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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?

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.

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.

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.

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.

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.

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.

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.

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.

Qualitative research suffers from “contestation” and a lack of “boilerplate” problems to assessing and presenting qualitative data, which have hampered its development and the broader acceptance of qualitative research. This paper aims to address this gap by marrying the constructivist methodology and RQDA, a relatively new open-source computer-assisted qualitative data analysis (CAQDAS)-based R extension and demonstrate how the software can increase the rigor, transparency and validity of qualitative research.

This paper highlights the constructivist approach as an important paradigm in qualitative research and demonstrates how it can be operationalized and enhanced using RQDA. It provides a technical and methodological review of RQDA, along with its main strengths and weaknesses, in relation with two popular CAQDAS tools, ATLAS.ti and NVivo. Using samples of customer-generated e-complaints and e-praises in the electronics/computer sector, this paper demonstrates the development of a process model of customer e-complaint rhetoric.

This study offers step-by-step instructions for installing and using RQDA for data coding, aggregation, plotting and theory building. It emphasizes the importance of techniques for sharing coding outputs among researchers and journal gatekeepers to better disseminate and share research findings. It also describes the authors’ use of RQDA in classrooms of undergraduates and graduate students.

This paper addresses the “contestation” and “boilerplate” gaps, offering practical, step-by-step instructions to operationalize and enhance the constructivist approach using the RQDA-based approach. This opens new opportunities for existing R users to “cross over” to analyzing textual data as well as for computer-savvy scholars, analysts and research students in academia and industry who wish to transition to CAQDAS-based qualitative research because RQDA is free and can leverage the strengths of the R computing platform.

This study offers the first published review and demonstration of the RQDA-based constructivist methodology that provide the processes needed to enhance the rigor, transparency and validity of qualitative research. It demonstrates the systematic development of a data structure and a process model of customer e-complaint rhetoric using RQDA.

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.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

The purpose of this paper is to evaluate critically the constructivist-grounded theory in elite interviews, the methodology used for this research.

The research is about the challenges of the EU rail industry integration in the context of EU integration as seen and told by the involved actors. In particular, the integration process requires leadership in the multi-level governance context of the EU and in the transition from state monopolies to businesses providing services on the integrated market. This provides a potential source of theoretically and practically relevant research questions; and second rigorous grounded research methodologies will bring insight that transcends the currently accepted formal and public statements about the phenomena. The work is situated within social constructivist ontology, enacted through a rigorous grounded theory approach to understanding the current challenges of the industry and seeking more effective developments for the future.

Findings place the concepts of leadership and debt into a relationship that could offer profound understanding of certain social relations and contribute to the growth of theory and practice. These findings are also elaborated in this paper as reflections on the methodological process.

Contribution to theory and practice supports the relevance and rigor of “constructivist-grounded theory in elite interviews” as a methodological approach.

In particular, it supports qualitative research in complex political environments, such as the multi-level governance structures of the EU.

A clearer understanding of leadership within such dynamic contexts can make a substantial contribution to better policy-making in the EU and better outcomes for its citizens.

Further analysis and research of the concepts of leadership and debt and their relationship could offer profound understanding of certain social relations and contribute to the growth of theory and practice.

Internationalization process research has conceptualized the cross‐border move of firms as a process of learning. Yet, little attempts have been made to develop a constructivist learning theory of the internationalizing firm. The aim of this paper is to apply a contemporary learning theoretical framework to analyze the internationalization of professional service firms.

A constructivist theory of learning is applied.

The paper explains learning during the internationalization process of professional service firms as a process of social interaction with the socio‐cultural environment. The paper outlines specific individual and social mechanisms through which firms acquire new knowledge when moving across borders and embed themselves into a new socio‐cultural market domain.

The argument is theoretical in nature and has particular implications for future empirical research, which may investigate the specific social learning mechanisms of the internationalizing firm in particular professional service industries and cultural settings.

The application of a constructivist theory of learning to the internationalization of professional service firms is unique until now to the research field.

The purpose of this paper is to investigate whether the national education standard (curriculum, NC) supports the development of enterprising behaviour and the constructivist approach to learning at the general education level?

New methodology was designed based on the assessment of the evidence and frequency of the incidence of the indicators supporting enterprising behaviour in the text of the NC. A content analysis method is used to systematically code and categorize the target indicators from the text of the NC. According to the frequency of indicators that support enterprising behaviour the extent of support is assessed in different parts of the NC.

The findings of this study show that, while the general part of the NC fully reflects the development of attitudes and skills related to enterprising behaviour, in the competences and learning outcomes of the other parts of the NC, some indicators of enterprising behaviour have only moderate support. This shows that entrepreneurial attitudes are not fully recognized as an educational aim in general education, and for the purposes of moving from a behaviourist to a constructivist educational approach, rethinking and reformulating the learning outcomes in the NC is necessary.

The critical aspects are: first, NC formats may differ between countries, and hence, the suggested analysis may suffer from limited replicability; second, the most critical aspect is that the present work analyses only the learning outcomes of the written NC, which is the basis for real action in the classroom.

The contribution of the current study may be summed up in three main issues: first, methodology for evaluating the extent to which the NC supports the development of enterprising behaviour; second, the need to rethink and reformulate the learning outcomes in the NC (e.g. for natural sciences); and third, evidence of the conflict between the expectations of society and the aims of education. The research results are providing objective feedback to educational experts, policymakers and practitioners to help schools innovate and support the education of enterprising people in general education.

The research is an initiative supported by society and directed to support the learning of entrepreneurial behaviour of pupils at the schools of general education and use of constructivist learning approach.

The current study is contributing to the methodology of analysing the written national curricula at the general education level for identification the evidence and frequency of the indicators of enterprising behaviour in different parts of curriculum. The methodology elaborated and the results of this study may be considered applicable for the analysis of NC in other countries. In the future, the NC in connection with real teaching practice should be studied, focusing on finding new solutions to support the education of enterprising people in schools.

The purpose of this paper is to illustrate the argument that scholars' imputations of agency serve modern professional/institutional purposes other than the refinement of testable theories.

Data include articles from twenty‐first century issues of four gerontological journals. Content analysis involved coding articles for imputations of agency, constructivist analysis thereof, and the parties to whom authors directed their imputations.

Most authors rehearse theories of “structuration” and call for more imputations of agency to old people. They do this without imputing agency to privileged groups or to policy makers; and without settling theoretical question of how much agency people have or how scientists could demonstrate that. One article in ten provides constructivist critique.

Patterns in imputations of agency in other scholarly realms (such as books) may support another interpretation.

Scholars should treat their imputations of agency as political activities and not refinements of testable theories. They position professional scholars as advocates for an oppressed group.

This paper provides a sociological context for interpreting routine imputations of agency in social scientific and humanist scholarship.

This study aims to identify the ways in which information literacy (IL) in-practice initiatives are framed for Vietnam’s upper secondary students and to suggest an appropriate IL teaching model for schools in the country.

The research used a qualitative multiple case study approach, including two phases of data collection. The first phase gathered data from semi-structured student interviews. The second phase included semi-structured professional interviews and an analysis of documents.

The research found that time pressure, teaching method, resource issues, students’ awareness of IL and support from family are challenges for the development of IL programmes. These factors impinge upon the development of an IL teaching model for Vietnam’s upper secondary schools.

The focus of this study was limited to two schools to gain the depth of data needed to provide a holistic picture of the practice of IL teaching in Vietnam’s upper secondary schools.

This study could provide some guidance to the Ministry of Education and Training in the development of educational policies and initiatives through identifying the possible contributions of IL to Vietnam’s education system.

The study provides an understanding of the development of IL in the education system in transition, from a didactic to a constructivist approach.