TY  - JOUR
AB  - Often associated with early stages of individual and organizational change is exploration of basic premisses or assumptions held by individuals. Management faculty could benefit from an increased awareness of epistemological and values assumptions that they and others are applying in their educational planning and classroom instructional choices. Multiparadigmatic qualitative research on the evolving field of management education itself might allow better understanding of these deeper, partially taken‐for‐ granted and important faculty assumptions. One potentially useful multiparadigmatic approach for qualitative research might include aspects of interpretive, critical and post‐structural/postmodern social inquiry. Results from such basic research, through publication in some forum or outlet in the management discipline, could be applied for reference and unfreezing purposes in faculty development/ change programmes at individual business colleges or management departments.
VL  - 9
IS  - 2
SN  - 0953-4814
DO  - 10.1108/09534819610113711
UR  - https://doi.org/10.1108/09534819610113711
AU  - Payne Stephen L.
PY  - 1996
Y1  - 1996/01/01
TI  - Qualitative research and reflexive faculty change potentials
T2  - Journal of Organizational Change Management
PB  - MCB UP Ltd
SP  - 20
EP  - 31
Y2  - 2024/04/24
ER  -