Suchergebnisse

"This book offers contemporary social justice research method strategies that incorporate social justice aspects of a research design to address the research problem such as how, why, and where to incorporate conventional and creative social justice research methodologies across both qualitative and quantitative approaches and from various theoretical and conceptual perspectives"

Purpose
– The purpose of this paper is to reexamine the importance of theory in research. The paper focuses on discussing the underlying principles that influence the research approach.


Design/methodology/approach
– This is a theoretical paper that discusses the importance of theory in research and opens up the area for discussion and debate.


Findings
– The paper contributes to the research methodology literature by adopting a sense making perspective, and focusing on the ontological and epistemological dimension of research. The paper furthers the debate on the link between theory and research, as the basis for developing further theory.


Research limitations/implications
– The paper provides a limited focus to management research and has not at this stage engaged in any practical testing of the ideas.


Practical implications
– There is an opportunity for changing practice at a variety of levels in engaging with research. These include implications for researchers, teachers, students and practitioners.


Originality/value
– The paper re-emphasises the importance in understanding philosophical concerns which underpins research activity. It is designed as a tool for discussion and guidance.

Concern, expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ?value for money? from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focus and theoretical orientation, and of sites, practices and agents of knowledge production.

Qualitative researchers are expected to engage in reflexivity, whereby they consider the impact of their own social locations and biases on the research process. Part of this practice involves the consideration of boundaries between the researcher and the participant, including the extent to which the researcher may be considered an insider or an outsider with respect to the area of study. This article explores the three different processes by which boundaries are made and deconstructed, and the ethical complexities of this boundary making/(un)making process. This paper examines the strengths and limitations of three specific scenarios: 1) when the researcher is fully cloaked and hiding their positionalities; 2) when there is strategic undressing to reveal some positionalities; 3) when there is no cloak, and all positionalities are shared or revealed. This paper argues that it is insufficient to be reflexive about boundaries through acknowledgement, and instead advocates reflexivity that directly examines the processes by which social locations are shared and hidden during the research process.

In this article, we provide a brief introduction to the special issue on research ethics in qualitative research. We describe the general context within which our idea emerged to organize a special issue and present its design and, for purposes of transparency, some particulars with respect to the selection and review process. We sketch some of the common themes that are shared across parts of the paper set, including critical analysis of ethics codes and ethics reviews, the intricacies of informed consent, confidentiality and anonymity in qualitative research and questions of vulnerability.

This book review provides a summary of the content of the book "Mobile Work, Mobile Lives: Cultural Accounts of Lived Experiences" and a critical review of the methodological strengths of the articles included in the book. It also points out one structural weakness of the book. The appropriate readership is recommended as well.