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Article
Publication date: 10 June 2021

Kelum Jayasinghe

This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the…

Abstract

Purpose

This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education?

Design/methodology/approach

The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data.

Findings

The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles.

Originality/value

The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

Details

Qualitative Research in Accounting & Management, vol. 18 no. 2
Type: Research Article
ISSN: 1176-6093

Keywords

Article
Publication date: 8 October 2018

Robin Bell and Peng Liu

The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and…

Abstract

Purpose

The purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.

Design/methodology/approach

Qualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.

Findings

A range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.

Research limitations/implications

This research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.

Originality/value

Encouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

Details

Journal of Small Business and Enterprise Development, vol. 26 no. 2
Type: Research Article
ISSN: 1462-6004

Keywords

Article
Publication date: 31 May 2019

Annick Ancelin-Bourguignon

Drawing on educational science research and concepts, this paper aims to organize and analyze prior accounting literature on the integration of research into teaching and…

Abstract

Purpose

Drawing on educational science research and concepts, this paper aims to organize and analyze prior accounting literature on the integration of research into teaching and provides evidence for the relevance of integrating research into constructivist management accounting teaching.

Design/methodology/approach

Evidence shall be drawn from the autoethnographic account of a case study, namely, an MiM course in a French business school.

Findings

The presentation of qualitative research plays a priming role in collective debates where knowledge is co-produced by the group of students.

Research limitations/implications

The analysis opens up many avenues for future research on constructivist accounting teaching (e.g. teachers’ profiles, cross-cultural comparison) and its consequences.

Practical implications

The case provides examples of how, in practice and beyond general principles, the constructivist teacher adapts to his/her audience and their educational heritage. It also invites a holistic consideration of teaching arrangements, the relationships between their elements and their collective impact on learning.

Originality/value

The case study, the analysis of which draws on educational science frameworks and concepts, provides an in-depth account of research integration into constructivist accounting teaching.

Details

Qualitative Research in Accounting & Management, vol. 16 no. 4
Type: Research Article
ISSN: 1176-6093

Keywords

Article
Publication date: 4 October 2011

Carlo Massironi and Marco Guicciardi

This paper aims to introduce the reader to investigate some aspects of investment decision making from a constructivist perspective.

3304

Abstract

Purpose

This paper aims to introduce the reader to investigate some aspects of investment decision making from a constructivist perspective.

Design/methodology/approach

The constructivist perspective is introduced in its dual nature of epistemology and of modelization. From constructivist epistemology, the paper mentions the corollaries of theoretical pluralism and cognitive pragmatism. From Kruglanski and Ajzen's Lay epistemology theory, the paper presents in more detail a constructivist modelization for the study and improvement of formal processes of investment decision making.

Findings

Beginning from the proposed framework, the paper indicates the lines for the development of a critical (or reflective) investment decision‐making attitude. This is an investment decision making which is able to reflect on its own constructs and cognitive processes in order to develop investment processes with a higher “constructivist awareness” and efficacy.

Originality/value

The proposed modelization can contribute to the work of those dedicated to the development of better formal processes of investment. The paper presents three examples of possible applications potentially useful for the improvement of the processes of asset valuation of value investors.

Details

Qualitative Research in Financial Markets, vol. 3 no. 3
Type: Research Article
ISSN: 1755-4179

Keywords

Book part
Publication date: 26 October 2015

Pablo Fraser and Sakiko Ikoma

Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and…

Abstract

Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and brightest people to be teachers, and how to fire bad teachers. The political discourse of these policy reforms oftentimes depicts teachers as largely inactive transmitters of knowledge and does not recognize the agency they have in affecting standards. Yet, such a narrow framework may suppress teacher pedagogy, practices, and also teacher beliefs. In this chapter, we seek to understand the extent that two types of math teacher beliefs – traditional and constructivist orientations – are related to national cultural factors. In doing so, we test both “culturist” and “neo-institutional” hypotheses by observing how those beliefs vary across different nations.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

Book part
Publication date: 24 May 2017

Alexandros Kakouris

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous…

Abstract

Entrepreneurship education is observed as expanding in both academic and informal settings. Drawing on the Business Schools paradigm, relevant courses deliver contiguous knowledge and competencies applicable to new business creation based on cognitive and experiential instruction. Germane studies explore the entrepreneurial intention of trainees as a consequence of the pursued instruction. This chapter follows a more student-centric perspective which supposes the underlying cognitive schemes of trainees and their evolution as primordial structures that are affected through learning. This focus turns the approach into pure constructivism where the Piagetian concepts of assimilation and accommodation underpin learning. Based on a coherent constructivist online environment, that is the TeleCC platform in Greece, evidence for reflection, critical thinking and meta-learning incidents is investigated amongst the trainees’ dialogues and comments. The appearance of these processes verifies the dynamics of constructivist learning and Piaget’s equilibration process. There has been minimal attention in research so far into genuine constructivist signatures relevant to entrepreneurial learning; a gap that motivated the research of this chapter. The features of the learning environment and the facilitating role for the educator are crucial presuppositions for deep constructivist learning processes to occur. Else, instructional interventions favour the customary guidance and knowledge or experience transfer. It is maintained that the constructivist approach is an underdeveloped yet innovative perspective for educational research in entrepreneurship that needs good examples and contextualisation of relevant concepts and processes. Its contribution will be especially important and inclusive for the lifelong learning domain where adult learners participate in with repositories of personal life experiences and crystallised and resistant conceptualisations for the phenomena under consideration.

Details

Entrepreneurship Education
Type: Book
ISBN: 978-1-78714-280-0

Keywords

Article
Publication date: 24 July 2009

Brian A. Altman

The aim of this paper is to review two accounts of the history of workplace learning and training in the USA that emphasize issues of power and control in the…

Abstract

Purpose

The aim of this paper is to review two accounts of the history of workplace learning and training in the USA that emphasize issues of power and control in the determination of what training occurs, and place these issues at the center of their analyses.

Design/methodology/approach

The two texts are reviewed and a constructivist paradigm is considered to address issues raised in the texts.

Findings

It is suggested that a constructivist view by managers and workers can foster a positive approach to determining what training workers receive, allowing for worker training that meets the needs of managers as well as workers.

Research limitations/implications

While these two works were the only ones identified through a literature search that focuses on the history of who determined worker training in the USA, and they prove insightful on this topic, this paper is limited in that these works are now respectively approximately one and three decades old.

Practical implications

Implementation of a constructivist view of determining training for workers can meet the needs of managers as well as workers, avoiding a zero‐sum game view.

Originality/value

By reviewing these two texts, and considering a constructivist paradigm in addressing issues raised by the authors, a vision of a constructivist approach to determining training is presented, with advantages to workers and managers.

Details

Journal of European Industrial Training, vol. 33 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 1 March 2009

Mark Bevir

This paper offers a constructivist theory of governance. It begins by challenging rational choice and institutionalist accounts for neglecting meanings. If we are to take…

Abstract

This paper offers a constructivist theory of governance. It begins by challenging rational choice and institutionalist accounts for neglecting meanings. If we are to take meanings seriously, we need to allow for the constructed nature of governance − governance depends on concepts that are themselves in part products of wider webs of belief. The rest of the paper argues, first, that constructivism is compatible with various forms of realism, and, second, that constructivism is strengthened by recognition of situated agency.

Details

International Journal of Organization Theory & Behavior, vol. 12 no. 1
Type: Research Article
ISSN: 1093-4537

Article
Publication date: 21 January 2022

Rishik Elias Menon

Policy mobility scholarship concerning anti-money laundering (AML) has typically favoured the study of power structures and interests to the neglect of the constructivist

Abstract

Purpose

Policy mobility scholarship concerning anti-money laundering (AML) has typically favoured the study of power structures and interests to the neglect of the constructivist perspective and the local cultural–symbolic driving forces of policy adoption. This study aims to redress this, by analysing the shifting ideational drivers of AML policy in Singapore over the past 31 years through a thematic analysis of Singapore’s parliamentary debates (Hansard).

Design/methodology/approach

Through a thematic analysis of Singapore's Hansard over the past 31 years, this study seeks to present a social constructivist perspective of AML policy adoption in Singapore.

Findings

The thematic analysis reveals how the internal driving forces of AML policy in Singapore have shifted, from the idea of “crime prevention” in the early 1990s, to the symbolic value of “international norm compliance” by the 2010s.

Research limitations/implications

This constructivist perspective of AML policy adoption is particularly useful in complementing the existing materialist theories of AML policy diffusion and allows us to better appreciate the historical nuances of AML policy transfer across the globe.

Practical implications

This research will provide a useful comparative case study for other policy mobility scholars interested in presenting a constructivist account of AML policy adoption in different jurisdictions.

Originality/value

There is no literature in the field of policy mobility, explaining the diffusion/transfer of AML policy from a social constructivist perspective.

Details

Journal of Money Laundering Control, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1368-5201

Keywords

Article
Publication date: 10 March 2020

Erin Nerlino

This paper identifies two conceptualizations of teacher leadership – constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations…

Abstract

Purpose

This paper identifies two conceptualizations of teacher leadership – constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations, this paper provides direction for future study into and implementation of teacher leadership.

Design/methodology/approach

This paper draws from both review and empirical literature that references constructivist leadership theory and sociocultural theory or that describes aspects of the aforementioned theories in relation to teacher leadership.

Findings

Findings reveal that both constructivist leadership theory and sociocultural theory provide insight into the past lukewarm success of teacher leadership implementation and guidance for future efforts in teacher leadership. Such efforts include reconceptualizing leadership in schools, redesigning development opportunities for teachers based on the link between leading and learning, capitalizing on collaboration between universities and schools, focusing on the mentorship of new teachers and developing teacher leadership in relation to well-studied local school cultures.

Originality/value

The literature reviews of York-Barr and Duke (2004) and Wenner and Campbell (2017) regarding teacher leadership describe the field as largely atheoretical. This paper provides a theoretical grounding for teacher leadership in constructivist leadership theory and sociocultural theory and derives direction for future work around teacher leadership from a combination of these theories.

Details

Journal of Professional Capital and Community, vol. 5 no. 2
Type: Research Article
ISSN: 2056-9548

Keywords

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