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Open Access
Article
Publication date: 21 October 2022

Marie-Noelle Albert and Nancy Michaud

Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to…

Abstract

Purpose

Studies on vulnerability in the workplace, although relevant, are rare because it is difficult to access. This article aims to focus on the benefits of using autopraxeography to study and step back from vulnerability at work.

Design/methodology/approach

Autopraxeography uses researchers' experience to build knowledge.

Findings

Autopraxeography provides a better understanding of vulnerability and the opportunity to step back from the difficulties experienced. Instead of ignoring experiences related to vulnerability, this method makes it possible to transform them into new avenues of knowledge. Moreover, it enables researchers to step back from experiences of vulnerability, thus making them feel more secure.

Originality/value

The main differences from other self-studies stem from the epistemological paradigm in which this method is anchored: pragmatic constructivism. The most important difference is the production of generic knowledge in three recursive steps: writing in a naïve way, developing the epistemic work and building generic knowledge.

Details

Journal of Work-Applied Management, vol. 15 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Content available
Book part
Publication date: 1 January 2005

Naresh K. Malhotra

Abstract

Details

Review of Marketing Research
Type: Book
ISBN: 978-0-85724-723-0

Open Access
Article
Publication date: 1 December 2015

Laila Suleiman Al-Rawahi and Abdu Mohammad Al-Mekhlafi

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of…

2248

Abstract

The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 2
Type: Research Article
ISSN: 2077-5504

Content available
Book part
Publication date: 28 August 2020

Abstract

Details

Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

Content available
Book part
Publication date: 22 June 2021

John N. Moye

Abstract

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Content available
Article
Publication date: 19 April 2022

Belinda MacGill, Kay Whitehead and Lester Rigney

This article explores the childhood, professional life and social activism of Alice Rigney (1942–2017) who became Australia's first Aboriginal woman principal in 1986.

Abstract

Purpose

This article explores the childhood, professional life and social activism of Alice Rigney (1942–2017) who became Australia's first Aboriginal woman principal in 1986.

Design/methodology/approach

The article draws on interviews with Alice Rigney along with newspapers, education department correspondence and reports of relevant organisations which are read against the grain to elevate Aboriginal people's self-determination and agency.

Findings

The article illuminates Alice/Alitya Rigney's engagement with education and culture from her childhood to her work as an Aboriginal teacher aide, teacher, inaugural principal of Kaurna Plains Aboriginal school in Adelaide, South Australia; and her activism as a Narungga and Kaurna Elder. Furthermore, the article highlights her challenges to racial and gender discrimination in the state school system.

Originality/value

While there is an expanding body of historical research on Aboriginal students, this article focuses on the experiences of an Aboriginal educator which are also essential to deconstructing histories of Australian education.

Details

History of Education Review, vol. 51 no. 1
Type: Research Article
ISSN: 0819-8691

Keywords

Content available
Book part
Publication date: 26 June 2007

Abstract

Details

Being There Even When You Are Not
Type: Book
ISBN: 978-6-6110-4908-9

Content available
Book part
Publication date: 16 June 2021

Jennifer Kuklenski

Abstract

Details

Diversity and Organizational Development
Type: Book
ISBN: 978-1-83982-593-4

Content available
Book part
Publication date: 3 September 2019

Jeffrey Berman

Abstract

Details

Mad Muse: The Mental Illness Memoir in a Writer's Life and Work
Type: Book
ISBN: 978-1-78973-810-0

Content available
Book part
Publication date: 24 October 2017

Abstract

Details

Corruption, Accountability and Discretion
Type: Book
ISBN: 978-1-78743-556-8

1 – 10 of 103