Understanding Methodological and Disciplinary Differences in the Data Practices of Academic Researchers

This article is copyrighted by Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. - See more at: http://www.emeraldgrouppublishing.com/authors/writing/author_rights.htm#sthash.A75S798F.dpufPurpose– The purpose of this paper is to better understand the data practices, influences and needs of researchers at a major public research institution. Design/methodology/approach– This paper is based on the results of a pre-tested, web-based survey of University of Kansas faculty, staff, researchers and graduate students. Findings– Influences on data practices and data needs vary with the research methodology and academic discipline of the researcher. Practical implications– Academic libraries may need to adjust the services they offer to meet the varying needs of researchers in differing disciplines using differing methodologies. Originality/value– This study adds to the developing literature describing research data management. Keywords Research, Academic libraries, University libraries, Assessment, Data management Paper type-Research pape

Technology-enhanced learning as a site for interdisciplinary research

This briefing on Interdisciplinary Research is the fifth publication of its kind emerging from the Technology Enhanced Learning Research programme (TEL). TEL is a £12m programme running from 2007-2012 with eight large interdisciplinary projects aiming to combine technological and pedagogical expertise to improve outcomes for learners. The programme is funded jointly by the UK’s Economic and Social Research Council and Engineering and Physical Sciences Research Council. TEL also commissions analyses of key theoretical, practical and policy issues across and beyond the eight projects, and in the wider TEL field

Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.Peer reviewe

A Holistic Social Constructionist perspective to Enterprise Education

Purpose – Drawing on the Gestalt approach this article proposes a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating how the latter supports research into experiential learning in EE in 7 UK Higher Education (HE) pharmacy schools. Design/ Methodology/ Approach – This paper is based on a qualitative empirical study involving educators in UK Higher Education Institution (HEI) pharmacy schools in semi-structured interviews, and investigates the delivery of EE through experiential learning approaches. Social Constructionism is proposed as a suitable underlying philosophical paradigm. Findings – A Social Constructionism paradigm, which adopts relative realism ontology, transactional epistemology, and Gadamer’s Hermeneutic Phenomenology, offers a relevant, multi-perspectival philosophical foundation for EE research, supporting transactional relationships within contexts of multiple possibilities. Research limitations/implications – Social Constructionism does not necessarily support the individualistic paradigm, as advocated by Constructivists; and the values associated with the former encourage a more collaborative and cooperative approach different from the latter. Practical implications –The paper supports the understanding that applying experiential learning through inter-disciplinary and inter-professional learning is regarded as an approach beneficial for educators, institutions and learners, within the context of EE. Originality/ value – This paper offers a holistic conceptual framework of Social Constructionism that draws on the ‘Gestalt Approach’, and highlights the harmony between the ontological, epistemological and methodological underpinnings of Social Constructionism. The paper demonstrates the relevance of the proposed framework in EE research within the context of an empirical study, which is different in that it focuses on the delivery aspect of EE by considering the views of the providers (educators), an hitherto under-researched area. Paper type – Research paper Key words: Enterprise education, research philosophy, Social Constructionism, relative realism ontology, transactional epistemology, Gadamer’s Hermeneutic Phenomenology, Gestalt approach

Ethnography, Ethnographers and Hospitality Research: Communities, Tensions and Affiliations

This paper examines the professional and moral positions of ethnographers located in institutions specializing in hospitality management. The paper considers the notion of ethnographic subjectivity and argues that ethnographers working in various paradigmatic contexts have differing relationships with the principles and practices of social science, organisation studies and commercial activity. It is suggested that they are simultaneously members of disparate communities with conflicting norms and values. The paper identifies the cultural and institutional forces that shape the absence, presence and the potential future of ethnography in hospitality management research

Intersectionality queer studies and hybridity: methodological frameworks for social research

This article seeks to draw links between intersectionality and queer studies as epistemological strands by examining their common methodological tasks and by tracing some similar difficulties of translating theory into research methods. Intersectionality is the systematic study of the ways in which differences such as race, gender, sexuality, class, ethnicity and other sociopolitical and cultural identities interrelate. Queer theory, when applied as a distinct methodological approach to the study of gender and sexuality, has sought to denaturalise categories of analysis and make normativity visible. By examining existing research projects framed as 'queer' alongside ones that use intersectionality, I consider the importance of positionality in research accounts. I revisit Judith Halberstam's (1998) 'Female Masculinity' and Gloria Anzaldua's (1987) 'Borderlands' and discuss the tension between the act of naming and the critical strategical adoption of categorical thinking. Finally, I suggest hybridity as one possible complementary methodological approach to those of intersectionality and queer studies. Hybridity can facilitate an understanding of shifting textual and material borders and can operate as a creative and political mode of destabilising not only complex social locations, but also research frameworks

A multi-disciplinary perspective on the built environment: Space Syntax and cartography – the communication challenge

8-11 June 2009

Transnational reflections on transnational research projects on men, boys and gender relations

This article reflects on the research project, ‘Engaging South African and Finnish youth towards new traditions of non-violence, equality and social well-being’, funded by the Finnish and South African national research councils, in the context of wider debates on research, projects and transnational processes. The project is located within a broader analysis of research projects and projectization (the reduction of research to separate projects), and the increasing tendencies for research to be framed within and as projects, with their own specific temporal and organizational characteristics. This approach is developed further in terms of different understandings of research across borders: international, comparative, multinational and transnational. Special attention is given to differences between research projects that are in the Europe and the EU, and projects that are between the global North and the global South. The theoretical, political and practical challenges of the North-South research project are discussed

Exploring notions of genre in 'academic literacies' and 'writing across the curriculum': approaches across countries and contexts

The SIGET IV panel on genre in Writing Across the Curriculum (WAC) and “academic literacies” (ACLITS) has set rolling a discussion of the similarities and differences in the two traditions, the former originating in the US in the early 1970s, the latter originating in England in the early 1990s. This paper maps out some elements of each in relation to the other and to genre, which we hope will set in motion further discussions and cross-fertilization