- 200 years
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- About us
https://webcdn.mmu.ac.uk/profiles/img/profile-images/avatars_0000s_0021_John-Goldring-resize-100x100-528f75e3bd7a0.jpg
I like to combine cooking and travelling to see how different parts of the world live. I am also an active member of the gay community and volunteer for the Gay Married Men’s Group.
A word to describe me would be enthusiastic!
I am currently researching how to improve the teaching of Quantitative Methodologies at Undergraduate level.
I also research areas of the Gay Identity, Gender, Health and Notions of Community in a Late Modern context.
Here is a short video of why I like doing research and my underlying approach:
Teaching Sociology is my passion. As a result of this, I use teaching methods that will promote a positive student experience. Teaching sociology allows me to develop new and interesting methods that encourage students to engage with difficult and complex materials. The Sociology Department provides a great support network to be able to do this. Together, we never shy away from difficult to teach subjects but rather, look for innovative ways to get the material across to students. See me in action:
My advice would be: be enthusiastic about what you study and research. Learning is a journey, a very long journey so bring along a flask and snacks. You may encounter barriers, obstacles and broken bridges. Get over it. Make mistakes, learn from them, film them and send them to You've Been Framed - but try not to make them twice. Get lost! Explore and take pictures. Share your ideas - they're free. It's putting them into practice takes the time. Share your experiences and tell stories - they define us.
I like to challenge what is taken for granted when teaching in a bid to get students to take a voyage outside their worldview. Sociology is both complex and fast changing. I do not shy away from difficult material but rather, look for interesting ways to support student learning. My teaching is based on principles including Freire’s Conscientization, Bronfenbrenner’s Ecological Approach and Vygotsky’s social model of learning. Put simply, it is important to put the student in a context from which to support them in developing criticism skills.
My teaching style is: Challenging - Engaging – Reflective.
I graduated from the MMU in 1999 with a first class honours degree in Psychology. In 2007, I received my PhD in Sociology of Health from University of Salford. The research was funded by the NHS Fellowship scheme. The thesis is entitled ‘There’s More to Health than HIV: Social Capital and Health in the Gay Community’. In it, i tried to move the HIV debate along by focusing on other areas of health that effect gay men. I also wanted to see how gay men constructed their support networks.
Co-Director of the Manchester Met Q-Step Centre
I currently teach on all the core methods at all levels of study. Key to these units are how students put into practice what is taught and learnt. We find that some students want shy away from the quantitative element of research methods because it focuses on numbers and maths. This is a shame. Both quantitative and qualitative methodologies are essentially doing the same job in helping us make sense of the world in which we live. Importantly, they both use evidence as their base.
Unit Leader for:
Unit Leader for:
Current PhD Supervision (working titles)
Adam Westall - Volunteers on Patrol: Voluntary Patrols and their Contribution to Community Safety (due for completion end 2019)
Anika Irischa Leslie-Walker - Women and Participation in Sport (due for completion 2021)
Simon Massey - The Aetiology of Maths Anxiety (due for completion 2019)
Nazneed Ismail - Making Students Count (due for completion 2020)
Carla Cordner - Care Leavers
Masters by Research Suppervision
Completed PhD Supervision
Potential PhD Supervision
I would be interested in supervising PhDs in the following areas:
University of Cardiff (current)
External adviser for the FdA Criminology and Criminal Justice course – UCLAN (2015)
In 2007, I received my PhD in 2007 from University of Salford. The research was funded by the NHS Fellowship scheme. The thesis is entitled ‘There’s More to Health than HIV: Social Capital and Health in the Gay Community’. I continue to be involved in research on gender, sexual orientation and health to explore how such discourses can combine to construct a limiting health experienced. A current focus is qualitatively investigating a group of Gay Married Men to capture and explore their experiences of health and marginality.
I am very interested in pedagogy. I try to link Bronfenbrenner ecological theory to Vygotsky's Social Learning Theory and Freire's notion of conscientization as the starting point to my teaching, learning and research. While working on a core 2nd year method unit, I am drawing on ideas from threshold concepts and concept testing that links in with the Pointing Clinking, HEA and now Q Step Centre research. I am hoping to put an end to the discursive hostilities between quantitative and qualitative approaches to reserach in a bid to bring a brighter researcher future where all stories are welcomed and valued.
My main research interests include:
Current and former research activities
Bellaby P and Upham P, with Flynn R, Dresner S, Fish R, Goldring J, Hughes N, Ricci M, Speakman D and Tomei J (2007), Public Engagement with Hydrogen Infrastructures in Transport, Report for the Department for Transport, UK, contract number PPRO4/54/2
J. Scott Jones, JE. Goldring (2015). ‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’. International Journal of Social Research Methodology.
JE. Goldring (2010). Between the partisan and the fake: walking the path of the insider when conducting ethnographic research. J. Scott-Jones, W. Watt. In: Ethnography on social science practice.
S. MacKian, JE. Goldring (2009). 'What's he looking at me for?' Implications of age and generation for gay men's health promotion. In: LGBT issues: looking beyond the categories. Edinburgh: Dunedin Academic Press,
J. Sixsmith, M. Boneham, JE. Goldring (2003). Accessing the community: gaining insider perspectives from the outside. Qual Health Res. 13(4), pp.578-589.
S. Lindsay, JE. Goldring Anonymizing data for secondary use.
J. Scott Jones, JE. Goldring (2021). Explanatory and Descriptive Statistics. SAGE Publications Limited.
J. Goldring, S. Mackian (2010). 978-1-906716-05-0-9. Dunedin Academic Press.
JS. Jones, S. Watt (2010). Ethnography in Social Science Practice. J. Scott-Jones, S. Watt. Routledge.
L. Cain, JE. Goldring, J. Scott Jones (2022). Getting students out there; using community partnerships to engage students. Higher Education, Skills and Work-based Learning. 12(4), pp.763-774.
J. Scott Jones, JE. Goldring (2015). ‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’. International Journal of Social Research Methodology.
J. Sixsmith, M. Boneham, JE. Goldring (2003). Accessing the community: gaining insider perspectives from the outside. Qual Health Res. 13(4), pp.578-589.
JE. Goldring (2010). Between partisan and fake, walking the path of the insider: Empowerment and voice in ethnography. In: Ethnography in Social Science Practice. pp.126-140.
JE. Goldring (2010). Between Partisan and Fake, Walking the Path of the Insider: Empowerment and voice in ethnography. In: Ethnography in Social Science Practice. pp.126-140.
JE. Goldring (2010). Between the partisan and the fake: walking the path of the insider when conducting ethnographic research. J. Scott-Jones, W. Watt. In: Ethnography on social science practice.
S. MacKian, JE. Goldring (2009). 'What's he looking at me for?' Implications of age and generation for gay men's health promotion. In: LGBT issues: looking beyond the categories. Edinburgh: Dunedin Academic Press,
S. Lindsay, JE. Goldring Anonymizing data for secondary use.
JE. Goldring Operationalising Pedagogy when Teaching Quantitative Methodologies. University of Warwick, 24/11/2015.
J. Scott Jones, JE. Goldring Experiences of Pedagogical Innovation. University of Sheffield, 16/9/2015.
J. Scott jones, JE. Goldring P is for Pedagogy; Why is Pedagogy fundamental to the Q-Step Project. Oxford University, 23/7/2014.
JE. Goldring, J. van hooff Bums on Seats: Using Parentalism to Foster Engagement and Belonging. Manchester Metropolitan University,
J. Scott jones, JE. Goldring Student Transitions from A Level to University. Liverpool, 3/6/2013.
JE. Goldring, J. Scott Jones Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach. Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach, 7/5/2013.
JE. Goldring Climate change: health promotion & the 'gay community'.
JE. Goldring A brave new world: the renaissance of the gay community.
JE. Goldring Working on the margins of the gay community: how a self-help support group for gay married men promotes empowerment and growth. An ethnographic study. 1/6/2009.
JE. Goldring Theorising risk environments: marginality, unsafe sex & the Internet.
JE. Goldring The notion of trust in an authoritarian society: a generational perspective of gay men from the UK.
JE. Goldring, S. MacKian It's no fucking career – promoting gay men’s health. 30/10/2008.
P. Bellaby, JE. Goldring, S. MacKian Health literacy and the framing of health messages in the gay community. 1/1/2007.
JE. Goldring (2006). Climate change: shifting boundaries of gay identity and community in Manchester.
JE. Goldring Gay men as reflexive health citizens: moving beyond health literacy.
JE. Goldring Health literacy & the framing of health messages in the gay community.
JE. Goldring Gay men as reflexive health citizens.
J. Scott Jones, JE. Goldring (2014). HEA STEM Project: Skills in Mathematics and Statistics in Sociology and Tackling Transition Report. HEA, HEA.
P. Bellaby, R. Flynn, P. Upham, S. Dresner, R. Fish, et al. J. Goldring, N. Hughes, M. Ricci, D. Speakman, J. Tomei. (2007). Public Engagement with Hydrogen Infrastructures in Transport. , Department for Transport, UK.
P. Bellaby, P. Upham, R. Flynn, R. Fish, JE. Goldring, et al. N. Hughes, M. Ricci, D. Speakman, J. Tomei. (2007). Public Engagement with Hydrogen Infrastructures in Transport. , Department for Transport.
J. Sixsmith, JE. Goldring (2002). Young Men’s Health & Social Capital: An Exploratory Study of Participation in a Youth Community House Project. HEA, HEA.
J. Sixsmith, JE. Goldring (2001). The Relationship Between Social Capital & Health: A Case Study of a Socially Deprived Community. HEA, HEA.
2016 - operationalising pedagogy when teaching quantitative methodologies: Q-Step Symposium: University of Warwick
2015 - Experiences of Pedagogical Innovation. In New Frontiers in Teaching Quantitative Social Science. University of Sheffield.University of Sheffield
2014 - P is for Pedagogy; Why is Pedagogy fundamental to the Q-Step Project. 6th ESRC Methods Festival
Conference Proceedings
2014 (feb) Identifying the ‘troublesome knowledge’ that acts as a barrier to learning quantitative methodologies in Sociology as part of the Higher Education Academy's Seminar Series 2013-2014 - GEN828
2013 - Q-Step Centre - Promoting Quantitative Skills in HE - Co grant applicant and Deputy Q-Step Director
2013 - Skills in Mathematics and Statistics in the Disciplines and Tackling Transition - Sociology - HEA - F-40032
2012 - Jan 2015 'No More Pointy-Clicky Numbers Stuff: building staff quantitative skills' ESRC grant ES/J011703/1 (Co-Investigator)
2011- MMU Research Grants ‘Exploring the Experiences of Gay Married Men’ – Grant Holder
2005 - ESRC ‘Health literacy & the Framing of Health Messages in the gay Community’ – Grant applicant and Researcher
At the Manchester Metropolitan University Q-Step Centre, an important ethos is to empower community groups through their increased use of quantitative methodology and statistics. We have vast experience in developing and delivering bespoke training workshops that have helped community and third sector organisations upskill their workforce and be in a better position to demonstrate the beneficial impact their services have on their clients.
I have been involved in developing and delivering a range of training course outlined below:
IPCC: Community and stakeholder engagement in critical investigations. The training session focused on two key areas: Data analysis using freely available mapping apps and websites; and strategies needed to access hard to reach communities. Both sessions addressed the complex issues of how to better understand communities at a micro and macro level.
Measuring Impact in the Third Sector. As part of the ESRC Social Science Festival (2015), the Q-Step Centre delivered a one day workshop for third sector employees based in Greater Manchester who wanted to learn how to engage with statistical analysis techniques from which they would be able to better demonstrate the beneficial impact of the services they provide.
Working with Quantitative Evidence: The National Conference of the Boys and Girls Clubs of Great Britain. This was a one day workshop that introduced easy strategies for volunteers and third sector employees could collect and analysis simple descriptive statistics. A key focus was the importance of collecting data so that the impact of the services on offer could be better demonstrated.
British Red Cross: Introduction to Quantitative Analysis. The training sessions focused on statistical literacy and how employees could better collect, manage and analyse quantitative data. Key to this training session was to show how the organisations existing package (Excel) could easily be used to produce tables and charts.