Knowledge conversion and arts-based methods

The paper discusses the formative ideas behind the Japanese model of knowledge management, the Western difficulties in the understanding and operationalising tacit and explicit knowledge conversion, and the role of arts-based methods in harnessing the still elusive knowledge dynamics, as well as adaptation of the popular, yet rarely used approach proposed by Ikujiro Nonaka

A safe place to reflect on the meaning of recovery: a recovery community co-productive approach using multimedia interviewing technology

Purpose – The purpose of this paper is to develop further the understanding of co-productive methodological practice for substance use research by demonstrating the use of a mobile, multimedia interviewing aid by members of a UK recovery community. Design/methodology/approach – A co-productive approach to data collection was piloted using a bespoke, audio-visual booth located in a range of recovery and community-focused social events. Audio-visual data were collaboratively selected, curated and analysed by recovery community partners and researchers. Findings – Findings illustrate how a mobile audio-visual booth can be used successfully within co-productive research. This approach facilitated a better understanding of the experiences and practices of self-reflection within the recovery community as they worked together to create a meaningful recovery largely independent of conventional recovery services. Research limitations/implications – This research was performed with one cohort of co-production members. However, the co-productive nature of the enquiry and the rich data this provided invites the making of cautious but firmer claims with regard to the transferability of this approach to similar recovery contexts. Social implications – Co-productive approaches confer a meaningful impact upon members of the recovery community, and wider understanding of this approach will promote an impact upon others engaging in recovery, supporting growth of a practice-based and theoretically underpinned evidence base. Originality/value – This study highlights use of digital technologies within co-productive community-based methodologies, reducing reliance upon academic expertise, and facilitating participant leadership in research. The analysis also signposts new areas for scholarly discussion in the area of co-productive, community-driven research

Giving voice to girls: A child-centric examination of the lived experiences of young girls aged 7-13 in their personal media contexts

Concerns arise regarding young girls’ relationships with media. This child-centric study elicits the voices of 14 young girls and the views of their parents and educators in one primary school. A mixed-research approach to data generation included interviews, questionnaires, magazine and music video analysis, and child-guided/documented home tours. Girls’ relationships with media are intimate, emotional, and meaningful, contrasting with cautious and less comfortable adult views. Recommendations for educators, parents, researchers and girls are provided

Exploring the Futures of Mobiles for Social Development Using Ethnographic Futures Research

As new technologies such as mobile phones impact peoples’ daily lives, interest into their potential is also growing. In this research paper we aim to identify and explore how a particular research approach, in this instance, ethnographic futures research (EFR), can be utilized for future predictions of mobiles phones in social development activities in developing countries. The paper describes the process and offers reasoning for utilizing this approach. By undertaking this research, the benefits are that academics will learn of an approach that will allow the study of and understanding social development activities achieved by novel mobile applications. For practitioners, such research offers the potential of obtaining a rich, simple and clearer understanding of mobile application development. By obtaining such an understanding, regions around the globe can be targeted and diffusion strategies leading to increasing mobile phone users will occur. By applying EFR it is concluded that there is definitely a need for a different way of thinking about how mobile phone services should be created and deployed to marginalized communities to avoid the unsustainable models used for the initial tele‐center deployments over a decade ago

Investigating the Use of Audiovisual Elicitation on the Creative Enterprise

Elicitation methods have been explored extensively in social science research, and in business contexts, to uncover unarticulated informant knowledge. This qualitative study investigates the use of an audiovisual elicitation interviewing technique, developed by a UKbased creative multimedia production social enterprise; Fifth Planet Productions CIC. The method employs a system of using audiovisual stimulus to elicit participant responses in the interview setting. This study, conducted in two parts, explores how the method improves solutions for eliciting client requirements. Part 1 explores the audiovisual elicitation interview within the business setting; how the techniques are effective at revealing tacit knowledge that would ordinarily remain unspoken in the standard interview. Part 2 tests the developed methods on a sample of 25 business owners seeking to improve communication within their respective organisations. This evidences how it is possible to elicit rich information that can be interpreted to determine clients’ requirements on professional commissions. The study presents a working method of audiovisual elicitation that is regularly employed by Fifth Planet Productions CIC. The methods are used to elicit project requirements in professional commissions and to establish stronger client relationship

Effects Of Conflict Sensitivity In News Stories And User-Generated Comments

The discussion about normative repercussions of conflict sensitive framing of journalistic communication demands empirical evidence. Thus, this study provided experimental examination of effects of peace journalism. Furthermore, this study also explored the effects of conflict sensitive framing of user-generated comments. Widely popular digital media platforms provide countless and growing opportunities for regular citizens to create and share different types of content, including comments, which means user-generated content should be considered in evaluation of present-day media effects. The collected evidence suggests that conflict sensitive framing in both professional and user-generated forms has certain effects on how audience perceives news about wars and other instances of political violence. The findings lead to a set of theory-building suggestions. Also, the findings provide further information that is relevant regarding contemporary mass media and their effects in practical as well as normative sense

'Video-View-Point' - Video analysis to reveal tacit indicators of student nurse competence

For over 30 years, the assessment of the clinical competence of student nurses has been the subject of much theoretical debate, yet the definition of criteria based on observable indicators of competence remains problematic. In practice, however, different assessors will judge and agree, relatively quickly, whether a student is competent or not; whether they have got ‘it’. Articulating what ‘it’ is, is difficult; although ‘it’ appears to be collectively, yet tacitly, understood. These judgements provide the key to the definition of competence. This research solves the dilemma of revealing and investigating these tacit understandings through the video analysis of students in simulated practice. The findings of four initial exploratory studies confirmed that competence is an example of tacitly understood behaviour and identified the limitations of traditional research methods in this context. The practical challenges of analysing video were highlighted, leading to the development of Video-View-Point to solve these problems and to reveal the tacitly understood behaviours. This innovative hybrid research method combines analysis of multiple ‘Think Aloud’ commentaries with the ability to ‘point’ at the subject of interest. The analysis is presented as a time-stamped multimedia dialectic, a visually simple yet sophisticated collage of data which reveals relevant behaviours, including those which are tacitly understood. A bespoke software tool (BigSister) was designed to facilitate the data collection, and was tested against the most similar commercially available technology, an eye tracker. The test of Video-View-Point successfully revealed four tacitly understood indicators of competence: communication, processing clinical information, being in the right place, and being proactive. Video-View-Point offers huge potential for behavioural analysis in other domains

Educating for a profession: a phenomenological case study of professional practice preparation for nursing from a sociocultural perspective

This thesis reports a study concerning a professional education program and involving 61 members of a cohort of nursing students and 13 nursing academic staff members working at a multi-campus university in Australia. The goal of the study was to investigate the essence of lived experiences in professional practice preparation, to construct theoretical understandings of the relevance of such experiences to future practice. Using the education of nurses at an Australian university as a case study, the research investigated the problem, 'What does it mean to prepare for professional practice?' The theoretical framework that informed the study engaged with complementary constructs of learning and development from a sociocultural perspective, and professional education, as understood through the thinking, respectively, of Lev Vygotsky (1978) and his followers, and Lee Shulman (2005) and his colleagues. The methodological approach deployed phenomenological case study research - a fusion of hermeneutic phenomenology and case study methodologies, specifically conceived for this investigation. Visual, written, spoken and observed data were analysed using an approach called a phenomenological case study data analysis spiral, also purposely developed for this research. Such methodological and analytical approaches enabled access to the complex and often tacit nature of the phenomenon under investigation, and they provided a means of interpreting participants’ lived experiences of preparing for professional practice. The thesis explicated the social conditions needed and the distinctive characteristics of learning contexts that shaped and facilitated the students’ learning of professionally valued understandings, skills and dispositions. Four interrelated themes were revealed in the study, which represented key elements that influenced and enhanced the preparation of students for professional practice, namely: 1) the student and his/her personal qualities influenced educational outcomes; 2) bounding aspects of regulatory importance influenced the make up and administration of an academic program; 3) the social environment influenced and enhanced the learning journeys of students; and 4) domainspecific pedagogies influenced and enriched the professional formation of students. All four themes were interrelated and represented an aggregate of all participants’ interpretations and elements that they experienced as embodying their experiences of preparing for professional practice. Each theme contributed to a deeper understanding of the significance of experiences of preparing for professional practice at university, and the significance of such experiences for the contemporary enactment of professional practice in a professional field. The thesis presented a sociocultural view of preparing for professional practice that may be used to develop further the process of engaging in professional practice preparation and, more broadly, the professional development of not only students but also of teachers and clinical facilitators

An investigative study of English vocabulary acquisition patterns in adult L2 tertiary learners with Chinese/Malay L1

This study investigates patterns of second language (L2) learners’ vocabulary acquisition of English in pedagogical contexts, and develops a vocabulary acquisition model, specifically a pre-receptive to productive vocabulary (PR-PV) model which analyses the patterns of inferencing strategies, the role of context on the strategies, and the influence of teaching explicit strategies on vocabulary development. Research in the area of vocabulary development is unclear on the interrelationships among various aspects of lexical competence, learning, and production processes in second language lexical acquisition. Models of vocabulary acquisition in English as a second language are scarce and the lack often prompts L2 researchers to draw from first language vocabulary study models to correlate vocabulary developmental patterns. Research is also uncertain about how L2 learners respond to reading texts however, it is quite clear that the receptive vocabulary of L2 learners is larger than productive vocabulary.The study employed a mixed-method research approach and the findings suggest that both content and context play significant roles in the extent to which L2 learners interact efficiently with reading texts. The findings from the study may have pedagogical and theoretical implications for curriculum developers, instructors and policy makers in second language tertiary English learning contexts

Researching Across Two Cultures: Shifting Positionality

Embodied and creative research methods provoke honesty, emotion, and vulnerability in participants, which add to the richness of the stories they tell and are willing to share. The positionality of the researcher is less of “interviewer” and more “co-producer” or participant in a dialogue. Visual and creative approaches invite participants to share in ways in which they are not able or willing through words alone. The data and outputs they produce, with film, art, or objects, can in turn affect those who see it more than written text and need to be analysed and disseminated along with more traditional transcripts, articles, and presentations. In the context of investigating sensitive issues such as those around embodied identity, these methods, which use embodied methods to explore embodied research questions, may feel the most appropriate. These approaches lie along the boundary of therapy and research, asking much of researchers who are unlikely to have received therapeutic training or ongoing support. Due to this deficit, the researched may find that their experience is not held or contained in a way that the content would demand. Similarly, the data themselves lie on the boundary of art and research, in that they can be seen as more than a tool to facilitate reflection, but as artifacts in their own right. What are the implications in this scenario? Where should we position ourselves and our work along these boundaries? Who holds the space for the researcher and the researched if both are made vulnerable