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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.

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

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

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

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.

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.

Research literature presents lively debate about whether research approaches traditionally belonging to distinct paradigms can be combined (Creswell, 2011). While much of this discourse has focussed on mixed methods studies that combine quantitative and qualitative data (Morgan, 2007), there has been less discussion of the implications and benefits of combining different approaches from two “alternative” paradigms. The purpose of this paper is to discuss the confluence of constructivist grounded theory as detailed by Charmaz (2006, 2011, 2014) with participatory research.

The authors discuss points of tension and convergence between the constructivist and participatory paradigms that underpin these approaches, and consider how the differences might be reconciled through a notion such as critical grounded theory. The authors illustrate these points through examples from the research practice in youth mental health.

The authors propose that incorporating some of the critical aspects of participatory philosophy into constructivist grounded theory offers a useful strategy for generating local theory in mental health research informed by social action agendas.

This paper extends thinking in the field of participatory and grounded theory research and offers new concept for researchers engaging in critical inquiry.

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.

All good social science researchers recognise that each investigative paradigm and their respective research tools (e.g. experiments, surveys, interviews, observations, questionnaires) is limited in its exploratory power but especially by its dependence on the interests, perspectives and skills of the researchers employing it. They determine the research questions pursued and the questions asked of the respondents. Constructivist researchers however, though they too focus on an area they deem deserving of research and carry their own biases, seek to explore the respondents' perspectives of those domains, what they consider important and construe from their knowledge and life experiences and why they act as they do. Participants in research also bring to the task their own orientations, including their suspicions about researchers' motives, their willingness to take part in the investigation and their personal gains from doing so. When the aim of the research is agentic change, these are critical considerations for research design, data analysis and interpretation. This chapter, after summarising the main tenets of personal and social constructivist theory, explores and evaluates constructivist methodology, illustrating benefits and limitations through examples from research practice of its tools and analytical procedures from research conducted by the authors and their doctoral researchers across and between disciplines and levels in higher education. Techniques used include repertory grids, narrative and pictorial methods used to study, inter alia, staff development issues and transformative doctoral learning. Caveats emerging from practice will be included that limit and focus appropriately the collection, analysis and interpretation of results. Finally, arguments are presented for why, when and how to adopt, or indeed to avoid, these approaches and methods within such research.

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.

This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.

Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.

Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.

These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.

The findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

Higher education (HE) institutions create, disseminate, share and exchange knowledge through relationships among people, processes and technologies. Knowledge sharing (KS) in academia enables people within the institute to develop practices which allow them to collect and share what they know. This often leads to actions that improve services and outcomes. Despite the opportunities, this sharing is not without implications as it exposes the knowledge sharer and recipient to a number of vulnerabilities and risks, which hinders the knowledge-sharing process. The paper aims to discuss these issues.

This paper adopted a constructivist approach, which utilised focus group discussions within three UK universities. These were identified to improve the usefulness and effectiveness of the knowledge-sharing process.

The paper concluded by purporting that by developing an understanding of the risks and opportunities of sharing HE, institutions will continue to grow, regenerate and develop knowledge. The results highlighted the plethora of risks and opportunities resulting from KS. These were further grouped into the political, social and organisational culture.

This paper addresses the gap of risks perceptions of KS in HE institutions.

This paper provides an account of how family carers were involved in a longitudinal research study that aimed to investigate the needs of ‘new’ family carers of stroke survivors. An account of how the researcher involved carers is provided, followed by one carer's description of the benefits and negative consequences of being involved in the study. Suggestions are made about how to develop good practice with regard to involving people in research. The conclusions highlight that, although rewarding, being involved in research is not without its challenges. However, research participants have much to contribute to the entire research process and its products. It is important therefore to learn lessons about how best to maximise the expertise that carers and others have to offer.

This chapter seeks to open a conversation around the increasingly pressing question of what is the role of the white researcher in qualitative Critical whiteness Studies (CwS) research in higher education. While the past 30 years have seen an increase in scholarship that critiques the ways that whiteness operates in higher education at both individual and institutional levels, to date no work exists that explores how this research should be conducted. In introducing a Critical whiteness Methodology (CwM) for higher education, this chapter is intended to provide an initial framework to inform the ways that white CwS scholars conceptualize, and conduct themselves throughout the research process. Grounded in core theoretical frameworks in CwS and influenced by critical race theory (CRT) and critical race methodologies (CRM), we propose five tenets that serve as a starting point in the conceptualization of a CwM. Utilizing these tenets, we then provide suggestions that white researchers can utilize to intentionally structure their research designs, protocols, and practices to actively challenge whiteness through CwS scholarship in higher education.

Libraries are closing or reducing opening hours in the UK due to budgetary cuts. Library provision for children is consequently diminishing and libraries have to justify their existence. Therefore a reliable methodology for assessing the importance of libraries is vital to demonstrate their value to children’s literacy. Two methodologies were combined to study children visiting children’s mobile libraries (CMLs). The purpose of this paper is to consider whether the combined, qualitative methodology was the correct choice.

Aspects of each methodology are examined for their appropriateness for researching children. The compatibility of their philosophical stance and the validity of combining ethnography and grounded theory is explored and questioned.

It is found that grounded theory and ethnography were the optimum combination to form a powerful research tool that allows children to be active participants in research. The combined methodology was successful because the ethnographic elements allowed the researcher to enter to the children’s world, whereas the grounded theory elements provided a structural framework, exploration into a novel research topic and ensured that a valid conclusion was drawn.

It is unusual for qualitative methodologies such as grounded theory and ethnography to be combined in order to study learning in a non-pedagogic, library environment. This paper is valuable reading for librarians, or educationalists wishing to examine how libraries aid literacy because it verifies the benefits of the combined methodology of grounded theory and ethnography and provides a template which can be used by other researchers.