Dr Tom Clark
Lecturer in Research Methods
(BA, MA, PhD, SFHEA)
Telephone: 0114 222 6446 (external), 26446 (internal)
Room: Elmfield, G42
Tom has spent his entire academic life at the University of Sheffield and has been a part of the Department of Sociological Studies since 2002.
After graduating with a BA (hons) in Psychology, Tom went on to be awarded an MA in Sociological Research from the Department, and has since completed his PhD thesis entitled "Doing qualitative research with people and organisations: How do researchers understand and negotiate their research relationships?". Tom is a Senior Fellow of the Higher Education Academy (SFHEA).
Tom's main research interests are in the broad areas of research methodology, novel applications of social theory, and sport. More specifically, he is interested in the utility of social research and the impact of being researched; the ethics of social research; secondary research methods; methodological innovation; and, the sociology of lower league football. Currently, He is attempting to utilise novel sources of data in order to explore the sociology of evil. Tom is also interested in the sociology of deception, in all of its various disguises.
During his time at Sheffield, Tom has also worked on a variety of other research projects. In collaboration with Research in Practice (see www.rip.org.uk), he assisted with the DoH funded project, `the costs and benefits of being a research site´, as well as the DfESS funded project, `Social work expertise in the family court´. Similarly, Tom has also worked as a research assistant on the project, `Developing qualitative research in an e-science framework´.
The guiding purpose of Tom's teaching is to use his knowledge of the research process to help students to develop a flexible range of skills and techniques that will help them in future environments, whatever these may be. Rather than relying on the passive consumption of textbooks and lectures, Tom's teaching emphasises productive but critical doing. This necessarily involves adopting an approach that develops substantive knowledge and practical skills, but also one that encourages critical reflection. Hence, inquiry-based learning is central to Tom's teaching.
Tom is Course Leader for our undergraduate programmes. He teaches on the following courses:
Also see our Undergraduate Degree pages.
To find out more about our PhD programmes, go to:
Publications since 2005
Clark TW. (2014) Using Archival Documents as Data: Working with Myra Hindley's ‘Prison Files’ SAGE Research Methods Cases 2014 (Working paper)
Mainwaring, E., & Clark, T. (2012) ‘We’re shit and we know we are’: Identity, place and ontological security in lower league football in England, Soccer and Society, 13, 1, pp 107-123. doi: 10.1080/14660970.2012.627173
Clark, T. (2011) Gaining and maintaining access: Exploring the mechanisms that support and challenge the relationship between gatekeepers and researchers. Qualitative Social Work, 10, 4, pp 485-502. doi: 10.1177/1473325009358228
Clark, T. (2010) 'On being ‘researched’: Why do people engage with qualitative research?' Qualitative Research, August 19, 2010 vol. 10 no. 4: 399-419. doi: 10.1177/1468794110366796
Clark, T. (2008) '‘We’re over-researched here!’: Exploring accounts of research fatigue within qualitative research engagements'. Sociology, 42, 5. doi: 10.1177/0038038508094573
Clark, T., & Sinclair, R. (2008) 'The costs and benefits of being a research site'. Evidence and Policy: A journal of research, debate and practice, 4, 1, pp 105-119. doi: 10.1332/174426408783477855
Molyneux-Hodgson, S., &, Clark, T. (2007) 'Sociological engagements with Computing: The advent of E-Science and some implications for the qualitative research community'. Sociological Research Online, 12, 3. www.socresonline.org.uk/12/3/9.html
Clark, T. (2006) '“I’m Scunthorpe ‘til I die”: Constructing and negotiating identity through the terrace chant'. Soccer and Society, 7, 4. doi: 10.1080/14660970600905786
Norman, P., Clark, T., & Walker, G. (2005) 'The theory of planned behaviour: Descriptive norms and the moderating role of group identification.' The Journal of Applied Social Psychology, 35, 5, pp 1009-1029. doi: 10.1111/j.1559-1816.2005.tb02157.x
A full list of publications can be downloaded by clicking the link on the right of this page.