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Book part

Alexander W. Wiseman, Petrina M. Davidson and Calley Stevens-Taylor

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a…

Abstract

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a two-year synthesis of data on comparative and international education scholarship, and the institutional, relational, topical, and methodological characteristics of the field producing this scholarship. By examining the scholarship published in comparative and international education journals in 2014 and 2015, analyses empirically examined the researcher characteristics, content coverage, and methodological approach of this published work. The analyses reported here find that about half of the publications in CIE in 2015 were by single authors and focused on single countries. The dominant methodology in the published scholarship continues to be overwhelmingly qualitative. This suggests that scholarship in comparative and international education over this two-year period may be characterized as single-author, single-country, qualitative case studies.

Details

Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Article

Philip Hallinger

The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication.

Abstract

Purpose

The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication.

Design/methodology/approach

This is primarily a conceptual paper focusing on the methodology of conducting systematic reviews of research. However, the paper draws on a database of reviews of research previously conducted in educational leadership and management. In a separate effort, the author identified 40 reviews of research that had been published in educational leadership conducted over the past five decades. The paper draws upon narrative examples from the empirical review as a means of clarifying and elaborating on the elements of the conceptual framework. The paper also refers to specific findings from the earlier paper in order to illustrate broader trends with respect to how the various elements of the framework have been employed in exemplary reviews.

Findings

As scholars working across a broad range of scientific fields suggest, high quality reviews of research represent a potentially powerful means of reducing the gap between research and practice. Yet, the quality of research reviews conducted in educational leadership and management remain highly variable in methodological rigor. This paper provides a conceptual framework and language that scholars might use to guide the conduct and evaluation of future research reviews in educational leadership and management.

Research limitations/implications

The contribution of this paper lies first in highlighting the need for scholars to employ systematic methods when conducting research reviews in educational leadership and management. Beyond this broad purpose, the paper provides a framework for decision‐making at different points in the review process, and a set of criteria or standards by which authors, readers and reviewers can judge the quality of a research review. It is hoped that this conceptual framework can provide useful methodological guidance that will enhance longstanding efforts in our field to advance knowledge in a more systematic and coherent fashion.

Originality/value

This originality of this paper lies in its adaptation and application of recent methodological advances in conducting reviews of research across the natural and social sciences to the field of educational leadership and management. A search of core journals in educational leadership and management found not a single paper that discussed methods of conducting reviews of research. The paper offers a clear framework that will allow future scholars in educational leadership and management to improve the quality of their research reviews.

Details

Journal of Educational Administration, vol. 51 no. 2
Type: Research Article
ISSN: 0957-8234

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Article

Reuben Olugbenga Ayeleke, Nicola Henri North, Annette Dunham and Katharine Ann Wallis

Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The…

Abstract

Purpose

Training to improve health management and leadership competence is recommended. However, there is limited evidence showing the impact of training on competence. The purpose of this paper is to evaluate the evidence for the impact of training and professional development on health management and leadership competence.

Design/methodology/approach

A systematic review was conducted using a mixed-methods design. Studies using qualitative, quantitative or mixed-methods design were included. The following electronic databases were searched to October 2018: CENTRAL, CINAHL, EMBASE, ERIC, NEDLINE and PsycINFO. Study eligibility and methodological quality were assessed independently by two review authors. Data from qualitative studies were synthesised using thematic analysis. For quantitative studies, odds ratio (OR) or mean difference (MD) and 95% confidence interval (CI) were calculated for each intervention. Where appropriate, qualitative and quantitative data were integrated into a single synthesis using Bayesian methods.

Findings

In total, 19 studies were identified for inclusion in the review. Training and professional development interventions using flexible, multiple training techniques tailored to organisational contexts can improve individual competence and performance. Such training is typified by a leadership development programme. There was insufficient evidence to determine the effects of interventions on organisational performance.

Originality/value

This is the first systematic review evaluating the impact of training and professional development interventions on health management and leadership competence.

Details

Journal of Health Organization and Management, vol. 33 no. 4
Type: Research Article
ISSN: 1477-7266

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Article

Amy Catalano

The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present.

Abstract

Purpose

The purpose of this review is to draw out patterns of information seeking behavior of graduate students as described in the empirical research published from 1997 to the present.

Design/methodology/approach

A systematic search of databases for studies on information behavior and graduate students was employed in order to retrieve studies for a systematic review. Common themes that emerged from the literature were synthesized into a discussion of behavior patterns. Additionally a study quality analysis was conducted for all retrieved studies using a critical appraisal checklist for library and information research.

Findings

This review revealed that graduate students begin their research on the internet much like any other information seeker, consult their faculty advisors before other people, and use libraries in diverse ways depending on the discipline studied. Additionally differences were noted between international and home students, and doctoral and master's students.

Practical implications

The findings of this review indicate that information behavior research conducted on graduate students should delineate between masters' and doctoral students. Further, the findings may inform both academic librarian and faculty practice as to how to assist students with their research by helping them to understand how students typically approach research and how other institutions address common issues with special populations, such as non‐native speakers and distance learners.

Originality/value

No comprehensive review of information behavior studies, encompassing only the behaviors of graduate students has been conducted to date.

Details

Journal of Documentation, vol. 69 no. 2
Type: Research Article
ISSN: 0022-0418

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Book part

Elizabeth A. Edgemon, Andrew L. Wiley, Brian R. Jablonski and John W. Lloyd

Integrative reviews are an important method for understanding research in the field of special education. Reviews can help practitioners decide what methods to use in the…

Abstract

Integrative reviews are an important method for understanding research in the field of special education. Reviews can help practitioners decide what methods to use in the classroom, researchers clarify directions for new research, and policymakers guide education improvement programs. We discuss the steps for conducting an integrative review, illustrating the process with a case study of an integrative review of large-scale testing accommodations for students with disabilities.

Details

Applications of Research Methodology
Type: Book
ISBN: 978-0-76231-295-5

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Article

Vahid Delavari, Elahi Shaban, Marijn Janssen and Alireza Hassanzadeh

A large number of systematic reviews (SRs) studies have been performed in the cloud computing field, demonstrating miscellaneous outcomes and utilizing different…

Abstract

Purpose

A large number of systematic reviews (SRs) studies have been performed in the cloud computing field, demonstrating miscellaneous outcomes and utilizing different approaches. Accordingly, a meta-review of cloud SRs is needed to appraise the results of such studies and create an integrated understanding. The paper aims to discuss these issues.

Design/methodology/approach

A tertiary study was conducted using a systematic method to analyze SRs including two stages: searching and screening the SRs and thematic synthesis of results. As a qualitative data management tool, Nvivo software was used to support the research process, for data coding and synthesis.

Findings

First, by searching electronic sources between the year of 2011–2016, out of a total of 142 identified articles, 94 articles were included according to pre-determined criteria, of which 76 articles were approved after qualitative evaluation. In the second stage, identifying the research themes, a map of the concepts and issues related to each theme was drawn up. The analysis shows that the quality of articles has improved but can be further enhanced using methodological guidelines as well as supporting tools. The research has focused more on the technical aspect, although there is an equal demand for synthesizing of cloud governance concepts.

Originality/value

This is the first tertiary study which presents the main research themes and concepts of cloud SRs in form of thematic maps by using the thematic synthesis and SR methods. This paper also provides some recommendations to improve reviews after evaluating the quality of papers. This study can support reviewers for future SRs in the field and also helps practitioners and managers to have a better understanding of different aspects of cloud computing.

Details

Journal of Enterprise Information Management, vol. 33 no. 1
Type: Research Article
ISSN: 1741-0398

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Article

Jade Scott, Stephen Weatherhead, Gavin Daker-White, Jill Manthorpe and Marsha Mawson

The Mental Capacity Act (MCA, 2005) provided a new legal framework for decision-making practice in England and Wales. This study aims to explore qualitative research on…

Abstract

Purpose

The Mental Capacity Act (MCA, 2005) provided a new legal framework for decision-making practice in England and Wales. This study aims to explore qualitative research on practitioners’ knowledge and experiences of the MCA in health and social care settings to inform practice and policy.

Design/methodology/approach

Four electronic databases and Google Scholar were searched in November 2019 for peer-reviewed, qualitative, English language studies exploring practitioners’ experiences and knowledge of the MCA in health and social care settings. Nine studies were included and appraised for methodological quality. Data were analysed using thematic synthesis.

Findings

Data revealed both positive aspects and challenges of applying the MCA in practice within five main themes, namely, travelling the “grey line”, the empowering nature of the MCA, doing the assessment justice, behaviours and emotional impact and knowledge gaps and confidence.

Practical implications

The fundamental principles of the MCA appear to be adhered to and embedded in practice. However, practitioners find mental capacity work remains challenging in its uncertainties. While calling for more training, they may also benefit from further MCA skills development and support to increase confidence and reduce apprehension.

Originality/value

This is the first systematic review to synthesise qualitative literature on practitioners’ experiences and knowledge of the MCA. Findings offer insight into practice experiences of the MCA and provide a basis for the development of training and supervisory support.

Details

The Journal of Adult Protection, vol. 22 no. 4
Type: Research Article
ISSN: 1466-8203

Keywords

Abstract

Details

The New Metrics: Practical Assessment of Research Impact
Type: Book
ISBN: 978-1-78973-269-6

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Article

Portia Jordan, Ferestas Mpasa, Wilma ten Ham-Baloyi and Candice Bowers

The purpose of this paper is to critically analyze empirical studies related to the implementation strategies for clinical practice guidelines (CPGs) in intensive care…

Abstract

Purpose

The purpose of this paper is to critically analyze empirical studies related to the implementation strategies for clinical practice guidelines (CPGs) in intensive care units (ICUs).

Design/methodology/approach

A systematic review with a narrative synthesis adapted from Popay et al.’s method for a narrative synthesis was conducted. A search using CINAHL, Google Scholar, Academic search complete, Cochrane Register for Randomized Controlled Trials, MEDLINE via PUBMED and grey literature was conducted in 2014 and updated in 2016 (August). After reading the abstracts, titles and full-text articles, 11 (n=11) research studies met the inclusion criteria.

Findings

After critical appraisal, using the Joanna Briggs Critical Appraisal Tools, eight randomized controlled trials conducted in adult and neonatal ICUs using implementation strategies remained. Popay et al.’s method for narrative synthesis was adapted and used to analyze and synthesize the data and formulate concluding statements. Included studies found that multi-faceted strategies appear to be more effective than single strategies. Strategies mostly used were printed educational materials, information/ sessions, audit, feedback, use of champion leaders, educational outreach visits, and computer or internet usage. Practical training, monitoring visits and grand rounds were less used.

Practical implications

Findings can be used by clinicians to implement the best combination of multi-faceted implementation strategies in the ICUs in order to enhance the optimal use of CPGs.

Originality/value

No systematic review was previously done on the implementation strategies that should be used best for optimal CPG implementation in the ICU.

Details

International Journal of Health Care Quality Assurance, vol. 30 no. 4
Type: Research Article
ISSN: 0952-6862

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Book part

Petrina M. Davidson, Calley Stevens Taylor, Maureen Park, Nino Dzotsenidze and Alexander W. Wiseman

Consistent and systematic reflective practice is a key element of professionalization. Reflecting on the current status and trends highlights areas of success and areas…

Abstract

Consistent and systematic reflective practice is a key element of professionalization. Reflecting on the current status and trends highlights areas of success and areas for further examination within the field of comparative and international education (CIE). This research examines the characteristics of articles in peer-reviewed comparative and international education journals from the last three years in order to identify how the field has changed. Data explored include number of authors, author(s) institutional location(s), research methodology, content or context of analysis, and keywords. Results were compared to questions and recommendations posed by Bereday in 1964 and in the initial Annual Review in 2013. Single-country studies continued to dominate the field for the third year; however, there has been a shift in methodological approaches, with more balance between qualitative and quantitative methodologies. Collaboration, evidenced by an increase in co-authored articles, has increased across the field. Findings from keyword analysis show that although six keywords have remained at the top of the field across the three years, there are few topics which unite the field. These results indicate that although one strength of the field has been cited as its diversity, CIE lacks a common focus on methods, theories, or contents that set it apart from other education-affiliated disciplines. Scholars are encouraged to continue consistent and systematic reflection in determining future directions of the field by identifying unique approaches to distinguish CIE.

Details

Annual Review of Comparative and International Education 2017
Type: Book
ISBN: 978-1-78743-765-4

Keywords

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