretical and practical knowledge, he knows how to distinguish main- and side issues and to make the essence of each article clearly visible.

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• What is field research: Definition, steps & examples

Defne Çobanoğlu

Ever wondered how scientists draw conclusions on groups of people? Or want to know what are the common characteristics of people living in rural areas? Well, when the aim of the study is to explain people’s lives and characteristics through their natural environment, field research is usually the best method scientists choose to go with. The researcher can observe communities, cultures, groups of people, or individuals.

In this article, we discuss the definition, types, and methods of field research and provide some examples of field research. With all this information and the pros and cons of field research, you can make a conscious decision about your next research. Let us get started with the definition!

• What is field research?

Field research is a qualitative method of research where its main concern is conducting research on individuals about the social setting they are in. 

The main focus of field research is understanding and interpreting groups of people, societies, and communities through observation in real-world settings. This research design opens a brand new perspective to any concept, pre-explored or not.

• Why and when to conduct field research?

Field research is an effective method of data collection when the main research topic is about a group of people and the environment they live in. Social scientists try and explore the cause-and-effect relationships between humans and their natural environment. It also gives in-depth information on specific subjects. And, in which circumstances would you need to conduct a field study?

1. When you want to understand the concept of the study

Field research allows scientists to draw conclusions from the data gathered from a focus group and their environment. In some instances, there may be studies conducted on the same subject matter. However, the studies conducted may be insufficient and give improper conclusions. In this instance, a field study can shed light on events. 

2. When there is a lack of data

This method can be used to fill the gaps only different data collection methods can. Usually, on a specific subject, knowledge gathered from previous case studies tends to be limited. And they can only be proven right or wrong by conducting primary research using mixed methods. Field research is a great way to cross-reference what is already known.

3. When you want to acquire high-quality data

Researchers conducting various methods obtain different types of data that can be successfully analyzed via the triangulation method. When more than one research method is used to essentially “fact-check” the data, it proves the accuracy of the information.

• 4 field research methods

Different research methods can be used according to the aim of the study. There are 4 main field research methods, and it is up to the head researcher to use which one. Sometimes, it is a good idea to mix more than one method as well. Let us see the field research methods:

4 methods to conduct field research

1. Direct observation

This is the type of field research method where the researcher has no interventions to the subjects and their environment. The whole purpose of this method is to directly observe the subject in their natural world and draw conclusions.

2. Participant observation

In this field research method, the researcher is not merely an observer but one of the participants. The environment is the same as the direct observation, but this time, the researcher can be an active participant. With good skills in communication and interpersonal relations, the researcher can encourage subjects to engage in discussions effectively.

3. Qualitative interviews

The method of qualitative interviews is achieved when close-ended questions are directly asked to the research subjects. Qualitative interviews provide solid data from a number of sources and can be performed through focus groups, written surveys, and individual interviews . Also, they could be informal, conversational, semi-structured, open-ended, or a mix of all of them.

4. Ethnography

This is a type of field study that records and analyzes cultures, communities, regions, and societies. In ethnography, entire communities or individuals are studied to gain an in-depth perception of cultural values, societal perspectives, and social structure. The field researcher can observe the communities from afar or live among them and silently observe their day-to-day lives.

• How to conduct field research (Step by step)

When you have an objective in mind and want to do field research on the subject to gain insight, there are some steps you should follow. As with every project, a structured plan makes the whole process easier. When you have your study question or know the community you want to explore, you can start with the first step.

1  - Find researchers in the field: You may want to conduct the study yourself, but you can always have outside help.

2  - Clearly identify the topic: It is best to start with a clear study question in mind to have everybody on the same page.

3  - Identify the research method: You can choose one method or have a mix of observations, interviews, surveys , etc. 

4  - Visit the site of the study: When the steps above are successfully completed, the researcher can go into the field and start collecting data either with or without observation.

5  - Use effective note-taking:

Usually, field research takes a long time, and effective note-taking is quite crucial so as not to lose any precious data. There is more than one way of doing this. The researcher can use:  

• Job notes ( short notes taken during the research), 
• Field notes (detailed and precise notes), 
• Journals and diaries (insightful notes into the life of the researcher),
• Methodological notes (notes about methods used and their progress)

6  - Analyze the data: 

Once the data collection is completed, it is time to analyze them carefully.

7  - Communicate the results:

The next and final step is to make a field study report and explain the outcome.

• Field research examples

Basically, field research can be successfully used when the aim is to draw correlations between people and their environments. The study can be about marketing, sociology, medicine, or psychology. Let us see some examples of field research:

Field research example #1

A result of some studies show that in poorer neighborhoods, obesity levels being higher and more intense than in richer neighborhoods may be attributed to poor living conditions and lack of parental figures in families. However, data analysis from field research may show that a big factor playing a role in obesity levels is the fact that there are fewer healthy market options and more fast-food restaurants in the area. That finding gives a whole new perspective to the subject.

Field research example #2

The researcher can choose a specific region that has a high population of homeless people and observe their day-to-day life, see how they manage and what are their daily routines. They can go into homeless shelters or streets and observe these people. And they can ask them some pre-planned interview questions to get more information if they want.

• Pros and cons of field research

As with every research method, field research also has its pros and cons. It is up to the head researcher to find the best method for their objective. Let us see the advantages of field research and disadvantages of field research to have a better idea.

Pros of field research

• Field research allows researchers to draw correlations between subjects and their environments
• Field research is more natural than lab research. Therefore, it is more reflective of real-life behavior . 
• The researcher is able to gain in-depth insight into the subjects thanks to their proximity to them.

Cons of field research

• Field research may be expensive and time-consuming as some studies may take years to complete.
• Field research is a subjective method and is up to the researcher’s ability .
• Documenting observations can be a challenge as there are many contributing variables .
• Key points to take away

Field research is a type of research where researchers can make conscious decisions on communities, cultures, and groups of people. They can find brand new study questions and create new theories, or they can build on what is already known. It is a great way to collect primary data directly from sources. Here are the key points to take away about field research

• Field research is used when there is a lack of data or when high-quality is needed on a subject.
• A structured step-by-step guide answers researchers' questions about the process of the study.
• Taking effective notes during the study is critical.
• Field studies may be too expensive for some and may take years to complete.
• Field research provides insight directly from real-life situations.
• In addition to observations, interviews, and surveys can be used as well.

In conclusion, field research is an effective way to gain insight into people and their environments. It has its own positive and negative aspects, and it is up to the researcher to successfully complete the study. We have gathered this article to explain field research effectively. Lastly, for your research needs and so much more, forms.app is a great helper and can make your day easier with a few buttons!

Defne is a content writer at forms.app. She is also a translator specializing in literary translation. Defne loves reading, writing, and translating professionally and as a hobby. Her expertise lies in survey research, research methodologies, content writing, and translation.

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Introduction, what is fieldwork, purpose of fieldwork, physical safety, mental wellbeing and affect, ethical considerations, remote fieldwork, concluding thoughts, acknowledgments, funder information.

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Field Research: A Graduate Student's Guide

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Ezgi Irgil, Anne-Kathrin Kreft, Myunghee Lee, Charmaine N Willis, Kelebogile Zvobgo, Field Research: A Graduate Student's Guide, International Studies Review , Volume 23, Issue 4, December 2021, Pages 1495–1517, https://doi.org/10.1093/isr/viab023

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What is field research? Is it just for qualitative scholars? Must it be done in a foreign country? How much time in the field is “enough”? A lack of disciplinary consensus on what constitutes “field research” or “fieldwork” has left graduate students in political science underinformed and thus underequipped to leverage site-intensive research to address issues of interest and urgency across the subfields. Uneven training in Ph.D. programs has also left early-career researchers underprepared for the logistics of fieldwork, from developing networks and effective sampling strategies to building respondents’ trust, and related issues of funding, physical safety, mental health, research ethics, and crisis response. Based on the experience of five junior scholars, this paper offers answers to questions that graduate students puzzle over, often without the benefit of others’ “lessons learned.” This practical guide engages theory and praxis, in support of an epistemologically and methodologically pluralistic discipline.

¿Qué es la investigación de campo? ¿Es solo para académicos cualitativos? ¿Debe realizarse en un país extranjero? ¿Cuánto tiempo en el terreno es “suficiente”? La falta de consenso disciplinario con respecto a qué constituye la “investigación de campo” o el “trabajo de campo” ha causado que los estudiantes de posgrado en ciencias políticas estén poco informados y, por lo tanto, capacitados de manera insuficiente para aprovechar la investigación exhaustiva en el sitio con el objetivo de abordar los asuntos urgentes y de interés en los subcampos. La capacitación desigual en los programas de doctorado también ha provocado que los investigadores en las primeras etapas de su carrera estén poco preparados para la logística del trabajo de campo, desde desarrollar redes y estrategias de muestreo efectivas hasta generar la confianza de las personas que facilitan la información, y las cuestiones relacionadas con la financiación, la seguridad física, la salud mental, la ética de la investigación y la respuesta a las situaciones de crisis. Con base en la experiencia de cinco académicos novatos, este artículo ofrece respuestas a las preguntas que desconciertan a los estudiantes de posgrado, a menudo, sin el beneficio de las “lecciones aprendidas” de otras personas. Esta guía práctica incluye teoría y praxis, en apoyo de una disciplina pluralista desde el punto de vista epistemológico y metodológico.

En quoi consiste la recherche de terain ? Est-elle uniquement réservée aux chercheurs qualitatifs ? Doit-elle être effectuée dans un pays étranger ? Combien de temps faut-il passer sur le terrain pour que ce soit « suffisant » ? Le manque de consensus disciplinaire sur ce qui constitue une « recherche de terrain » ou un « travail de terrain » a laissé les étudiants diplômés en sciences politiques sous-informés et donc sous-équipés pour tirer parti des recherches de terrain intensives afin d'aborder les questions d'intérêt et d'urgence dans les sous-domaines. L'inégalité de formation des programmes de doctorat a mené à une préparation insuffisante des chercheurs en début de carrière à la logistique du travail de terrain, qu'il s'agisse du développement de réseaux et de stratégies d’échantillonnage efficaces, de l'acquisition de la confiance des personnes interrogées ou des questions de financement, de sécurité physique, de santé mentale, d’éthique de recherche et de réponse aux crises qui y sont associées. Cet article s'appuie sur l'expérience de cinq jeunes chercheurs pour proposer des réponses aux questions que les étudiants diplômés se posent, souvent sans bénéficier des « enseignements tirés » par les autres. Ce guide pratique engage théorie et pratique en soutien à une discipline épistémologiquement et méthodologiquement pluraliste.

Days before embarking on her first field research trip, a Ph.D. student worries about whether she will be able to collect the qualitative data that she needs for her dissertation. Despite sending dozens of emails, she has received only a handful of responses to her interview requests. She wonders if she will be able to gain more traction in-country. Meanwhile, in the midst of drafting her thesis proposal, an M.A. student speculates about the feasibility of his project, given a modest budget. Thousands of miles away from home, a postdoc is concerned about their safety, as protests erupt outside their window and state security forces descend into the streets.

These anecdotes provide a small glimpse into the concerns of early-career researchers undertaking significant projects with a field research component. Many of these fieldwork-related concerns arise from an unfortunate shortage in curricular offerings for qualitative and mixed-method research in political science graduate programs ( Emmons and Moravcsik 2020 ), 1 as well as the scarcity of instructional materials for qualitative and mixed-method research, relative to those available for quantitative research ( Elman, Kapiszewski, and Kirilova 2015 ; Kapiszewski, MacLean, and Read 2015 ; Mosley 2013 ). A recent survey among the leading United States Political Science programs in Comparative Politics and International Relations found that among graduate students who have carried out international fieldwork, 62 percent had not received any formal fieldwork training and only 20 percent felt very or mostly prepared for their fieldwork ( Schwartz and Cronin-Furman 2020 , 7–8). This shortfall in training and instruction means that many young researchers are underprepared for the logistics of fieldwork, from developing networks and effective sampling strategies to building respondents’ trust. In addition, there is a notable lack of preparation around issues of funding, physical safety, mental health, research ethics, and crisis response. This is troubling, as field research is highly valued and, in some parts of the field, it is all but expected, for instance in comparative politics.

Beyond subfield-specific expectations, research that leverages multiple types of data and methods, including fieldwork, is one of the ways that scholars throughout the discipline can more fully answer questions of interest and urgency. Indeed, multimethod work, a critical means by which scholars can parse and evaluate causal pathways, is on the rise ( Weller and Barnes 2016 ). The growing appearance of multimethod research in leading journals and university presses makes adequate training and preparation all the more significant ( Seawright 2016 ; Nexon 2019 ).

We are five political scientists interested in providing graduate students and other early-career researchers helpful resources for field research that we lacked when we first began our work. Each of us has recently completed or will soon complete a Ph.D. at a United States or Swedish university, though we come from many different national backgrounds. We have conducted field research in our home countries and abroad. From Colombia and Guatemala to the United States, from Europe to Turkey, and throughout East and Southeast Asia, we have spanned the globe to investigate civil society activism and transitional justice in post-violence societies, conflict-related sexual violence, social movements, authoritarianism and contentious politics, and the everyday politics and interactions between refugees and host-country citizens.

While some of us have studied in departments that offer strong training in field research methods, most of us have had to self-teach, learning through trial and error. Some of us have also been fortunate to participate in short courses and workshops hosted by universities such as the Consortium for Qualitative Research Methods and interdisciplinary institutions such as the Peace Research Institute Oslo. Recognizing that these opportunities are not available to or feasible for all, and hoping to ease the concerns of our more junior colleagues, we decided to compile our experiences and recommendations for first-time field researchers.

Our experiences in the field differ in several key respects, from the time we spent in the field to the locations we visited, and how we conducted our research. The diversity of our experiences, we hope, will help us reach and assist the broadest possible swath of graduate students interested in field research. Some of us have spent as little as ten days in a given country or as much as several months, in some instances visiting a given field site location just once and in other instances returning several times. At times, we have been able to plan weeks and months in advance. Other times, we have quickly arranged focus groups and impromptu interviews. Other times still, we have completed interviews virtually, when research participants were in remote locations or when we ourselves were unable to travel, of note during the coronavirus pandemic. We have worked in countries where we are fluent or have professional proficiency in the language, and in countries where we have relied on interpreters. We have worked in settings with precarious security as well as in locations that feel as comfortable as home. Our guide is not intended to be prescriptive or exhaustive. What we offer is a set of experience-based suggestions to be implemented as deemed relevant and appropriate by the researcher and their advisor(s).

In terms of the types of research and data sources and collection, we have conducted archival research, interviews, focus groups, and ethnographies with diplomats, bureaucrats, military personnel, ex-combatants, civil society advocates, survivors of political violence, refugees, and ordinary citizens. We have grappled with ethical dilemmas, chief among them how to get useful data for our research projects in ways that exceed the minimal standards of human subjects’ research evaluation panels. Relatedly, we have contemplated how to use our platforms to give back to the individuals and communities who have so generously lent us their time and knowledge, and shared with us their personal and sometimes harrowing stories.

Our target audience is first and foremost graduate students and early-career researchers who are interested in possibly conducting fieldwork but who either (1) do not know the full potential or value of fieldwork, (2) know the potential and value of fieldwork but think that it is excessively cost-prohibitive or otherwise infeasible, or (3) who have the interest, the will, and the means but not necessarily the know-how. We also hope that this resource will be of value to graduate programs, as they endeavor to better support students interested in or already conducting field research. Further, we target instructional faculty and graduate advisors (and other institutional gatekeepers like journal and book reviewers), to show that fieldwork does not have to be year-long, to give just one example. Instead, the length of time spent in the field is a function of the aims and scope of a given project. We also seek to formalize and normalize the idea of remote field research, whether conducted because of security concerns in conflict zones, for instance, or because of health and safety concerns, like the Covid-19 pandemic. Accordingly, researchers in the field for shorter stints or who conduct fieldwork remotely should not be penalized.

We note that several excellent resources on fieldwork such as the bibliography compiled by Advancing Conflict Research (2020) catalogue an impressive list of articles addressing questions such as ethics, safety, mental health, reflexivity, and methods. Further resources can be found about the positionality of the researcher in the field while engaging vulnerable communities, such as in the research field of migration ( Jacobsen and Landau 2003 ; Carling, Bivand Erdal, and Ezzati 2014 ; Nowicka and Cieslik 2014 ; Zapata-Barrero and Yalaz 2019 ). However, little has been written beyond conflict-affected contexts, fragile settings, and vulnerable communities. Moreover, as we consulted different texts and resources, we found no comprehensive guide to fieldwork explicitly written with graduate students in mind. It is this gap that we aim to fill.

In this paper, we address five general categories of questions that graduate students puzzle over, often without the benefit of others’ “lessons learned.” First, What is field research? Is it just for qualitative scholars? Must it be conducted in a foreign country? How much time in the field is “enough”? Second, What is the purpose of fieldwork? When does it make sense to travel to a field site to collect data? How can fieldwork data be used? Third, What are the nuts and bolts? How does one get ready and how can one optimize limited time and financial resources? Fourth, How does one conduct fieldwork safely? What should a researcher do to keep themselves, research assistants, and research subjects safe? What measures should they take to protect their mental health? Fifth, How does one conduct ethical, beneficent field research?

Finally, the Covid-19 pandemic has impressed upon the discipline the volatility of research projects centered around in-person fieldwork. Lockdowns and closed borders left researchers sequestered at home and unable to travel, forced others to cut short any trips already begun, and unexpectedly confined others still to their fieldwork sites. Other factors that may necessitate a (spontaneous) readjustment of planned field research include natural disasters, a deteriorating security situation in the field site, researcher illness, and unexpected changes in personal circumstances. We, therefore, conclude with a section on the promise and potential pitfalls of remote (or virtual) fieldwork. Throughout this guide, we engage theory and praxis to support an epistemologically and methodologically pluralistic discipline.

The concept of “fieldwork” is not well defined in political science. While several symposia discuss the “nuts and bolts” of conducting research in the field within the pages of political science journals, few ever define it ( Ortbals and Rincker 2009 ; Hsueh, Jensenius, and Newsome 2014 ). Defining the concept of fieldwork is important because assumptions about what it is and what it is not underpin any suggestions for conducting it. A lack of disciplinary consensus about what constitutes “fieldwork,” we believe, explains the lack of a unified definition. Below, we discuss three areas of current disagreement about what “fieldwork” is, including the purpose of fieldwork, where it occurs, and how long it should be. We follow this by offering our definition of fieldwork.

First, we find that many in the discipline view fieldwork as squarely in the domain of qualitative research, whether interpretivist or positivist. However, field research can also serve quantitative projects—for example, by providing crucial context, supporting triangulation, or illustrating causal mechanisms. For instance, Kreft (2019) elaborated her theory of women's civil society mobilization in response to conflict-related sexual violence based on interviews she carried out in Colombia. She then examined cross-national patterns through statistical analysis. Conversely, Willis's research on the United States military in East Asia began with quantitative data collection and analysis of protest events before turning to fieldwork to understand why protests occurred in some instances but not others. Researchers can also find quantifiable data in the field that is otherwise unavailable to them at home ( Read 2006 ; Chambers-Ju 2014 ; Jensenius 2014 ). Accordingly, fieldwork is not in the domain of any particular epistemology or methodology as its purpose is to acquire data for further information.

Second, comparative politics and international relations scholars often opine that fieldwork requires leaving the country in which one's institution is based. Instead, we propose that what matters most is the nature of the research project, not the locale. For instance, some of us in the international relations subfield have interviewed representatives of intergovernmental organizations (IGOs) and international nongovernmental organizations (INGOs), whose headquarters are generally located in Global North countries. For someone pursuing a Ph.D. in the United States and writing on transnational advocacy networks, interviews with INGO representatives in New York certainly count as fieldwork ( Zvobgo 2020 ). Similarly, a graduate student who returns to her home country to interview refugees and native citizens is conducting a field study as much as a researcher for whom the context is wholly foreign. Such interviews can provide necessary insights and information that would not have been gained otherwise—one of the key reasons researchers conduct fieldwork in the first place. In other instances, conducting any in-person research is simply not possible, due to financial constraints, safety concerns, or other reasons. For example, the Covid-19 pandemic has forced many researchers to shift their face-to-face research plans to remote data collection, either over the phone or virtually ( Howlett 2021 , 2). For some research projects, gathering data through remote methods may yield the same if not similar information than in-person research ( Howlett 2021 , 3–4). As Howlett (2021 , 11) notes, digital platforms may offer researchers the ability to “embed ourselves in other contexts from a distance” and glimpse into our subjects’ lives in ways similar to in-person research. By adopting a broader definition of fieldwork, researchers can be more flexible in getting access to data sources and interacting with research subjects.

Third, there is a tendency, especially among comparativists, to only count fieldwork that spans the better part of a year; even “surgical strike” field research entails one to three months, according to some scholars ( Ortbals and Rincker 2009 ; Weiss, Hicken, and Kuhonta 2017 ). The emphasis on spending as much time as possible in the field is likely due to ethnographic research traditions, reflected in classics such as James Scott's Weapons of the Weak , which entail year-long stints of research. However, we suggest that the appropriate amount of time in the field should be assessed on a project-by-project basis. Some studies require the researcher to be in the field for long periods; others do not. For example, Willis's research on the discourse around the United States’ military presence in overseas host communities has required months in the field. By contrast, Kreft only needed ten days in New York to carry out interviews with diplomats and United Nations staff, in a context with which she already had some familiarity from a prior internship. Likewise, Zvobgo spent a couple of weeks in her field research sites, conducting interviews with directors and managers of prominent human rights nongovernmental organizations. This population is not so large as to require a whole month or even a few months. This has also been the case for Irgil, as she had spent one month in the field site conducting interviews with ordinary citizens. The goal of the project was to acquire information on citizens’ perceptions of refugees. As we discuss in the next section, when deciding how long to spend in the field, scholars must consider the information their project requires and consider the practicalities of fieldwork, notably cost.

Thus, we highlight three essential points in fieldwork and offer a definition accordingly: fieldwork involves acquiring information, using any set of appropriate data collection techniques, for qualitative, quantitative, or experimental analysis through embedded research whose location and duration is dependent on the project. We argue that adopting such a definition of “fieldwork” is necessary to include the multitude of forms fieldwork can take, including remote methods, whose value and challenges the Covid-19 pandemic has impressed upon the discipline.

When does a researcher need to conduct fieldwork? Fieldwork can be effective for (1) data collection, (2) theory building, and (3) theory testing. First, when a researcher is interested in a research topic, yet they could not find an available and/or reliable data source for the topic, fieldwork could provide the researcher with plenty of options. Some research agendas can require researchers to visit archives to review historical documents. For example, Greitens (2016) visited national archives in the Philippines, South Korea, Taiwan, and the United States to find historical documents about the development of coercive institutions in past authoritarian governments for her book, Dictators and Their Secret Police . Also, newly declassified archival documents can open new possibilities for researchers to examine restricted topics. To illustrate, thanks to the newly released archival records of the Chinese Communist Party's communications, and exchange of visits with the European communist world, Sarotte (2012) was able to study the Party's decision to crack down on Tiananmen protesters, which had previously been deemed as an unstudiable topic due to the limited data.

Other research agendas can require researchers to conduct (semistructured) in-depth interviews to understand human behavior or a situation more closely, for example, by revealing the meanings of concepts for people and showing how people perceive the world. For example, O'Brien and Li (2005) conducted in-depth interviews with activists, elites, and villagers to understand how these actors interact with each other and what are the outcomes of the interaction in contentious movements in rural China. Through research, they revealed that protests have deeply influenced all these actors’ minds, a fact not directly observable without in-depth interviews.

Finally, data collection through fieldwork should not be confined to qualitative data ( Jensenius 2014 ). While some quantitative datasets can be easily compiled or accessed through use of the internet or contact with data-collection agencies, other datasets can only be built or obtained through relationships with “gatekeepers” such as government officials, and thus require researchers to visit the field ( Jensenius 2014 ). Researchers can even collect their own quantitative datasets by launching surveys or quantifying data contained in archives. In a nutshell, fieldwork will allow researchers to use different techniques to collect and access original/primary data sources, whether these are qualitative, quantitative, or experimental in nature, and regardless of the intended method of analysis. 2

But fieldwork is not just for data collection as such. Researchers can accomplish two other fundamental elements of the research process: theory building and theory testing. When a researcher finds a case where existing theories about a phenomenon do not provide plausible explanations, they can build a theory through fieldwork ( Geddes 2003 ). Lee's experience provides a good example. When studying the rise of a protest movement in South Korea for her dissertation, Lee applied commonly discussed social movement theories, grievances, political opportunity, resource mobilization, and repression, to explain the movement's eruption and found that these theories do not offer a convincing explanation for the protest movement. She then moved on to fieldwork and conducted interviews with the movement participants to understand their motivations. Finally, through those interviews, she offered an alternative theory that the protest participants’ collective identity shaped during the authoritarian past played a unifying factor and eventually led them to participate in the movement. Her example shows that theorization can take place through careful review and rigorous inference during fieldwork.

Moreover, researchers can test their theory through fieldwork. Quantitative observational data has limitations in revealing causal mechanisms ( Esarey 2017 ). Therefore, many political scientists turn their attention to conducting field experiments or lab-in-the-field experiments to reveal causality ( Druckman et al. 2006 ; Beath, Christia, and Enikolopov 2013 ; Finseraas and Kotsadam 2017 ), or to leveraging in-depth insights or historical records gained through qualitative or archival research in process-tracing ( Collier 2011 ; Ricks and Liu 2018 ). Surveys and survey experiments may also be useful tools to substantiate a theoretical story or test a theory ( Marston 2020 ). Of course, for most Ph.D. students, especially those not affiliated with more extensive research projects, some of these options will be financially prohibitive.

A central concern for graduate students, especially those working with a small budget and limited time, is optimizing time in the field and integrating remote work. We offer three pieces of advice: have a plan, build in flexibility, and be strategic, focusing on collecting data that are unavailable at home. We also discuss working with local translators or research assistants. Before we turn to these more practical issues arising during fieldwork, we address a no less important issue: funding.

The challenge of securing funds is often overlooked in discussions of what constitutes field research. Months- or year-long in-person research can be cost-prohibitive, something academic gatekeepers must consider when evaluating “what counts” and “what is enough.” Unlike their predecessors, many graduate students today have a significant amount of debt and little savings. 3 Additionally, if researchers are not able to procure funding, they have to pay out of pocket and possibly take on more debt. Not only is in-person fieldwork costly, but researchers may also have to forego working while they are in the field, making long stretches in the field infeasible for some.

For researchers whose fieldwork involves travelling to another location, procuring funding via grants, fellowships, or other sources is a necessity, regardless of how long one plans to be in the field. A good mantra for applying for research funding is “apply early and often” ( Kelsky 2015 , 110). Funding applications take a considerable amount of time to prepare, from writing research statements to requesting letters of recommendation. Even adapting one's materials for different applications takes time. Not only is the application process itself time-consuming, but the time between applying for and receiving funds, if successful, can be quite long, from several months to a year. For example, after defending her prospectus in May 2019, Willis began applying to funding sources for her dissertation, all of which had deadlines between June and September. She received notifications between November and January; however, funds from her successful applications were not available until March and April, almost a year later. 4 Accordingly, we recommend applying for funding as early as possible; this not only increases one's chances of hitting the ground running in the field, but the application process can also help clarify the goals and parameters of one's research.

Graduate students should also apply often for funding opportunities. There are different types of funding for fieldwork: some are larger, more competitive grants such as the National Science Foundation Political Science Doctoral Dissertation Improvement Grant in the United States, others, including sources through one's own institution, are smaller. Some countries, like Sweden, boast a plethora of smaller funding agencies that disburse grants of 20,000–30,0000 Swedish Kronor (approx. 2,500–3,500 U.S. dollars) to Ph.D. students in the social sciences. Listings of potential funding sources are often found on various websites including those belonging to universities, professional organizations (such as the American Political Science Association or the European Consortium for Political Research), and governmental institutions dealing with foreign affairs. Once you have identified fellowships and grants for which you and your project are a good match, we highly recommend soliciting information and advice from colleagues who have successfully applied for them. This can include asking them to share their applications with you, and if possible, to have them, another colleague or set of colleagues read through your project description and research plan (especially for bigger awards) to ensure that you have made the best possible case for why you should be selected. While both large and small pots of funding are worth applying for, many researchers end up funding their fieldwork through several small grants or fellowships. One small award may not be sufficient to fund the entirety of one's fieldwork, but several may. For example, Willis's fieldwork in Japan and South Korea was supported through fellowships within each country. Similarly, Irgil was able to conduct her fieldwork abroad through two different and relatively smaller grants by applying to them each year.

Of course, situations vary in different countries with respect to what kinds of grants from what kinds of funders are available. An essential part of preparing for fieldwork is researching the funding landscape well in advance, even as early as the start of the Ph.D. We encourage first-time field researchers to be aware that universities and departments may themselves not be aware of the full range of possible funds available, so it is always a good idea to do your own research and watch research-related social media channels. The amount of funding needed thereby depends on the nature of one's project and how long one intends to be in the field. As we elaborate in the next section, scholars should think carefully about their project goals, the data required to meet those goals, and the requisite time to attain them. For some projects, even a couple of weeks in the field is sufficient to get the needed information.

Preparing to Enter “the field”

It is important to prepare for the field as much as possible. What kind of preparations do researchers need? For someone conducting interviews with NGO representatives, this might involve identifying the largest possible pool of potential respondents, securing their contact information, sending them study invitation letters, finding a mutually agreeable time to meet, and pulling together short biographies for each interviewee in order to use your time together most effectively. If you plan to travel to conduct interviews, you should reach out to potential respondents roughly four to six weeks prior to your arrival. For individuals who do not respond, you can follow up one to two weeks before you arrive and, if needed, once more when you are there. This is still no guarantee for success, of course. For Kreft, contacting potential interviewees in Colombia initially proved more challenging than anticipated, as many of the people she targeted did not respond to her emails. It turned out that many Colombians have a preference for communicating via phone or, in particular, WhatsApp. Some of those who responded to her emails sent in advance of her field trip asked her to simply be in touch once she was in the country, to set up appointments on short notice. This made planning and arranging her interview schedule more complicated. Therefore, a general piece of advice is to research your target population's preferred communication channels and mediums in the field site if email requests yield no or few responses.

In general, we note for the reader that contacting potential research participants should come after one has designed an interview questionnaire (plus an informed consent protocol) and sought and received, where applicable, approval from institutional review boards (IRBs) or other ethical review procedures in place (both at one's home institution/in the country of the home institution as well as in the country where one plans to conduct research if travelling abroad). The most obvious advantage of having the interview questionnaire in place and having secured all necessary institutional approvals before you start contacting potential interviewees is that you have a clearer idea of the universe of individuals you would like to interview, and for what purpose. Therefore, it is better to start sooner rather than later and be mindful of “high seasons,” when institutional and ethical review boards are receiving, processing, and making decisions on numerous proposals. It may take a few months for them to issue approvals.

On the subject of ethics and review panels, we encourage you to consider talking openly and honestly with your supervisors and/or funders about the situations where a written consent form may not be suitable and might need to be replaced with “verbal consent.” For instance, doing fieldwork in politically unstable contexts, highly scrutinized environments, or vulnerable communities, like refugees, might create obstacles for the interviewees as well as the researcher. The literature discusses the dilemma in offering the interviewees anonymity and requesting signed written consent in addition to the emphasis on total confidentiality ( Jacobsen and Landau 2003 ; Mackenzie, McDowell, and Pittaway 2007 ; Saunders, Kitzinger, and Kitzinger 2015 ). Therefore, in those situations, the researcher might need to take the initiative on how to act while doing the interviews as rigorously as possible. In her fieldwork, Irgil faced this situation as the political context of Turkey did not guarantee that there would not be any adverse consequences for interviewees on both sides of her story: citizens of Turkey and Syrian refugees. Consequently, she took hand-written notes and asked interviewees for their verbal consent in a safe interview atmosphere. This is something respondents greatly appreciated ( Irgil 2020 ).

Ethical considerations, of course, also affect the research design itself, with ramifications for fieldwork. When Kreft began developing her Ph.D. proposal to study women's political and civil society mobilization in response to conflict-related sexual violence, she initially aimed to recruit interviewees from the universe of victims of this violence, to examine variation among those who did and those who did not mobilize politically. As a result of deeper engagement with the literature on researching conflict-related sexual violence, conversations with senior colleagues who had interviewed victims, and critical self-reflection of her status as a researcher (with no background in psychology or social work), she decided to change focus and shift toward representatives of civil society organizations and victims’ associations. This constituted a major reconfiguration of her research design, from one geared toward identifying the factors that drive mobilization of victims toward using insights from interviews to understand better how those mobilize perceive and “make sense” of conflict-related sexual violence. Needless to say, this required alterations to research strategies and interview guides, including reassessing her planned fieldwork. Kreft's primary consideration was not to cause harm to her research participants, particularly in the form of re-traumatization. She opted to speak only with those women who on account of their work are used to speaking about conflict-related sexual violence. In no instance did she inquire about interviewees’ personal experiences with sexual violence, although several brought this up on their own during the interviews.

Finally, if you are conducting research in another country where you have less-than-professional fluency in the language, pre-fieldwork planning should include hiring a translator or research assistant, for example, through an online hiring platform like Upwork, or a local university. Your national embassy or consulate is another option; many diplomatic offices have lists of individuals who they have previously contracted. More generally, establishing contact with a local university can be beneficial, either in the form of a visiting researcher arrangement, which grants access to research groups and facilities like libraries or informally contacting individual researchers. The latter may have valuable insights into the local context, contacts to potential research participants, and they may even be able to recommend translators or research assistants. Kreft, for example, hired local research assistants recommended by researchers at a Bogotá-based university and remunerated them equivalent to the salary they would have received as graduate research assistants at the university, while also covering necessary travel expenses. Irgil, on the other hand, established contacts with native citizens and Syrian gatekeepers, who are shop owners in the area where she conducted her research because she had the opportunity to visit the fieldwork site multiple times.

Depending on the research agenda, researchers may visit national archives, local government offices, etc. Before visiting, researchers should contact these facilities and make sure the materials that they need are accessible. For example, Lee visited the Ronald Reagan Presidential Library Archives to find the United States’ strategic evaluations on South Korea's dictator in the 1980s. Before her visit, she contacted librarians in the archives, telling them her visit plans and her research purpose. Librarians made suggestions on which categories she should start to review based on her research goal, and thus she was able to make a list of categories of the materials she needed, saving her a lot of her time.

Accessibility of and access to certain facilities/libraries can differ depending on locations/countries and types of facilities. Facilities in authoritarian countries might not be easily accessible to foreign researchers. Within democratic countries, some facilities are more restrictive than others. Situations like the pandemic or national holidays can also restrict accessibility. Therefore, researchers are well advised to do preliminary research on whether a certain facility opens during the time they visit and is accessible to researchers regardless of their citizenship status. Moreover, researchers must contact the staff of facilities to know whether identity verification is needed and if so, what kind of documents (photo I.D. or passport) should be exhibited.

Adapting to the Reality of the Field

Researchers need to be flexible because you may meet people you did not make appointments with, come across opportunities you did not expect, or stumble upon new ideas about collecting data in the field. These happenings will enrich your field experience and will ultimately be beneficial for your research. Similarly, researchers should not be discouraged by interviews that do not go according to plan; they present an opportunity to pursue relevant people who can provide an alternative path to your work. Note that planning ahead does not preclude fortuitous encounters or epiphanies. Rather, it provides a structure for them to happen.

If your fieldwork entails travelling abroad, you will also be able to recruit more interviewees once you arrive at your research site. In fact, you may have greater success in-country; not everyone is willing to respond to a cold email from an unknown researcher in a foreign country. In Irgil's fieldwork, she contacted store owners that are known in the area and who know the community. This eased her process of introduction into the community and recruiting interviewees. For Zvobgo, she had fewer than a dozen interviews scheduled when she travelled to Guatemala to study civil society activism and transitional justice since the internal armed conflict. But she was able to recruit additional participants in-country. Interviewees with whom she built a rapport connected her to other NGOs, government offices, and the United Nations country office, sometimes even making the call and scheduling interviews for her. Through snowball sampling, she was able to triple the number of participants. Likewise, snowball sampling was central to Kreft's recruitment of interview partners. Several of her interviewees connected her to highly relevant individuals she would never have been able to identify and contact based on web searches alone.

While in the field, you may nonetheless encounter obstacles that necessitate adjustments to your original plans. Once Kreft had arrived in Colombia, for example, it transpired quickly that carrying out in-person interviews in more remote/rural areas was near impossible given her means, as these were not easily accessible by bus/coach, further complicated by a complex security situation. Instead, she adjusted her research design and shifted her focus to the big cities, where most of the major civil society organizations are based. She complemented the in-person interviews carried out there with a smaller number of phone interviews with civil society activists in rural areas, and she was also able to meet a few activists operating in rural or otherwise inaccessible areas as they were visiting the major cities. The resulting focus on urban settings changed the kinds of generalizations she was able to make based on her fieldwork data and produced a somewhat different study than initially anticipated.

This also has been the case for Irgil, despite her prior arrangements with the Syrian gatekeepers, which required adjustments as in the case of Kreft. Irgil acquired research clearance one year before, during the interviews with native citizens, conducting the interviews with Syrian refugees. She also had her questionnaire ready based on the previously collected data and the media search she had conducted for over a year before travelling to the field site. As she was able to visit the field site multiple times, two months before conducting interviews with Syrian refugees, she developed a schedule with the Syrian gatekeepers and informants. Yet, once she was in the field, influenced by Turkey's recent political events and the policy of increasing control over Syrian refugees, half of the previously agreed informants changed their minds or did not want to participate in interviews. As Irgil was following the policies and the news related to Syrian refugees in Turkey closely, this did not come as that big of a surprise but challenged the previously developed strategy to recruit interviewees. Thus, she changed the strategy of finding interviewees in the field site, such as asking people, almost one by one, whether they would like to participate in the interview. Eventually, she could not find willing Syrian women refugees as she had planned, which resulted in a male-dominant sample. As researchers encounter such situations, it is essential to remind oneself that not everything can go according to plan, that “different” does not equate to “worse,” but that it is important to consider what changes to fieldwork data collection and sampling imply for the study's overall findings and the contribution it makes to the literature.

We should note that conducting interviews is very taxing—especially when opportunities multiply, as in Zvobgo's case. Depending on the project, each interview can take an hour, if not two or more. Hence, you should make a reasonable schedule: we recommend no more than two interviews per day. You do not want to have to cut off an interview because you need to rush to another one, whether the interviews are in-person or remote. And you do not want to be too exhausted to have a robust engagement with your respondent who is generously lending you their time. Limiting the number of interviews per day is also important to ensure that you can write comprehensive and meaningful fieldnotes, which becomes even more essential where it is not possible to audio-record your interviews. Also, be sure to remember to eat, stay hydrated, and try to get enough sleep.

Finally, whether to provide gifts or payments to the subject also requires adapting to the reality of the field. You must think about payments beforehand when you apply for IRB approval (or whatever other ethical review processes may be in place) since these applications usually contain questions about payments. Obviously, the first step is to carefully evaluate whether the gifts and payments provided can harm the subject or are likely to unduly affect the responses they will give in response to your questions. If that is not the case, you have to make payment decisions based on your budget, field situation, and difficulties in recruitment. Usually, payment of respondents is more common in survey research, whereas it is less common in interviews and focus groups.

Nevertheless, payment practices vary depending on the field and the target group. In some cases, it may become a custom to provide small gifts or payments when interviewing a certain group. In other cases, interviewees might be offended if they are provided with money. Therefore, knowing past practices and field situations is important. For example, Lee provided small coffee gift cards to one group while she did not to the other based on previous practices of other researchers. That is, for a particular group, it has become a custom for interviewers to pay interviewees. Sometimes, you may want to reimburse your subject's interview costs such as travel expenses and provide beverages and snacks during the conduct of research, as Kreft did when conducting focus groups in Colombia. To express your gratitude to your respondents, you can prepare small gifts such as your university memorabilia (e.g., notebooks and pens). Since past practices about payments can affect your interactions and interviews with a target group, you want to seek advice from your colleagues and other researchers who had experiences interacting with the target group. If you cannot find researchers who have this knowledge, you can search for published works on the target population to find if the authors share their interview experiences. You may also consider contacting the authors for advice before your interviews.

Researching Strategically

Distinguishing between things that can only be done in person at a particular site and things that can be accomplished later at home is vital. Prioritize the former over the latter. Lee's fieldwork experience serves as a good example. She studied a conservative protest movement called the Taegeukgi Rally in South Korea. She planned to conduct interviews with the rally participants to examine their motivations for participating. But she only had one month in South Korea. So, she focused on things that could only be done in the field: she went to the rally sites, she observed how protests proceeded, which tactics and chants were used, and she met participants and had some casual conversations with them. Then, she used the contacts she made while attending the rallies to create a social network to solicit interviews from ordinary protesters, her target population. She was able to recruit twenty-five interviewees through good rapport with the people she met. The actual interviews proceeded via phone after she returned to the United States. In a nutshell, we advise you not to be obsessed with finishing interviews in the field. Sometimes, it is more beneficial to use your time in the field to build relationships and networks.

Working With Assistants and Translators

A final consideration on logistics is working with research assistants or translators; it affects how you can carry out interviews, focus groups, etc. To what extent constant back-and-forth translation is necessary or advisable depends on the researcher's skills in the interview language and considerations about time and efficiency. For example, Kreft soon realized that she was generally able to follow along quite well during her interviews in Colombia. In order to avoid precious time being lost to translation, she had her research assistant follow the interview guide Kreft had developed, and interjected follow-up questions in Spanish or English (then to be translated) as they arose.

Irgil's and Zvobgo's interviews went a little differently. Irgil's Syrian refugee interviewees in Turkey were native Arabic speakers, and Zvobgo's interviewees in Guatemala were native Spanish speakers. Both Irgil and Zvobgo worked with research assistants. In Irgil's case, her assistant was a Syrian man, who was outside of the area. Meanwhile, Zvobgo's assistant was an undergraduate from her home institution with a Spanish language background. Irgil and Zvobgo began preparing their assistants a couple of months before entering the field, over Skype for Irgil and in-person for Zvobgo. They offered their assistants readings and other resources to provide them with the necessary background to work well. Both Irgil and Zvobgo's research assistants joined them in the interviews and actually did most of the speaking, introducing the principal investigator, explaining the research, and then asking the questions. In Zvobgo's case, interviewee responses were relayed via a professional interpreter whom she had also hired. After every interview, Irgil and Zvobgo and their respective assistants discussed the answers of the interviewees, potential improvements in phrasing, and elaborated on their hand-written interview notes. As a backup, Zvobgo, with the consent of her respondents, had accompanying audio recordings.

Researchers may carry out fieldwork in a country that is considerably less safe than what they are used to, a setting affected by conflict violence or high crime rates, for instance. Feelings of insecurity can be compounded by linguistic barriers, cultural particularities, and being far away from friends and family. Insecurity is also often gendered, differentially affecting women and raising the specter of unwanted sexual advances, street harassment, or even sexual assault ( Gifford and Hall-Clifford 2008 ; Mügge 2013 ). In a recent survey of Political Science graduate students in the United States, about half of those who had done fieldwork internationally reported having encountered safety issues in the field, (54 percent female, 47 percent male), and only 21 percent agreed that their Ph.D. programs had prepared them to carry out their fieldwork safely ( Schwartz and Cronin-Furman 2020 , 8–9).

Preventative measures scholars may adopt in an unsafe context may involve, at their most fundamental, adjustments to everyday routines and habits, restricting one's movements temporally and spatially. Reliance on gatekeepers may also necessitate adopting new strategies, such as a less vehement and cold rejection of unwanted sexual advances than one ordinarily would exhibit, as Mügge (2013) illustratively discusses. At the same time, a competitive academic job market, imperatives to collect novel and useful data, and harmful discourses surrounding dangerous fieldwork also, problematically, shape incentives for junior researchers to relax their own standards of what constitutes acceptable risk ( Gallien 2021 ).

Others have carefully collected a range of safety precautions that field researchers in fragile or conflict-affected settings may take before and during fieldwork ( Hilhorst et al. 2016 ). Therefore, we are more concise in our discussion of recommendations, focusing on the specific situations of graduate students. Apart from ensuring that supervisors and university administrators have the researcher's contact information in the field (and possibly also that of a local contact person), researchers can register with their country's embassy or foreign office and any crisis monitoring and prevention systems it has in place. That way, they will be informed of any possible unfolding emergencies and the authorities have a record of them being in the country.

It may also be advisable to set up more individualized safety protocols with one or two trusted individuals, such as friends, supervisors, or colleagues at home or in the fieldwork setting itself. The latter option makes sense in particular if one has an official affiliation with a local institution for the duration of the fieldwork, which is often advisable. Still, we would also recommend establishing relationships with local researchers in the absence of a formal affiliation. To keep others informed of her whereabouts, Kreft, for instance, made arrangements with her supervisors to be in touch via email at regular intervals to report on progress and wellbeing. This kept her supervisors in the loop, while an interruption in communication would have alerted them early if something were wrong. In addition, she announced planned trips to other parts of the country and granted her supervisors and a colleague at her home institution emergency reading access to her digital calendar. To most of her interviews, she was moreover accompanied by her local research assistant/translator. If the nature of the research, ethical considerations, and the safety situation allow, it might also be possible to bring a local friend along to interviews as an “assistant,” purely for safety reasons. This option needs to be carefully considered already in the planning stage and should, particularly in settings of fragility or if carrying out research on politically exposed individuals, be noted in any ethical and institutional review processes where these are required. Adequate compensation for such an assistant should be ensured. It may also be advisable to put in place an emergency plan, that is, choose emergency contacts back home and “in the field,” know whom to contact if something happens, and know how to get to the nearest hospital or clinic.

We would be remiss if we did not mention that, when in an unfamiliar context, one's safety radar may be misguided, so it is essential to listen to people who know the context. For example, locals can give advice on which means of transport are safe and which are not, a question that is of the utmost importance when traveling to appointments. For example, Kreft was warned that in Colombia regular taxis are often unsafe, especially if waved down in the streets, and that to get to her interviews safely, she should rely on a ride-share service. In one instance, a Colombian friend suggested that when there was no alternative to a regular taxi, Kreft should book through the app and share the order details, including the taxi registration number or license plate, with a friend. Likewise, sharing one's cell phone location with a trusted friend while traveling or when one feels unsafe may be a viable option. Finally, it is prudent to heed the safety recommendations and travel advisories provided by state authorities and embassies to determine when and where it is safe to travel. Especially if researchers have a responsibility not only for themselves but also for research assistants and research participants, safety must be a top priority.

This does not mean that a researcher should be careless in a context they know either. Of course, conducting fieldwork in a context that is known to the researcher offers many advantages. However, one should be prepared to encounter unwanted events too. For instance, Irgil has conducted fieldwork in her country of origin in a city she knows very well. Therefore, access to the site, moving around the site, and blending in has not been a problem; she also has the advantage of speaking the native language. Yet, she took notes of the streets she walked in, as she often returned from the field site after dark and thought she might get confused after a tiring day. She also established a closer relationship with two or three store owners in different parts of the field site if she needed something urgent, like running out of battery. Above all, one should always be aware of one's surroundings and use common sense. If something feels unsafe, chances are it is.

Fieldwork may negatively affect the researcher's mental health and mental wellbeing regardless of where one's “field” is, whether related to concerns about crime and insecurity, linguistic barriers, social isolation, or the practicalities of identifying, contacting and interviewing research participants. Coping with these different sources of stress can be both mentally and physically exhausting. Then there are the things you may hear, see and learn during the research itself, such as gruesome accounts of violence and suffering conveyed in interviews or archival documents one peruses. Kreft and Zvobgo have spoken with women victims of conflict-related sexual violence, who sometimes displayed strong emotions of pain and anger during the interviews. Likewise, Irgil and Willis have spoken with members of other vulnerable populations such as refugees and former sex workers ( Willis 2020 ).

Prior accounts ( Wood 2006 ; Loyle and Simoni 2017 ; Skjelsbæk 2018 ; Hummel and El Kurd 2020 ; Williamson et al. 2020 ; Schulz and Kreft 2021 ) show that it is natural for sensitive research and fieldwork challenges to affect or even (vicariously) traumatize the researcher. By removing researchers from their regular routines and support networks, fieldwork may also exacerbate existing mental health conditions ( Hummel and El Kurd 2020 ). Nonetheless, mental wellbeing is rarely incorporated into fieldwork courses and guidelines, where these exist at all. But even if you know to anticipate some sort of reaction, you rarely know what that reaction will be until you experience it. When researching sensitive or difficult topics, for example, reactions can include sadness, frustration, anger, fear, helplessness, and flashbacks to personal experiences of violence ( Williamson et al. 2020 ). For example, Kreft responded with episodic feelings of depression and both mental and physical exhaustion. But curiously, these reactions emerged most strongly after she had returned from fieldwork and in particular as she spent extended periods analyzing her interview data, reliving some of the more emotional scenes during the interviews and being confronted with accounts of (sexual) violence against women in a concentrated fashion. This is a crucial reminder that fieldwork does not end when one returns home; the after-effects may linger. Likewise, Zvobgo was physically and mentally drained upon her return from the field. Both Kreft and Zvobgo were unable to concentrate for long periods of time and experienced lower-than-normal levels of productivity for weeks afterward, patterns that formal and informal conversations with other scholars confirm to be common ( Schulz and Kreft 2021 ). Furthermore, the boundaries between “field” and “home” are blurred when conducting remote fieldwork ( Howlett 2021 , 11).

Nor are these adverse reactions limited to cases where the researcher has carried out the interviews themselves. Accounts of violence, pain, and suffering transported in reports, secondary literature, or other sources can evoke similar emotional stress, as Kreft experienced when engaging in a concentrated fashion with additional accounts of conflict-related sexual violence in Colombia and with the feminist literature on sexual and gender-based violence in the comfort of her Swedish office. This could also be applicable to Irgil's fieldwork as she interviewed refugees whose traumas have come out during the interviews or recall specific events triggered by the questions. Likewise, Lee has reviewed primary and secondary materials on North Korean defectors in the national archives and these materials contain violent, intense, emotional narratives.

Fortunately, there are several strategies to cope with and manage such adverse consequences. In a candid and insightful piece, other researchers have discussed the usefulness of distractions, sharing with colleagues, counseling, exercise, and, probably less advisable in the long term, comfort eating and drinking ( Williamson et al. 2020 ; see also Loyle and Simoni 2017 ; Hummel and El Kurd 2020 ). Our experiences largely tally with their observations. In this section, we explore some of these in more detail.

First, in the face of adverse consequences on your mental wellbeing, whether in the field or after your return, it is essential to be patient and generous with yourself. Negative effects on the researcher's mental wellbeing can hit in unexpected ways and at unexpected times. Even if you think that certain reactions are disproportionate or unwarranted at that specific moment, they may simply have been building up over a long time. They are legitimate. Second, the importance of taking breaks and finding distractions, whether that is exercise, socializing with friends, reading a good book, or watching a new series, cannot be overstated. It is easy to fall into a mode of thinking that you constantly have to be productive while you are “in the field,” to maximize your time. But as with all other areas in life, balance is key and rest is necessary. Taking your mind off your research and the research questions you puzzle over is also a good way to more fully soak up and appreciate the context in which you find yourself, in the case of in-person fieldwork, and about which you ultimately write.

Third, we cannot stress enough the importance of investing in social relations. Before going on fieldwork, researchers may want to consult others who have done it before them. Try to find (junior) scholars who have done fieldwork on similar kinds of topics or in the same country or countries you are planning to visit. Utilizing colleagues’ contacts and forging connections using social media are valuable strategies to expand your networks (in fact, this very paper is the result of a social media conversation and several of the authors have never met in person). Having been in the same situation before, most field researchers are, in our experience, generous with their time and advice. Before embarking on her first trip to Colombia, Kreft contacted other researchers in her immediate and extended network and received useful advice on questions such as how to move around Bogotá, whom to speak to, and how to find a research assistant. After completing her fieldwork, she has passed on her experiences to others who contacted her before their first fieldwork trip. Informal networks are, in the absence of more formalized fieldwork preparation, your best friend.

In the field, seeking the company of locals and of other researchers who are also doing fieldwork alleviates anxiety and makes fieldwork more enjoyable. Exchanging experiences, advice and potential interviewee contacts with peers can be extremely beneficial and make the many challenges inherent in fieldwork (on difficult topics) seem more manageable. While researchers conducting remote fieldwork may be physically isolated from other researchers, even connecting with others doing remote fieldwork may be comforting. And even when there are no precise solutions to be found, it is heartening or even cathartic to meet others who are in the same boat and with whom you can talk through your experiences. When Kreft shared some of her fieldwork-related struggles with another researcher she had just met in Bogotá and realized that they were encountering very similar challenges, it was like a weight was lifted off her shoulders. Similarly, peer support can help with readjustment after the fieldwork trip, even if it serves only to reassure you that a post-fieldwork dip in productivity and mental wellbeing is entirely natural. Bear in mind that certain challenges are part of the fieldwork experience and that they do not result from inadequacy on the part of the researcher.

Finally, we would like to stress a point made by Inger Skjelsbæk (2018 , 509) and which has not received sufficient attention: as a discipline, we need to take the question of researcher mental wellbeing more seriously—not only in graduate education, fieldwork preparation, and at conferences, but also in reflecting on how it affects the research process itself: “When strong emotions arise, through reading about, coding, or talking to people who have been impacted by [conflict-related sexual violence] (as victims or perpetrators), it may create a feeling of being unprofessional, nonscientific, and too subjective.”

We contend that this is a challenge not only for research on sensitive issues but also for fieldwork more generally. To what extent is it possible, and desirable, to uphold the image of the objective researcher during fieldwork, when we are at our foundation human beings? And going even further, how do the (anticipated) effects of our research on our wellbeing, and the safety precautions we take ( Gifford and Hall-Clifford 2008 ), affect the kinds of questions we ask, the kinds of places we visit and with whom we speak? How do they affect the methods we use and how we interpret our findings? An honest discussion of affective responses to our research in methods sections seems utopian, as emotionality in the research process continues to be silenced and relegated to the personal, often in gendered ways, which in turn is considered unconnected to the objective and scientific research process ( Jamar and Chappuis 2016 ). But as Gifford and Hall-Clifford (2008 , 26) aptly put it: “Graduate education should acknowledge the reality that fieldwork is scholarly but also intimately personal,” and we contend that the two shape each other. Therefore, we encourage political science as a discipline to reflect on researcher wellbeing and affective responses to fieldwork more carefully, and we see the need for methods courses that embrace a more holistic notion of the subjectivity of the researcher.

Interacting with people in the field is one of the most challenging yet rewarding parts of the work that we do, especially in comparison to impersonal, often tedious wrangling and analysis of quantitative data. Field researchers often make personal connections with their interviewees. Consequently, maintaining boundaries can be a bit tricky. Here, we recommend being honest with everyone with whom you interact without overstating the abilities of a researcher. This appears as a challenge in the field, particularly when you empathize with people and when they share profound parts of their lives with you for your research in addition to being “human subjects” ( Fujii 2012 ). For instance, when Irgil interviewed native citizens about the changes in their neighborhood following the arrival of Syrian refugees, many interviewees questioned what she would offer them in return for their participation. Irgil responded that her primary contribution would be her published work. She also noted, however, that academic papers can take a year, sometimes longer, to go through the peer-reviewed process and, once published, many studies have a limited audience. The Syrian refugees posed similar questions. Irgil responded not only with honesty but also, given this population's vulnerable status, she provided them contact information for NGOs with which they could connect if they needed help or answers to specific questions.

For her part, Zvobgo was very upfront with her interviewees about her role as a researcher: she recognized that she is not someone who is on the frontlines of the fight for human rights and transitional justice like they are. All she could/can do is use her platform to amplify their stories, bringing attention to their vital work through her future peer-reviewed publications. She also committed to sending them copies of the work, as electronic journal articles are often inaccessible due to paywalls and university press books are very expensive, especially for nonprofits. Interviewees were very receptive; some were even moved by the degree of self-awareness and the commitment to do right by them. In some cases, this prompted them to share even more, because they knew that the researcher was really there to listen and learn. This is something that junior scholars, and all scholars really, should always remember. We enter the field to be taught. Likewise, Kreft circulated among her interviewees Spanish-language versions of an academic article and a policy brief based on the fieldwork she had carried out in Colombia.

As researchers from the Global North, we recognize a possible power differential between us and our research subjects, and certainly an imbalance in power between the countries where we have been trained and some of the countries where we have done and continue to do field research, particularly in politically dynamic contexts ( Knott 2019 ). This is why we are so concerned with being open and transparent with everyone with whom we come into contact in the field and why we are committed to giving back to those who so generously lend us their time and knowledge. Knott (2019 , 148) summarizes this as “Reflexive openness is a form of transparency that is methodologically and ethically superior to providing access to data in its raw form, at least for qualitative data.”

We also recognize that academics, including in the social sciences and especially those hailing from countries in the Global North, have a long and troubled history of exploiting their power over others for the sake of their research—including failing to be upfront about their research goals, misrepresenting the on-the-ground realities of their field research sites (including remote fieldwork), and publishing essentializing, paternalistic, and damaging views and analyses of the people there. No one should build their career on the backs of others, least of all in a field concerned with the possession and exercise of power. Thus, it is highly crucial to acknowledge the power hierarchies between the researcher and the interviewees, and to reflect on them both in the field and beyond the field upon return.

A major challenge to conducting fieldwork is when researchers’ carefully planned designs do not go as planned due to unforeseen events outside of our control, such as pandemics, natural disasters, deteriorating security situations in the field, or even the researcher falling ill. As the Covid-19 pandemic has made painfully clear, researchers may face situations where in-person research is simply not possible. In some cases, researchers may be barred entry to their fieldwork site; in others, the ethical implications of entering the field greatly outweigh the importance of fieldwork. Such barriers to conducting in-person research require us to reconsider conventional notions of what constitutes fieldwork. Researchers may need to shift their data collection methods, for example, conducting interviews remotely instead of in person. Even while researchers are in the field, they may still need to carry out part of their interviews or surveys virtually or by phone. For example, Kreft (2020) carried out a small number of interviews remotely while she was based in Bogotá, because some of the women's civil society activists with whom she intended to speak were based in parts of the country that were difficult and/or dangerous to access.

Remote field research, which we define as the collection of data over the internet or over the phone where in-person fieldwork is not possible due to security, health or other risks, comes with its own sets of challenges. For one, there may be certain populations that researchers cannot reach remotely due to a lack of internet connectivity or technology such as cellphones and computers. In such instances, there will be a sampling bias toward individuals and groups that do have these resources, a point worth noting when scholars interpret their research findings. In the case of virtual research, the risk of online surveillance, hacking, or wiretapping may also produce reluctance on the part of interviewees to discuss sensitive issues that may compromise their safety. Researchers need to carefully consider how the use of digital technology may increase the risk to research participants and what changes to the research design and any interview guides this necessitates. In general, it is imperative that researchers reflect on how they can ethically use digital technology in their fieldwork ( Van Baalen 2018 ). Remote interviews may also be challenging to arrange for researchers who have not made connections in person with people in their community of interest.

Some of the serendipitous happenings we discussed earlier may also be less likely and snowball sampling more difficult. For example, in phone or virtual interviews, it is harder to build good rapport and trust with interviewees as compared to face-to-face interviews. Accordingly, researchers should be more careful in communicating with interviewees and creating a comfortable interview environment. Especially when dealing with sensitive topics, researchers may have to make several phone calls and sometimes have to open themselves to establishing trust with interviewees. Also, researchers must be careful in protecting interviewees in phone or virtual interviews when they deal with sensitive topics of countries interviewees reside in.

The inability to physically visit one's community of interest may also encourage scholars to critically reflect on how much time in the field is essential to completing their research and to consider creative, alternative means for accessing information to complete their projects. While data collection techniques such as face-to-face interviews and archival work in the field may be ideal in normal times, there exist other data sources that can provide comparably useful information. For example, in her research on the role of framing in the United States base politics, Willis found that social media accounts and websites yielded information useful to her project. Many archives across the world have also been digitized. Researchers may also consider crowdsourcing data from the field among their networks, as fellow academics tend to collect much more data in the field than they ever use in their published works. They may also elect to hire someone, perhaps a graduate student, in a city or a country where they cannot travel and have the individual access, scan, and send archival materials. This final suggestion may prove generally useful to researchers with limited time and financial resources.

Remote qualitative data collection techniques, while they will likely never be “the gold-standard,” also pose several advantages. These techniques may help researchers avoid some of the issues mentioned previously. Remote interviews, for example, are less time-consuming in terms of travel to the interview site ( Archibald et al. 2019 ). The implication is that researchers may have less fatigue from conducting interviews and/or may be able to conduct more interviews. For example, while Willis had little energy to do anything else after an in-person interview (or two) in a given day, she had much more energy after completing remote interviews. Second, remote fieldwork also helps researchers avoid potentially dangerous situations in the field mentioned previously. Lastly, remote fieldwork generally presents fewer financial barriers than in-person research ( Archibald et al. 2019 ). In that sense, considering remote qualitative data collection, a type of “fieldwork” may make fieldwork more accessible to a greater number of scholars.

Many of the substantive, methodological and practical challenges that arise during fieldwork can be anticipated. Proper preparation can help you hit the ground running once you enter your fieldwork destination, whether in-person or virtually. Nonetheless, there is no such thing as being perfectly prepared for the field. Some things will simply be beyond your control, and especially as a newcomer to field research, and you should be prepared for things to not go as planned. New questions will arise, interview participants may cancel appointments, and you might not get the answers you expected. Be ready to make adjustments to research plans, interview guides, or questionnaires. And, be mindful of your affective reactions to the overall fieldwork situation and be gentle with yourself.

We recommend approaching fieldwork as a learning experience as much as, or perhaps even more than, a data collection effort. This also applies to your research topic. While it is prudent always to exercise a healthy amount of skepticism about what people tell you and why, the participants in your research will likely have unique perspectives and knowledge that will challenge yours. Be an attentive listener and remember that they are experts of their own experiences.

We encourage more institutions to offer courses that cover field research preparation and planning, practical advice on safety and wellbeing, and discussion of ethics. Specifically, we align with Schwartz and Cronin-Furman's (2020 , 3) contention “that treating fieldwork preparation as the methodology will improve individual scholars’ experiences and research.” In this article, we outline a set of issue areas in which we think formal preparation is necessary, but we note that our discussion is by no means exhaustive. Formal fieldwork preparation should also extend beyond what we have covered in this article, such as issues of data security and preparing for nonqualitative fieldwork methods. We also note that field research is one area that has yet to be comprehensively addressed in conversations on diversity and equity in the political science discipline and the broader academic profession. In a recent article, Brielle Harbin (2021) begins to fill this gap by sharing her experiences conducting in-person election surveys as a Black woman in a conservative and predominantly white region of the United States and the challenges that she encountered. Beyond race and gender, citizenship, immigration status, one's Ph.D. institution and distance to the field also affect who is able to do what type of field research, where, and for how long. Future research should explore these and related questions in greater detail because limits on who is able to conduct field research constrict the sociological imagination of our field.

While Emmons and Moravcsik (2020) focus on leading Political Science Ph.D. programs in the United States, these trends likely obtain, both in lower ranked institutions in the broader United States as well as in graduate education throughout North America and Europe.

As all the authors have carried out qualitative fieldwork, this is the primary focus of this guide. This does not, however, mean that we exclude quantitative or experimental data collection from our definition of fieldwork.

There is great variation in graduate students’ financial situations, even in the Global North. For example, while higher education is tax-funded in most countries in Europe and Ph.D. students in countries such as Sweden, Norway, Denmark, the Netherlands, and Switzerland receive a comparatively generous full-time salary, healthcare and contributions to pension schemes, Ph.D. programs in other contexts like the United States and the United Kingdom have (high) enrollment fees and rely on scholarships, stipends, or departmental duties like teaching to (partially) offset these, while again others, such as Germany, are commonly financed by part-time (50 percent) employment at the university with tasks substantively unrelated to the dissertation. These different preconditions leave many Ph.D. students struggling financially and even incurring debt, while others are in a more comfortable financial position. Likewise, Ph.D. programs around the globe differ in structure, such as required coursework, duration and supervision relationships. Naturally, all of these factors have a bearing on the extent to which fieldwork is feasible. We acknowledge unequal preconditions across institutions and contexts, and trust that those Ph.D. students interested in pursuing fieldwork are best able to assess the structural and institutional context in which they operate and what this implies for how, when, and how long to carry out fieldwork.

In our experience, this is not only the general cycle for graduate students in North America, but also in Europe and likely elsewhere.

For helpful advice and feedback on earlier drafts, we wish to thank the editors and reviewers at International Studies Review , and Cassandra Emmons. We are also grateful to our interlocuters in Argentina, Canada, Colombia, Germany, Guatemala, Japan, Kenya, Norway, the Philippines, Sierra Leone, South Korea, Spain, Sweden, Turkey, the United Kingdom, and the United States, without whom this reflection on fieldwork would not have been possible. All authors contributed equally to this manuscript.

This material is based upon work supported by the Forskraftstiftelsen Theodor Adelswärds Minne, Knut and Alice Wallenberg Foundation(KAW 2013.0178), National Science Foundation Graduate Research Fellowship Program(DGE-1418060), Southeast Asia Research Group (Pre-Dissertation Fellowship), University at Albany (Initiatives for Women and the Benevolent Association), University of Missouri (John D. Bies International Travel Award Program and Kinder Institute on Constitutional Democracy), University of Southern California (Provost Fellowship in the Social Sciences), Vetenskapsrådet(Diarienummer 2019-06298), Wilhelm och Martina Lundgrens Vetenskapsfond(2016-1102; 2018-2272), and William & Mary (Global Research Institute Pre-doctoral Fellowship).

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Field Research : Definition, Examples & Methodology

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Table of Contents

What is field research.

Field Research is a method of collecting qualitative data with the aim to understand, observe, and interact with people in their natural setting. It requires specialized market research tools . The goal is to understand how a subject behaves in a specific setting to identify how different variables in this setting may be interacting with the subject. Field research is used most in the field of social science, such as anthropology and health care professions, as in these fields it is vital to create a bridge between theory and practice.

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Methods of Field Research

There are 4 main methods of conducting field research, and they are as follows:

• Ethnography

Ethnography is a kind of fieldwork that aims to record and analyse a particular culture, society, or community. This method defines social anthropology, and it usually involves the complete immersion of an anthropologist in the culture and everyday life of the community they are trying to study.

      2. Qualitative Interviews

The goal of qualitative interviews is to provide a researcher with a breadth of information that they can sift through in order to make inferences of their sample group. It does so through interviews by directly asking participants questions. There are three types of qualitative interviews; informal, conversational, and open ended.

     3. Direct observation

This method of field research involves researchers gathering information on their subject through close visual inspection in their natural setting. The researcher, and in this case the observer, remains unobtrusive and detached in order to not influence the behavior of their subject. 

     4. Participant Observation 

In this method of field research, the researchers join people by participating in certain group activities relating to their study in order to observe the participants in the context of said activity. 

Steps to conduct Field Research

The following are some key steps taken in conducting field research:

• Identifying and obtaining a team of researchers who are specialized in the field of research of the study.
• Identifying the right method of field research for your research topic. The various methods of field research are discussed above. A lot of factors will play a role in deciding what method a researcher chooses, such as duration of the study, financial limitations, and type of study.
• Visiting the site/setting of the study in order to study the main subjects of the study.
• Analyzing the data collected through field research.
• Constructively communicating the results of the field research, whether that be through a research paper or newspaper article etc.

Reasons to conduct Field Research

The following are a few reasons as to why field research is conducted, typically via market research tools :

• To understand the context of studies : field research allows researchers to identify the setting of their subjects to draw correlations between how their surroundings may be affecting certain behaviors.
• To acquire in-depth and high quality data :  Field research provides in-depth information as subjects are observed and analysed for a long period of time.
• When there is a lack of data on a certain subject : field research can be used to fill gaps in data that may only be filled through in-depth primary research.

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Examples of field research.

The following are real studies conducted using field research in order to answer questions about human behavior in certain settings:  

• William Foote Whyte used participant observation in his 1942 study to answer the question “How is the social structure of a local “slum” organized?”.  The study involved over 3 years of participation and observations among an Italian community in Boston’s North End.
• Liebow’s study in 1967 involved twenty months of participation and observations among an African American community in Washington, DC, to answer the question “How do the urban poor live?”.
• American sociologist, Cheri Jo Pascoe, conducted eighteen months of observations and interviews in a racially diverse working-class high school to answer the question “How is masculinity constructed by and among high school students, and what does this mean for our understanding of gender and sexuality?”.

Advantages of Field Research

• Can yield detailed data as researchers get to observe their subjects in their own setting.
• May uncover new social facts : Field research can be used to uncover social facts that may not be easily discernible, and that the research participants may also be unaware of.

No tampering of variables as methods of field research are conducted in natural settings in the real world. Voxco’s mobile offline research software is a powerful tool for conducting field research.

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Disadvantages of Field Research

• Expensive to collect : most methods of field research involve the researcher to immerse themselves into new settings for long periods of time in order to acquire in-depth data. This can be expensive.
• Time consuming : Field research is time consuming to conduct.
• Information gathered may lack breadth : Field research involves in-depth studies and will usually tend to have a small sample group as researchers may be unable to collect in-depth data from large groups of people.

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Field research.

Field research is a qualitative method of research concerned with understanding and interpreting the social interactions of groups of people, communities, and society by observing and interacting with people in their natural settings. The methods of field research include: direct observation, participant observation, and qualitative interviews. Each of these methods is described here. Terms related to these and other topics in field research are defined in the  Research Glossary .

Direct Observation

Participant observation, qualitative interviews.

Direct observation  is a method of research where the researcher watches and records the activities of individuals or groups engaged in their daily activities. The observations may be unstructured or structured. Unstructured observations involve the researcher observing people and events and recording his/her observations as field notes. Observations are recorded holistically and without the aid of a predetermined guide or protocol. Structured observation, on the other hand, is a technique where a researcher observes people and events using a guide or set protocol that has been developed ahead of time.

Other features of direct observation include:

• The observer does not actively engage the subjects of the study in conversations or interviews, but instead strives to be unobtrusive and detached from the setting.
• Data collected through direct observation may include field notes, checklists and rating scales, documents, and photographs or video images.
• Direct observation is not necessarily an alternative to other types of field methods, such as participant observation or qualitative interviews. Rather, it may be an initial approach to understanding a setting, a group of individuals, or forms of behavior prior to interacting with members or developing interview protocols.
• Direct observation as a research method is most appropriate in open, public settings where anyone has a right to be or congregate. Conducting direct observation in private or closed settings -- without the knowledge or consent of members -- is more likely to raise ethical concerns.

Participant observation  is a field research method whereby the researcher develops an understanding of a group or setting by taking part in the everyday routines and rituals alongside its members. It was originally developed in the early 20th century by anthropologists researching native societies in developing countries. It is now the principal research method used by ethnographers -- specialists within the fields of anthropology and sociology who focus on recording the details of social life occurring in a setting, community, group, or society. The ethnographer, who often lives among the members for months or years, attempts to build trusting relationships so that he or she becomes part of the social setting. As the ethnographer gains the confidence and trust of the members, many will speak and behave in a natural manner in the presence of the ethnographer.

Data from participant observation studies can take several forms:

• Field notes are the primary type of data. The researcher takes notes of his/her observations and experiences and later develops them into detailed, formal field notes.
• Frequently, researchers keep a diary, which is often a more intimate, informal record of the happenings within the setting.
• The practice of participant observation, with its emphasis on developing relationships with members, often leads to both informal, conversational interviews and more formal, in-depth interviews. The data from these interviews can become part of field notes or may consist of separate interview transcripts.

There are a number of advantages and disadvantages to direct and participant observation studies. Here is a list of some of both. While the advantages and disadvantages apply to both types of studies, their impact and importance may not be the same across the two. For example, researchers engaged in both types of observation will develop a rich, deep understanding of the members of the group and the setting in which social interactions occur, but researchers engaged in participant observation research may gain an even deep understanding. And, participant observers have a greater chance of witnessing a wider range of behaviors and events than those engaged in direct observation.

Advantages of observation studies (observational research):

• Provide contextual data on settings, interactions, or individuals.
• A useful tool for generating hypotheses for further study.
• Source of data on events and phenomena that do not involve verbal interactions (e.g., mother-child nonverbal interactions and contact, physical settings where interactions occur).
• The researcher develops a rich, deep understanding of a setting and of the members within the setting.

Disadvantages of observation studies:

• Behaviors observed during direct observation may be unusual or atypical.
• Significant interactions and events may take place when observer is not present.
• Certain topics do not necessarily lend themselves to observation (e.g., attitudes, emotions, affection).
• Reliability of observations can be problematic, especially when multiple observers are involved.
• The researcher must devote a large amount of time (and resources).
• The researcher's objectivity may decline as he or she spends more time among the members of the group.
• The researcher may be faced with a dilemma of choosing between revealing and not revealing his or her identity as a researcher to the members of the group. If he or she introduces him/herself as a researcher, the members may behave differently than if they assume that he or she is just another participant. On the other hand, if the researcher does not, they may feel betrayed upon learning about the research.

Qualitative interviews  are a type of field research method that elicits information and data by directly asking questions of individuals. There are three primary types of qualitative interviews: informal (conversational), semi-structured, and standardized, open-ended. Each is described briefly below along with advantages and disadvantages.

Informal (Conversational) Interviews

• Frequently occur during participant observation or following direct observation.
• The researcher begins by conversing with a member of the group of interest. As the conversation unfolds, the researcher formulates specific questions, often spontaneously, and begins asking them informally.
• Appropriate when the researcher wants maximum flexibility to pursue topics and ideas as they emerge during the exchange

Advantages of informal interviewing:

• Allows the researcher to be responsive to individual differences and to capture emerging information.
• Information that is obtained is not constrained by a predetermined set of questions and/or response categories.
• Permits researcher to delve deeper into a topic and what key terms and constructs mean to study participants.

Disadvantages of informal interviewing:

• May generate less systematic data, which is difficult to classify and analyze.
• The researcher might not be able to capture everything that the interviewee is saying and therefore there is potential for important nuance or information to be lost. For example, the researcher might not have a tape recorder at that moment due to the spontaneous nature of these interviews.
• Quality of the information obtained depends on skills of the interviewer.

Semi-Structured Interviews

• Prior to the interview, a list of predetermined questions or probes, also known as an interview guide, is developed so that each interviewee will respond to a similar series of questions and topics.
• Questions are generally open-ended to elicit as much detail and meaning from the interviewee as possible.
• The researcher is free to pursue and probe other topics as they emerge during the interview.

Advantages of semi-structured interviewing:

• Systematically captures data across interviewees.
• The researcher is able to rephrase or explain questions to the interviewee to ensure that everyone understands the questions the same way and probe (follow-up) a response so that an individual's responses are fully explored.
• Interviewee is allowed the freedom to express his or her views in their own words.

Disadvantages of semi-structured interviewing:

• Does not offer as much flexibility to respond to new topics that unfold during the interview as the informal interview.
• Responses to questions that have been asked in slightly different ways can be more difficult to compare and analyze.
• Interviewer may unconsciously send signals about the types of answers that are expected.

Standardized, Open-Ended Interviews

• Similar to a survey since questions are carefully scripted and written prior to the interview, which serves to minimize variability in question wording and the way questions are asked.
• The researcher asks a uniform series of questions in the same order to each interviewee.
• The questions are open-ended to capture more details and individual differences across interviewees.
• Particularly appropriate for qualitative studies involving multiple interviewers.

Advantages of standardized interviewing:

• All questions are asked the same to each study participant. Data are comparable across interviewees.
• Reduces interviewer effects when several interviewers are used.
• Standardization helps to facilitate the processing and analysis of the data.

Disadvantages of standardized interviewing:

• Does not offer as much flexibility to respond to and probe new topics that unfold during the interview.
• Standardized wording of questions may limit the responses of those being interviewed.

Both standardized and semi-structured interviews involve formally recruiting participants and are typically tape-recorded. The researcher should begin with obtaining informed consent from the interviewee prior to starting the interview. Additionally, the researcher may write a separate field note to describe the interviewee's reactions to the interview, or events that occurred before or after the interview.

See the following for additional information about field research and qualitative research methods.

• Ethnography, Observational Research and Narrative Inquiry  (PDF)
• An Introduction to Qualitative Research  (PDF)

The content on this page was prepared by Jerry West. It was last updated March 2019.

• What is Field Research: Meaning, Examples, Pros & Cons

Introduction

Field research is a method of research that deals with understanding and interpreting the social interactions of groups of people and communities by observing and dealing with people in their natural settings. 

The field research methods involve direct observation, participant observation, and qualitative interviews.

Let’s take a deeper look at field research, what it entails, some examples as well as the pros and cons of field research.

What is Field Research

Field research can be defined as a qualitative method of data collection focused on observing, relating, and understanding people while they are in their natural environment. It is somewhat similar to documentaries on Nat Geo wild where the animals are observed in their natural habitat. 

Similarly, social scientists, who are sometimes called men watchers carry out interviews and observe people from a distance to see how they act in a social environment and react to situations around them.

Field research usually begins in a specific setting and the end game is to study, observe and analyze the subject within that setting. It looks at the cause and effect as well as the correlation between the participants and their natural setting. Due to the presence of multiple variables, it is sometimes difficult to properly analyze the results of field research. 

Field research adopts a wide range of social research methods, such as limited participation, direct observation, document analysis, surveys, and informal interviews. Although field research is generally considered qualitative research , it often involves multiple elements of quantitative research.

Methods of Field Research

There are 5 different methods of conducting Field Research and they are as follows;

1. Direct Observation

In this method of research, the researcher watches and records the activities of groups of people or individuals as they go about their daily activities. Direct observation can be structured or unstructured.

 Structured here means that the observation takes place using a guide or process developed before that time. 

Unstructured, on the other hand, means that the researcher conducted the observation, watching people and events, and taking notes as events progressed, without the aid of any predetermined technique.

Some other features of direct observation include the following;

• The observer does not attempt to actively engage the people being observed in conversations or interviews, rather he or she blends into the crowd and carries out their observation.
• Data collected include field notes, videos, photographs, rating scales, etc.
• Direct observation most times occurs in the open, usually public settings, that requires no permission to gain entry. Conducting direct observation in a private setting would raise ethical concerns.
• The outcome of direct observation is not in any way influenced by the researcher.

2. Participant Observation

This research method has an understanding with a group of individuals, to take part in their daily routines and their scheduled events. In this case, the researcher dwells among the group or community being observed for as long as is necessary to build trust and evoke acceptance.

Data from the participant’s observation take the following varying forms;

• Field notes are the primary source of data. These notes are taken during the researcher’s observations and from the events they experienced and later developed the notes into formal field notes.
• A diary is used to record special intimate events that occur within the setting.
• The process of participant observation is intent on developing relationships with the members which breed conversations that are sometimes formal or informal. Formal here refers to deliberate depth interviews, while informal could stem from everyday conversations that give insight into the study. 

Data from these events can be part of the field notes or separate interview transcripts.

The method of participant observation aims to make the people involved comfortable enough to share what they know freely without any inhibition.

3. Ethnography

Ethnography is a form of field research that carries out observation through social research, social perspective, and the cultural values of a social setting. In this scenario, the observation is carried out objectively, hence the researcher may choose to live within a social environment of a cultural group and silently observe and record their daily routines and behavior.

4. Qualitative Interviews

Qualitative interviews are a type of field research method that gets information by asking direct questions from individuals to gather data on a particular subject. Qualitative interviews are usually conducted via 3 methods namely;

• Informal Interviews
• Semi Structured Interviews
• Standardized Open ended Interviews

Let’s take a look at each of them briefly along with their advantages and disadvantages.

This kind of interview is often conversational and occurs during participant and direct observations.

The interview is triggered, most times spontaneously by conversing with a member of the group on the areas of interest and as the conversation progresses, the researcher fluidly introduces the specific question.

• Semi-Structured Interviews

In this scenario, the researcher already has a list of prepared questions, that are open-ended and can evoke as much information as possible. The researcher can venture into other topics as the interview progresses, using a call-and-response style.

This method of field research can adopt a mix of one-on-one interviews or focus groups.

• Standardized, Open-Ended Interviews

These are scripted interviews with the questions prepped and written before the interview following a predetermined order. It is similar to a survey and the questions are open-ended to gather detailed information from the respondents and sometimes it involves multiple interviewers.

5. Case Study

A case study research is a detailed analysis of a person, situation, or event. This method may seem a bit complex, however, it is one of the easiest ways of conducting research. difficult to operate, however, it is one of the simplest ways of researching as it involves only a detailed study of an individual or a group of people or events. Every aspect of the subject life and history is analyzed to identify patterns and causes of behavior.

Steps to Conduct Field Research

Due to the nature of field research, the tight timelines, and the associated costs involved, planning and implementing can be a bit overwhelming. We have put together steps to adopt that would make the whole process hitch free for you.

Set Up The Right Team : To begin your field research, the first step is to have the right team. The role of the researcher and the team members has to be well defined from the start, with the relevant milestones agreed upon to measure progress.

Recruiting People for the Study : The success of field research largely depends on the people being studied. Evaluate the individuals selected for the research to be sure that they tick all the boxes required for successful research in the area of study that is being researched.

Data Collection Methodology : The methodology of data collection adopted must be suited to the area or kind of research being conducted. It could be one of the methods or a combination of two or more methods.

Visit The Site: A prior visit to the site is essential to the success of the field research. This should be done to also help determine the best methodology that would be suitable for the location. 

Data Analysis: Analyzing the data gathered is important to validate the hypothesis of the field research. 

Communicating Results : Once the data is analyzed, communicate the results to the stakeholders involved in the research so that the relevant action required based on the results can be decided and carried out promptly. 

Reasons to Conduct Field Research

Field research has been widely used in the 20th century in the social sciences. However, it can be time-consuming and costly to implement. Despite this fact, there exist a lot of reasons to conduct field research.

Here are 4 major reasons to conduct field research:

Solves the problem of lack of data : Field research fixes the issue of gaps in data, especially in cases where there is very little or no data about a topic. In cases like this, the only way to validate any hypothesis is through primary research and data. Conducting field research solves the problem of data lapses and provides material evidence to support any findings.

Understanding the context of the study : In many cases, the data collected is appropriate, however for a deep understanding of the data gathered there is a need for field research to help understand other factors in the study. For instance, if data show that students from rich homes generally do well academically. 

Conducting field research can bring to the fore other factors like, discipline, well-equipped teachers, motivation from their forebears to excel in whatever they do, etc. but field research is still conducted. 

Increasing data quality: Since this research, method employs the use of multiple tools to collect data and varying methodologies, the quality of data is higher.

Collecting ancillary data : Field research puts the researchers in a position of being at the center of the data collection process, in terms of location, one on one relationship with the participants, etc. This exposes them to new lines of thought that would have hitherto been overlooked and they can now collect data, that was not planned for at the beginning of the study.

Examples of Field Research

1. Interprete social metrics in a slum By employing the use of observation methods and formal interviews, researchers can now understand the social indicators and social hierarchy that exist in a slum.

Financial independence and the way the slum is run daily are part of the study and data collected from these areas can give insight into the way a slum operates differently from structured societies.

2. Understand the impact of sports on a child’s development This method of field research takes years to conduct and the sample size can be quite huge. Data collected and analyzed from this study provides insight into how children from different physical locations and backgrounds are influenced by sports and the impact of sporting activities on a child’s development. 

3. The study of animal migration patterns Field research is used immensely to study flora and fauna. A major use case is scientists observing and studying animal migration patterns alongside the change of seasons and its influence on animal migration patterns.

Field research takes time and uses months and sometimes years to help gather data that show how to safely expedite the passage of animals.

Advantages of Field Research

Field research and the various methodology employed have their pros and cons.

Let’s take a look at some of them.

• Provide context to the data being analyzed in terms of settings, interactions, or individuals.
• The source of data does not require or involve verbal interactions, and there is no intrusion of anyone’s personal, space because everything is done quietly, from a distance.
• The researcher develops a  deep and detailed understanding of a setting and the members within the setting.
• It is carried out in a real-world and natural environment which eliminates tampering with variables.
• The study is conducted in a comfortable environment, hence data can be gathered even about an ancillary topic, that would have been undiscovered in other circumstances.
• The researcher’s deep understanding of the research subjects due to their proximity to them makes the research thorough and precise. 
• It helps the researcher to be flexible and respond to individual differences while capturing emerging information. Allows the researcher to be responsive to individual differences and to capture emerging information.

Disadvantages of Field Research

• The researcher might not be able to capture all that is being said and there is the risk of losing information.
• The quality of the information derived is dependent, on the researcher’s skills.
• Significant interactions and events may occur when an observer is not present.
• Some topics cannot easily be interpreted by mere observation.g., attitudes, emotions, affection).
• The reliability of observations can be complex due to the presence of multiple observers with different interpretations.
• It requires a lot of time (and resources)and can take years to complete.
• The researcher may lose objectivity as they spend more time among the members of the group.
• It is a subjective and interpretive method that is solely dependent on the researcher’s ability.

Field research helps researchers to gain firsthand experience and knowledge about the events, processes, and people, being studied. No other method provides this kind of close-up view of the everyday life of people and events. It is a very detailed method of research and is excellent for understanding the role of social context in shaping the lives, perspectives, and experiences of people. Alongside this, it may uncover aspects of a person that might never have been discovered.

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• qualitative research
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Business research: definition, types & methods.

10 min read What is business research and why does it matter? Here are some of the ways business research can be helpful to your company, whichever method you choose to carry it out.

What is business research?

Business research helps companies make better business decisions by gathering information. The scope of the term business research is quite broad – it acts as an umbrella that covers every aspect of business, from finances to advertising creative. It can include research methods which help a company better understand its target market. It could focus on customer experience and assess customer satisfaction levels. Or it could involve sizing up the competition through competitor research.

Often when carrying out business research, companies are looking at their own data, sourced from their employees, their customers and their business records. However, business researchers can go beyond their own company in order to collect relevant information and understand patterns that may help leaders make informed decisions. For example, a business may carry out ethnographic research where the participants are studied in the context of their everyday lives, rather than just in their role as consumer, or look at secondary data sources such as open access public records and empirical research carried out in academic studies.

There is also a body of knowledge about business in general that can be mined for business research purposes. For example organizational theory and general studies on consumer behavior.

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Why is business research important?

We live in a time of high speed technological progress and hyper-connectedness. Customers have an entire market at their fingertips and can easily switch brands if a competitor is offering something better than you are. At the same time, the world of business has evolved to the point of near-saturation. It’s hard to think of a need that hasn’t been addressed by someone’s innovative product or service.

The combination of ease of switching, high consumer awareness and a super-evolved marketplace crowded with companies and their offerings means that businesses must do whatever they can to find and maintain an edge. Business research is one of the most useful weapons in the fight against business obscurity, since it allows companies to gain a deep understanding of buyer behavior and stay up to date at all times with detailed information on their market.

Thanks to the standard of modern business research tools and methods, it’s now possible for business analysts to track the intricate relationships between competitors, financial markets, social trends, geopolitical changes, world events, and more.

Find out how to conduct your own market research and make use of existing market research data with our Ultimate guide to market research

Types of business research

Business research methods vary widely, but they can be grouped into two broad categories – qualitative research and quantitative research .

Qualitative research methods

Qualitative business research deals with non-numerical data such as people’s thoughts, feelings and opinions. It relies heavily on the observations of researchers, who collect data from a relatively small number of participants – often through direct interactions.

Qualitative research interviews take place one-on-one between a researcher and participant. In a business context, the participant might be a customer, a supplier, an employee or other stakeholder. Using open-ended questions , the researcher conducts the interview in either a structured or unstructured format. Structured interviews stick closely to a question list and scripted phrases, while unstructured interviews are more conversational and exploratory. As well as listening to the participant’s responses, the interviewer will observe non-verbal information such as posture, tone of voice and facial expression.

Focus groups

Like the qualitative interview, a focus group is a form of business research that uses direct interaction between the researcher and participants to collect data. In focus groups , a small number of participants (usually around 10) take part in a group discussion led by a researcher who acts as moderator. The researcher asks questions and takes note of the responses, as in a qualitative research interview. Sampling for focus groups is usually purposive rather than random, so that the group members represent varied points of view.

Observational studies

In an observational study, the researcher may not directly interact with participants at all, but will pay attention to practical situations, such as a busy sales floor full of potential customers, or a conference for some relevant business activity. They will hear people speak and watch their interactions , then record relevant data such as behavior patterns that relate to the subject they are interested in. Observational studies can be classified as a type of ethnographic research. They can be used to gain insight about a company’s target audience in their everyday lives, or study employee behaviors in actual business situations.

Ethnographic Research

Ethnographic research is an immersive design of research where one observes peoples’ behavior in their natural environment. Ethnography was most commonly found in the anthropology field and is now practices across a wide range of social sciences.

Ehnography is used to support a designer’s deeper understanding of the design problem – including the relevant domain, audience(s), processes, goals and context(s) of use.

The ethnographic research process is a popular methodology used in the software development lifecycle. It helps create better UI/UX flow based on the real needs of the end-users.

If you truly want to understand your customers’ needs, wants, desires, pain-points “walking a mile” in their shoes enables this. Ethnographic research is this deeply rooted part of research where you truly learn your targe audiences’ problem to craft the perfect solution.

Case study research

A case study is a detailed piece of research that provides in depth knowledge about a specific person, place or organization. In the context of business research, case study research might focus on organizational dynamics or company culture in an actual business setting, and case studies have been used to develop new theories about how businesses operate. Proponents of case study research feel that it adds significant value in making theoretical and empirical advances. However its detractors point out that it can be time consuming and expensive, requiring highly skilled researchers to carry it out.

Quantitative research methods

Quantitative research focuses on countable data that is objective in nature. It relies on finding the patterns and relationships that emerge from mass data – for example by analyzing the material posted on social media platforms, or via surveys of the target audience. Data collected through quantitative methods is empirical in nature and can be analyzed using statistical techniques. Unlike qualitative approaches, a quantitative research method is usually reliant on finding the right sample size, as this will determine whether the results are representative. These are just a few methods – there are many more.

Surveys are one of the most effective ways to conduct business research. They use a highly structured questionnaire which is distributed to participants, typically online (although in the past, face to face and telephone surveys were widely used). The questions are predominantly closed-ended, limiting the range of responses so that they can be grouped and analyzed at scale using statistical tools. However surveys can also be used to get a better understanding of the pain points customers face by providing open field responses where they can express themselves in their own words. Both types of data can be captured on the same questionnaire, which offers efficiency of time and cost to the researcher.

Correlational research

Correlational research looks at the relationship between two entities, neither of which are manipulated by the researcher. For example, this might be the in-store sales of a certain product line and the proportion of female customers subscribed to a mailing list. Using statistical analysis methods, researchers can determine the strength of the correlation and even discover intricate relationships between the two variables. Compared with simple observation and intuition, correlation may identify further information about business activity and its impact, pointing the way towards potential improvements and more revenue.

Experimental research

It may sound like something that is strictly for scientists, but experimental research is used by both businesses and scholars alike. When conducted as part of the business intelligence process, experimental research is used to test different tactics to see which ones are most successful – for example one marketing approach versus another. In the simplest form of experimental research, the researcher identifies a dependent variable and an independent variable. The hypothesis is that the independent variable has no effect on the dependent variable, and the researcher will change the independent one to test this assumption. In a business context, the hypothesis might be that price has no relationship to customer satisfaction. The researcher manipulates the price and observes the C-Sat scores to see if there’s an effect.

The best tools for business research

You can make the business research process much quicker and more efficient by selecting the right tools. Business research methods like surveys and interviews demand tools and technologies that can store vast quantities of data while making them easy to access and navigate. If your system can also carry out statistical analysis, and provide predictive recommendations to help you with your business decisions, so much the better.

Related resources

Market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, qualitative vs quantitative research 13 min read, qualitative research questions 11 min read, qualitative research design 12 min read, primary vs secondary research 14 min read, request demo.

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This is “Field Research: What Is It and When to Use It?”, section 10.1 from the book Sociological Inquiry Principles: Qualitative and Quantitative Methods (v. 1.0). For details on it (including licensing), click here .

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10.1 Field Research: What Is It and When to Use It?

Learning objectives.

• Define field research.
• Define participant observation and describe the continuum of participant observation.
• Discuss at least two examples of field research.

There’s a New Yorker cartoon that pretty accurately portrays life for a field researcher (Cotham, 2003). Cotham, F. (2003, September 1). Two barbarians and a professor of barbarian studies. The New Yorker . Retrieved from http://www.cartoonbank.com/2003/two-barbarians-and-a-professor-of-barbarian-studies/invt/126562 It depicts “Two Barbarians and a Professor of Barbarian Studies.” As field researchers, just as in the cartoon, we immerse ourselves in the settings that we study. While the extent to which we immerse ourselves varies (note in the cartoon the professor is riding a horse but has chosen to retain his professorial jacket and pipe), what all field researchers have in common is their participation in “the field.”

Field research A qualitative method of data collection that involves observing, interacting with, and interviewing people in their natural settings. is a qualitative method of data collection aimed at understanding, observing, and interacting with people in their natural settings. Thus when social scientists talk about being in “the field,” they’re talking about being out in the real world and involved in the everyday lives of the people they are studying. Sometimes researchers use the terms ethnography or participant observation to refer to this method of data collection; the former is most commonly used in anthropology, while the latter is used commonly in sociology. In this text, we’ll use two main terms: field research and participant observation . You might think of field research as an umbrella term that includes the myriad activities that field researchers engage in when they collect data: they participate, they observe, they usually interview some of the people they observe, and they typically analyze documents or artifacts created by the people they observe.

Figure 10.2

Field research typically involves a combination of participant observation, interviewing, and document or artifact analysis. This chapter focuses primarily on participant observation.

Because we cover interviews and document/artifact analysis in Chapter 9 "Interviews: Qualitative and Quantitative Approaches" and Chapter 11 "Unobtrusive Research: Qualitative and Quantitative Approaches" , here we’ll focus only on the participation and observation aspects of field research. These aspects of field research are usually referenced together and are known as participant observation The parts of field research that involve spending time with and watching one’s research participants; interviewing and document/artifact analysis are the other two components of field research. . Like field research, participant observation also has multiple meanings. Researchers conducting participant observation vary in the extent to which they participate or observe (Junker, 1960). Junker, B. H. (1960). Field work: An introduction to the social sciences . Chicago, IL: University of Chicago Press. You might say that there’s a continuum of participant observation, where complete observation lies at end of the continuum and complete participation lies at the other end.

In other chapters, we discuss two works that could fall on either end of the participant observation continuum. Barrie Thorne’s (1993) Thorne, B. (1993). Gender play: Girls and boys in school . New Brunswick, NJ: Rutgers University Press. observations of children in classrooms, school cafeterias, hallways, and playgrounds rest near the complete observation end of the continuum. Rather than actually pretending to be an elementary school student and interacting with her research participants as they would each other, Thorne observed (which, as discussed in Chapter 4 "Beginning a Research Project" , was probably a wise move since it would have been difficult to convince the students that she was one of them). Laud Humphreys’s (1970) Humphreys, L. (1970). Tearoom trade: Impersonal sex in public places . London, UK: Duckworth. research on the tearoom trade, described in Chapter 3 "Research Ethics" , could be said to rest on the other end of the continuum. Rather than only observe, Humphreys played the key tearoom role of watch queen, a role that nonresearcher participants in the trade also played. Humphreys also did not tell many of the people he observed that he was a researcher; thus from the perspectives of many of his “subjects,” he was only a participant. The participant observation continuum is represented in Figure 10.3 .

Figure 10.3

Participant observation might be said to rest on a continuum. At one end, a researcher may play the role of complete observer, not interacting with her subjects, as in the case of Barrie Thorne’s observation of school children. At the other, a researcher fully immerses himself in his field setting, participating to the extent that “research subjects” may not even be aware that they are being studied, as in the case of Laud Humphreys’s participation in the tearoom trade in public restrooms.

© Thinkstock

There are pros and cons associated with both aspects of the participant observer’s role. Complete observers may miss important aspects of group interaction and don’t have the opportunity to fully grasp what life is like for the people they observe. At the same time, sitting back and observing may grant them opportunities to see interactions that they would miss were they more involved. Complete participation has the benefit of allowing researchers a real taste of life in the group that they study. Some argue that participation is the only way to understand what it is that we investigate. On the other hand, complete participants may find themselves in situations that they’d rather not face but cannot excuse themselves from because they’ve adopted the role of complete participant. Also, complete participants who do not reveal themselves as researchers must face the ethical quandary of possibly deceiving their “subjects.” In reality, most field research projects lie somewhere near the middle of the observer-participant continuum. Field researchers typically participate to at least some extent in their field sites, but there are also times when they may just observe. Where would you feel most comfortable as a field researcher—as an observer, a participant, or a bit of both?

As you might have imagined based on the examples of Thorne’s and Humphreys’s work, field research is well equipped to answer “how” kinds of questions. Whereas survey researchers often aim to answer “why” questions, field researchers ask how the processes they study occur, how the people they spend time with in the field interact, and how events unfold. Table 10.1 "Field Research Examples" presents just a few examples of the kinds of questions field researchers have asked in past projects along with a brief summary of where and what role those researchers took in the field. The examples presented in Table 10.1 "Field Research Examples" by no means represent an exhaustive list of the variations of questions field researchers have asked or of the range of field research projects that have been conducted over the years, but they do provide a snapshot of the kinds of work sociological field researchers engage in.

Table 10.1 Field Research Examples

Field research is a method that was originally crafted by anthropologists for the purpose of cultural understanding and interpretation (Wolcott, 2008). Wolcott, H. F. (2008). Ethnography: A way of seeing (2nd ed.). Lanham, MD: Altamira Press. Dissatisfied with studying groups of people based solely on secondhand accounts and inspection of artifacts, several anthropologists decided to try living in or near the communities they studied to learn from and about them. Two anthropologists in particular, Franz Boas (1888) Boas, F. (1888). The central Eskimo . Washington, DC: Bureau of American Ethnology. and Bronislaw Malinowski (1922), Malinowski, B. (1922). Argonauts of the western Pacific: An account of native enterprise and adventure in the archipelagoes of Melanesian New Guinea . London, UK: G. Routledge & Sons; New York, NY: E. P. Dutton. are credited with developing this method around the turn of the 20th century. Boas lived with native populations in Canada and in the American Northwest. Malinowski lived in Papua New Guinea with people who were native to the area. Sociologists picked up on the idea and on the benefits of field research (which we’ll examine in Section 10.2 "Pros and Cons of Field Research" ). Soon a number of sociologists had embraced this new method and adapted field research for their own studies of groups. Many of the early field researchers in sociology were former social workers who got interested in sociological research because of experiences in their roles as social reformers. The University of Chicago in particular played a key role in the development of American field research through, among other projects, its involvement in Hull House, Jane Addams Hull House Association. Retrieved from http://www.hullhouse.org a social settlement founded for European immigrants in Chicago (Deegan, 1986). Deegan, M. J. (1986). Jane Addams and the men of the Chicago School, 1892–1918 . New Brunswick, NJ: Transaction Books.

Key Takeaways

• Field research typically involves a combination of participant observation, interviewing, and document or artifact analysis.
• Different participant observation projects rest in different places on the continuum of complete observer to complete participant; most lie near the middle of the continuum.
• Field research has its origins in anthropology.
• As a preview to some of the pros, cons, joys, and frustrations of doing field research, watch the following clip, which shows “news” personality Stephen Colbert interviewing sociologist Sudhir Venkatesh Venkatesh’s work was introduced in Chapter 2 "Linking Methods With Theory" , the chapter on linking methods with theory. about his field research in some of Chicago’s poorest neighborhoods: http://www.colbertnation.com/the-colbert-report-videos/156631/march-13-2008/sudhir-venkatesh . The clip highlights some of the advantages field research has over survey interviewing; it also highlights some of the disadvantages of field research. Based on what you see in the clip, what are some of the main advantages of field research as compared to survey interviewing? What are some of the main disadvantages?
• If you would like to learn more about William Foote Whyte’s groundbreaking field research, a 40-minute interview with Whyte and several of his research participants, conducted nearly 40 years after the publication of Street Corner Society , can be found at the following link: http://www.northendwaterfront.com/home/2010/6/18/street-corner-society-video-of-william-foote-whyte-north-end.html . What role did Whyte play in the field: complete observer, complete participant, or something in between? Use evidence from the interview to support your answer. What pros and cons of field research come up in the interview?
• Where do you think is the best place to reside on the observer-participant continuum? Why? What are the pros and cons of each of the various places on the continuum?

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Field Research: What Is It and When to Use It?

LEARNING OBJECTIVES

• Define field research.
• Define participant observation and describe the continuum of participant observation.
• Discuss at least two examples of field research.

There’s a New Yorker cartoon that pretty accurately portrays life for a field researcher (Cotham, 2003). 1 It depicts “Two Barbarians and a Professor of Barbarian Studies.” As field researchers, just as in the cartoon, we immerse ourselves in the settings that we study. While the extent to which we immerse ourselves varies (note in the cartoon the professor is riding a horse but has chosen to retain his professorial jacket and pipe), what all field researchers have in common is their participation in “the field.”

Field research is a qualitative method of data collection aimed at understanding, observing, and interacting with people in their natural settings. Thus when social scientists talk about being in “the field,” they’re talking about being out in the real world and involved in the everyday lives of the people they are studying. Sometimes researchers use the terms ethnography or participant observation to refer to this method of data collection; the former is most commonly used in anthropology, while the latter is used commonly in sociology. In this text, we’ll use two main terms: field research and participant observation . You might think of field research as an umbrella term that includes the myriad activities that field researchers engage in when they collect data: they participate, they observe, they usually interview some of the people they observe, and they typically analyze documents or artifacts created by the people they observe.

Because we cover interviews and document/artifact analysis in " Interviews: Qualitative and Quantitative Approaches " and " Unobtrusive Research: Qualitative and Quantitative Approaches ", here we’ll focus only on the participation and observation aspects of field research. These aspects of field research are usually referenced together and are known as participant observation . Like field research, participant observation also has multiple meanings. Researchers conducting participant observation vary in the extent to which they participate or observe (Junker, 1960). 2 You might say that there’s a continuum of participant observation, where complete observation lies at end of the continuum and complete participation lies at the other end.

In other chapters, we discuss two works that could fall on either end of the participant observation continuum. Barrie Thorne’s (1993) 3 observations of children in classrooms, school cafeterias, hallways, and playgrounds rest near the complete observation end of the continuum. Rather than actually pretending to be an elementary school student and interacting with her research participants as they would each other, Thorne observed (which, as discussed in " Beginning a Research Project ", was probably a wise move since it would have been difficult to convince the students that she was one of them). Laud Humphreys’s (1970) 4 research on the tearoom trade, described in " Research Ethics ", could be said to rest on the other end of the continuum. Rather than only observe, Humphreys played the key tearoom role of watch queen, a role that nonresearcher participants in the trade also played. Humphreys also did not tell many of the people he observed that he was a researcher; thus from the perspectives of many of his “subjects,” he was only a participant. The participant observation continuum is represented in “ Figure 10.2 ”.

There are pros and cons associated with both aspects of the participant observer’s role. Complete observers may miss important aspects of group interaction and don’t have the opportunity to fully grasp what life is like for the people they observe. At the same time, sitting back and observing may grant them opportunities to see interactions that they would miss were they more involved. Complete participation has the benefit of allowing researchers a real taste of life in the group that they study. Some argue that participation is the only way to understand what it is that we investigate. On the other hand, complete participants may find themselves in situations that they’d rather not face but cannot excuse themselves from because they’ve adopted the role of complete participant. Also, complete participants who do not reveal themselves as researchers must face the ethical quandary of possibly deceiving their “subjects.” In reality, most field research projects lie somewhere near the middle of the observer-participant continuum. Field researchers typically participate to at least some extent in their field sites, but there are also times when they may just observe. Where would you feel most comfortable as a field researcher—as an observer, a participant, or a bit of both?

As you might have imagined based on the examples of Thorne’s and Humphreys’s work, field research is well equipped to answer “how” kinds of questions. Whereas survey researchers often aim to answer “why” questions, field researchers ask how the processes they study occur, how the people they spend time with in the field interact, and how events unfold. " Table 10.1 " presents just a few examples of the kinds of questions field researchers have asked in past projects along with a brief summary of where and what role those researchers took in the field. The examples presented in " Table 10.1 " by no means represent an exhaustive list of the variations of questions field researchers have asked or of the range of field research projects that have been conducted over the years, but they do provide a snapshot of the kinds of work sociological field researchers engage in.

Field research is a method that was originally crafted by anthropologists for the purpose of cultural understanding and interpretation (Wolcott, 2008). 12 Dissatisfied with studying groups of people based solely on secondhand accounts and inspection of artifacts, several anthropologists decided to try living in or near the communities they studied to learn from and about them. Two anthropologists in particular, Franz Boas (1888) 13 and Bronislaw Malinowski (1922), 14 are credited with developing this method around the turn of the 20th century. Boas lived with native populations in Canada and in the American Northwest. Malinowski lived in Papua New Guinea with people who were native to the area. Sociologists picked up on the idea and on the benefits of field research (which we’ll examine in " Pros and Cons of Field Research "). Soon a number of sociologists had embraced this new method and adapted field research for their own studies of groups. Many of the early field researchers in sociology were former social workers who got interested in sociological research because of experiences in their roles as social reformers. The University of Chicago in particular played a key role in the development of American field research through, among other projects, its involvement in Hull House, 15 a social settlement founded for European immigrants in Chicago (Deegan, 1986). 16

KEY TAKEAWAYS

• Field research typically involves a combination of participant observation, interviewing, and document or artifact analysis.
• Different participant observation projects rest in different places on the continuum of complete observer to complete participant; most lie near the middle of the continuum.
• Field research has its origins in anthropology.
• As a preview to some of the pros, cons, joys, and frustrations of doing field research, watch the following clip, which shows “news” personality Stephen Colbert interviewing sociologist Sudhir Venkatesh 17 about his field research in some of Chicago’s poorest neighborhoods: http://www.colbertnation.com/the-colbert-report-videos/156631/march-13-2008/sudhir-venkatesh . The clip highlights some of the advantages field research has over survey interviewing; it also highlights some of the disadvantages of field research. Based on what you see in the clip, what are some of the main advantages of field research as compared to survey interviewing? What are some of the main disadvantages?
• If you would like to learn more about William Foote Whyte’s groundbreaking field research, a 40-minute interview with Whyte and several of his research participants, conducted nearly 40 years after the publication of Street Corner Society , can be found at the following link: http://www.northendwaterfront.com/home/2010/6/18/street-corner-society-video-of-william-foote-whyte-north-end.html . What role did Whyte play in the field: complete observer, complete participant, or something in between? Use evidence from the interview to support your answer. What pros and cons of field research come up in the interview?
• Where do you think is the best place to reside on the observer-participant continuum? Why? What are the pros and cons of each of the various places on the continuum?
• Relevance, Balance, and Accessibility
• Different Sources of Knowledge
• Ontology and Epistemology KEY TAKEAWAYS EXERCISES
• The Science of Sociology
• Specific Considerations for the Social Sciences KEY TAKEAWAYS EXERCISES
• Consuming Research and Living With Its Results
• Research as Employment Opportunity KEY TAKEAWAYS EXERCISES
• Design and Goals of This Text LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Sociology at Three Different Levels KEY TAKEAWAYS EXERCISES
• Paradigms in Social Science
• Sociological Theories KEY TAKEAWAYS EXERCISES
• Inductive Approaches and Some Examples
• Deductive Approaches and Some Examples
• Complementary Approaches? KEY TAKEAWAYS EXERCISES
• Revisiting an Earlier Question LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Human Research Versus Nonhuman Research
• A Historical Look at Research on Humans
• Institutional Review Boards KEY TAKEAWAYS EXERCISES
• Informed Consent
• Protection of Identities
• Disciplinary Considerations KEY TAKEAWAYS EXERCISES
• Ethics at Micro, Meso, and Macro Levels LEARNING OBJECTIVE KEY TAKEAWAYS EXERCISES
• Doing Science the Ethical Way
• Using Science the Ethical Way KEY TAKEAWAYS EXERCISES
• How Do You Feel About Where You Already Are?
• What Do You Know About Where You Already Are? KEY TAKEAWAYS EXERCISES
• Is It Empirical? LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• What Is Sociology?
• What Is Not Sociology? KEY TAKEAWAYS EXERCISES
• Sociologists as Paparazzi?
• Some Specific Examples KEY TAKEAWAYS EXERCISES
• Feasibility
• Field Trip: Visit Your Library KEY TAKEAWAYS EXERCISES
• Exploration, Description, Explanation
• Idiographic or Nomothetic?
• Applied or Basic? KEY TAKEAWAYS EXERCISES
• Units of Analysis and Units of Observation
• Hypotheses KEY TAKEAWAYS EXERCISES
• Triangulation LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Searching for Literature
• Reviewing the Literature
• Additional Important Components KEY TAKEAWAYS EXERCISES
• What Do Social Scientists Measure?
• How Do Social Scientists Measure? KEY TAKEAWAYS EXERCISE
• Concepts and Conceptualization
• A Word of Caution About Conceptualization KEY TAKEAWAYS EXERCISES
• Putting It All Together KEY TAKEAWAYS EXERCISE
• Reliability
• Validity KEY TAKEAWAYS EXERCISES
• Levels of Measurement
• Indexes, Scales, and Typologies KEY TAKEAWAYS EXERCISES
• Populations Versus Samples LEARNING OBJECTIVE KEY TAKEAWAYS EXERCISES
• Nonprobability Sampling
• Types of Nonprobability Samples KEY TAKEAWAYS EXERCISES
• Probability Sampling
• Types of Probability Samples KEY TAKEAWAYS EXERCISES
• Who Sampled, How Sampled, and for What Purpose? KEY TAKEAWAYS EXERCISES
• Survey Research: What Is It and When Should It Be Used? LEARNING OBJECTIVES KEY TAKEAWAY EXERCISE
• Strengths of Survey Method
• Weaknesses of Survey Method KEY TAKEAWAYS EXERCISES
• Administration KEY TAKEAWAYS EXERCISES
• Asking Effective Questions
• Response Options
• Designing Questionnaires KEY TAKEAWAYS EXERCISES
• From Completed Questionnaires to Analyzable Data
• Identifying Patterns KEY TAKEAWAYS EXERCISES
• Interview Research: What Is It and When Should It Be Used? LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Conducting Qualitative Interviews
• Analysis of Qualitative Interview Data
• Strengths and Weaknesses of Qualitative Interviews KEY TAKEAWAYS EXERCISES
• Conducting Quantitative Interviews
• Analysis of Quantitative Interview Data
• Strengths and Weaknesses of Quantitative Interviews KEY TAKEAWAYS EXERCISES
• Location, Location, Location
• Researcher-Respondent Relationship KEY TAKEAWAYS EXERCISES
• Field Research: What Is It and When to Use It? LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Strengths of Field Research
• Weaknesses of Field Research KEY TAKEAWAYS EXERCISES
• Choosing a Site
• Choosing a Role KEY TAKEAWAYS EXERCISES
• Writing in the Field
• Writing out of the Field KEY TAKEAWAYS EXERCISE
• From Description to Analysis KEY TAKEAWAYS EXERCISE
• Unobtrusive Research: What Is It and When to Use It? LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Strengths of Unobtrusive Research
• Weaknesses of Unobtrusive Research KEY TAKEAWAYS EXERCISES
• Content Analysis
• Indirect Measures
• Analysis of Unobtrusive Data Collected by You KEY TAKEAWAYS EXERCISES
• Analyzing Others’ Data LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Reliability in Unobtrusive Research LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Focus Groups LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Experiments LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Ethnomethodology and Conversation Analysis LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Sharing It All: The Good, the Bad, and the Ugly
• Knowing Your Audience KEY TAKEAWAYS EXERCISE
• Presenting Your Research LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Writing Up Research Results LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Disseminating Findings LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Reading Reports of Sociological Research LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Being a Responsible Consumer of Research LEARNING OBJECTIVE KEY TAKEAWAY EXERCISE
• Media Reports of Sociological Research LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISES
• Sociological Research: It’s Everywhere LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Evaluation Research
• Market Research
• Policy and Other Government Research KEY TAKEAWAY EXERCISE
• Doing Research for a Cause LEARNING OBJECTIVES KEY TAKEAWAYS EXERCISE
• Public Sociology LEARNING OBJECTIVE KEY TAKEAWAYS EXERCISES
• Transferable Skills
• Understanding Yourself, Your Circumstances, and Your World KEY TAKEAWAYS EXERCISES
•  Back Matter

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Field Research: A Qualitative Research Technique

67 Field Research: When is it Appropriate?

Field research is well equipped to answer “how” kinds of questions. Whereas survey researchers often aim to answer “why” questions, field researchers ask how the processes they study occur, how the people they spend time with in the field interact, and how events unfold. Table 12.1 “Field Research Examples” presents a few examples of the kinds of questions field researchers have asked in past projects along with a brief summary of where and what role those researchers took in the field. The examples presented in Table 12.1 “Field Research Examples” by no means represent an exhaustive list of the variations of questions field researchers have asked or of the range of field research projects that have been conducted over the years, but they do provide a snapshot of the kinds of work sociological field researchers engage in.

NOTE: Many of the above studies had more than one research question. Only one research question per study has been listed for demonstration purposes.

Text Attributions

• This chapter was adapted from Chapter 10.1 in Principles of Sociological Inquiry , which was adapted by the Saylor Academy without attribution to the original authors or publisher, as requested by the licensor. © Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License .

An Introduction to Research Methods in Sociology Copyright © 2019 by Valerie A. Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Encyclopedia of Evolutionary Psychological Science pp 3108–3112 Cite as

Field Research

• Emily Lescak 3  
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• First Online: 01 January 2021

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Gathering information by observing individuals in their natural setting.

Introduction

Field research (“fieldwork”) refers to information gathered by observing individuals in their natural setting. Field research can be both qualitative and quantitative in nature. Qualitative research emphasizes the importance of observing variables and their interactions. Quantitative research attempts to objectively gather data to make associations, comparisons, and predictions among variables. Field studies that sought to associate behavior with inter-individual interactions and/or the environment formed the foundation for the field of behavioral ecology (Martin and Bateson 2007 ).

Field research involves observations of free-living wild animals in their natural habitats while minimizing perturbations or disturbances to their environment or behavior. Field excursions may require some or all of the following (Lagler 1956 ): funding for travel, salary, supplies, and...

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Bart, J., Fligner, M., & Notz, W. (1998). Sampling and statistical methods for behavioral ecologists . Cambridge: Cambridge University Press.

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Dewsbury, D. A. (2003). The 1973 Nobel Prize for physiology or medicine: Recognition for behavioral science? American Psychology, 58 (9), 747–752.

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Lack, D. (1947). Darwin’s finches . Cambridge: Cambridge University Press.

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Lahti, D., & Lahti, A. (2002). How precise is egg discrimination in weaverbirds? Animal Behaviour, 63 , 1135–1142.

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Martin, P., & Bateson, P. (2007). Measuring behavior: An introductory guide . Cambridge: Cambridge University Press.

Nice, M. M. (1937). Studies in the life history of the song sparrow. I. A population study of the song sparrow. Transactions of the Linnean Society of New York, 4 , 1–247.

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3.3.2: Field Research- What Is It and When to Use It?

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LEARNING OBJECTIVES

• Define field research.
• Define participant observation and describe the continuum of participant observation.
• Discuss at least two examples of field research.

There’s a  New Yorker  cartoon that pretty accurately portrays life for a field researcher (Cotham, 2003).Cotham, F. (2003, September 1). Two barbarians and a professor of barbarian studies.  The New Yorker . Retrieved from  http://www.cartoonbank.com/2003/two-barbarians-and-a-professor-of-barbarian-studies/invt/126562  It depicts “Two Barbarians and a Professor of Barbarian Studies.” As field researchers, just as in the cartoon, we immerse ourselves in the settings that we study. While the extent to which we immerse ourselves varies (note in the cartoon the professor is riding a horse but has chosen to retain his professorial jacket and pipe), what all field researchers have in common is their participation in “the field.”

Field research  is a qualitative method of data collection aimed at understanding, observing, and interacting with people in their natural settings. Thus when social scientists talk about being in “the field,” they’re talking about being out in the real world and involved in the everyday lives of the people they are studying. Sometimes researchers use the terms  ethnography  or  participant observation  to refer to this method of data collection; the former is most commonly used in anthropology, while the latter is used commonly in sociology. In this text, we’ll use two main terms:  field research  and  participant observation . You might think of field research as an umbrella term that includes the myriad activities that field researchers engage in when they collect data: they participate, they observe, they usually interview some of the people they observe, and they typically analyze documents or artifacts created by the people they observe.

Because we cover interviews and document/artifact analysis in  Chapter 3.1 "Interviews: Qualitative and Quantitative Approaches"  and  Chapter 3.5 "Unobtrusive Research: Qualitative and Quantitative Approaches" , here we’ll focus only on the participation and observation aspects of field research. These aspects of field research are usually referenced together and are known as  participant observation . Like field research, participant observation also has multiple meanings. Researchers conducting participant observation vary in the extent to which they participate or observe (Junker, 1960).Junker, B. H. (1960).  Field work: An introduction to the social sciences . Chicago, IL: University of Chicago Press. You might say that there’s a continuum of participant observation, where complete observation lies at end of the continuum and complete participation lies at the other end.

In other chapters, we discuss two works that could fall on either end of the participant observation continuum. Barrie Thorne’s (1993)Thorne, B. (1993).  Gender play: Girls and boys in school . New Brunswick, NJ: Rutgers University Press. observations of children in classrooms, school cafeterias, hallways, and playgrounds rest near the complete observation end of the continuum. Rather than actually pretending to be an elementary school student and interacting with her research participants as they would each other, Thorne observed (which, as discussed in  Chapter 1.3 "Beginning a Research Project" , was probably a wise move since it would have been difficult to convince the students that she was one of them). Laud Humphreys’s (1970)Humphreys, L. (1970).  Tearoom trade: Impersonal sex in public places . London, UK: Duckworth. research on the tearoom trade, could be said to rest on the other end of the continuum. Rather than  only  observe, Humphreys played the key tearoom role of watch queen, a role that nonresearcher participants in the trade also played. Humphreys also did not tell many of the people he observed that he was a researcher; thus from the perspectives of many of his “subjects,” he was  only  a participant. 

There are pros and cons associated with both aspects of the participant observer’s role. Complete observers may miss important aspects of group interaction and don’t have the opportunity to  fully  grasp what life is like for the people they observe. At the same time, sitting back and observing may grant them opportunities to see interactions that they would miss were they more involved. Complete participation has the benefit of allowing researchers a real taste of life in the group that they study. Some argue that participation is the only way to understand what it is that we investigate. On the other hand, complete participants may find themselves in situations that they’d rather not face but cannot excuse themselves from  because  they’ve adopted the role of complete participant. Also, complete participants who do not reveal themselves as researchers must face the ethical quandary of possibly deceiving their “subjects.” In reality, most field research projects lie somewhere near the middle of the observer-participant continuum. Field researchers typically participate to at least some extent in their field sites, but there are also times when they may just observe. Where would  you  feel most comfortable as a field researcher—as an observer, a participant, or a bit of both?

As you might have imagined based on the examples of Thorne’s and Humphreys’s work, field research is well equipped to answer “how” kinds of questions. Whereas survey researchers often aim to answer “why” questions, field researchers ask  how  the processes they study occur,  how  the people they spend time with in the field interact, and  how  events unfold.  Table \(\PageIndex{1}\) "Fiel d Research Examples"  presents just a few examples of the kinds of questions field researchers have asked in past projects along with a brief summary of where and what role those researchers took in the field. The examples presented in  Table \(\PageIndex{1}\) "Field R esearch Examples"  by no means represent an exhaustive list of the variations of questions field researchers have asked or of the range of field research projects that have been conducted over the years, but they do provide a snapshot of the kinds of work sociological field researchers engage in.

Field research is a method that was originally crafted by anthropologists for the purpose of cultural understanding and interpretation (Wolcott, 2008).Wolcott, H. F. (2008).  Ethnography: A way of seeing  (2nd ed.). Lanham, MD: Altamira Press. Dissatisfied with studying groups of people based solely on secondhand accounts and inspection of artifacts, several anthropologists decided to try living in or near the communities they studied to learn from and about them. Two anthropologists in particular, Franz Boas (1888)Boas, F. (1888).  The central Eskimo . Washington, DC: Bureau of American Ethnology. and Bronislaw Malinowski (1922),Malinowski, B. (1922).  Argonauts of the western Pacific: An account of native enterprise and adventure in the archipelagoes of Melanesian New Guinea . London, UK: G. Routledge & Sons; New York, NY: E. P. Dutton. are credited with developing this method around the turn of the 20th century. Boas lived with native populations in Canada and in the American Northwest. Malinowski lived in Papua New Guinea with people who were native to the area. Sociologists picked up on the idea and on the benefits of field research (which we’ll examine in  Section 3.3.3 "Pros and Cons of Field Research" ). Soon a number of sociologists had embraced this new method and adapted field research for their own studies of groups. Many of the early field researchers in sociology were former social workers who got interested in sociological research because of experiences in their roles as social reformers. The University of Chicago in particular played a key role in the development of American field research through, among other projects, its involvement in Hull House,Jane Addams Hull House Association. Retrieved from  http://www.hullhouse.org  a social settlement founded for European immigrants in Chicago (Deegan, 1986).Deegan, M. J. (1986).  Jane Addams and the men of the Chicago School, 1892–1918 . New Brunswick, NJ: Transaction Books.

KEY TAKEAWAYS

• Field research typically involves a combination of participant observation, interviewing, and document or artifact analysis.
• Different participant observation projects rest in different places on the continuum of complete observer to complete participant; most lie near the middle of the continuum.
• Field research has its origins in anthropology.
• As a preview to some of the pros, cons, joys, and frustrations of doing field research, watch the following clip, which shows “news” personality Stephen Colbert interviewing sociologist Sudhir VenkateshVenkatesh’s work was introduced in  Chapter 1.2 "Linking Methods With Theory" , the chapter on linking methods with theory. about his field research in some of Chicago’s poorest neighborhoods:  http://www.colbertnation.com/the-colbert-report-videos/156631/march-13-2008/sudhir-venkatesh . The clip highlights some of the advantages field research has over survey interviewing; it also highlights some of the disadvantages of field research. Based on what you see in the clip, what are some of the main advantages of field research as compared to survey interviewing? What are some of the main disadvantages?
• If you would like to learn more about William Foote Whyte’s groundbreaking field research, a 40-minute interview with Whyte and several of his research participants, conducted nearly 40 years after the publication of  Street Corner Society , can be found at the following link:  http://www.northendwaterfront.com/home/2010/6/18/street-corner-society-video-of-william-foote-whyte-north-end.html . What role did Whyte play in the field: complete observer, complete participant, or something in between? Use evidence from the interview to support your answer. What pros and cons of field research come up in the interview?
• Where do you think is the best place to reside on the observer-participant continuum? Why? What are the pros and cons of each of the various places on the continuum?

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