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Article
Publication date: 3 August 2012

Per Nilsen, Gunilla Nordström and Per‐Erik Ellström

This paper seeks to present a theoretical framework with the aim of contributing to improved understanding of how reflection can provide a mechanism to integrate research‐based…

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Abstract

Purpose

This paper seeks to present a theoretical framework with the aim of contributing to improved understanding of how reflection can provide a mechanism to integrate research‐based knowledge with the pre‐existing practice‐based knowledge.

Design/methodology/approach

The paper begins with an explanation of important concepts: research‐based and practice‐based knowledge, four levels of action and two modes of learning. Two mini cases concerning managers in the public sector in Sweden then provide an illustration of how research‐based knowledge can be utilized to challenge practice‐based knowledge. The concluding discussion addresses some of the challenges involved in achieving reflection in the workplace that utilizes research‐based knowledge.

Findings

The reflection programmes had several characteristics that facilitated their implementation: they achieved a balance between the workplace demands on the participating managers and time required for the reflection; the participants were specifically recruited, had full management support and were highly motivated to be part of the reflection groups; the facilitators played key roles in structuring the managers' discussions and linking their experiences to relevant research‐based knowledge.

Research limitations/implications

Methodological limitations of the cases constrain the conclusions to be drawn from these studies. However, it should be emphasized that the case studies were intended primarily as illustrations of how workplace reflection can be used to integrate research‐based and practice‐based knowledge. Obviously, there is a risk of social desirability bias because the interviewer was also involved in developing and implementing the reflection programmes. She also participated as a supervisor in mini case 2.

Originality/value

The literature on reflection has largely focused on reflection in the context of education, training and preparing for work or a profession. The role of workplace reflection and learning for practitioners and managers in work has received far less attention. The emergence of the evidence‐based practice (EBP) agenda has further highlighted the importance of workplace learning and reflection, as practitioners are increasingly expected to critically appraise research studies and integrate new findings into their practice. A more EBP requires reflecting practitioners who are able to synthesize research‐based knowledge with their own practice‐based knowledge acquired through experience. However, the process of integrating research‐based and practice‐based knowledge has not been the focus of much study.

Details

Journal of Workplace Learning, vol. 24 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 21 November 2022

Dorotea Ottaviani, Cecilia De Marinis and Alice Buoli

The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design…

Abstract

Purpose

The paper investigates the pivotal role of storytelling as a pedagogical tool in tertiary education, specifically in the context of the practice-based doctoral framework in design disciplines. In such a doctoral model, storytelling assumes different meanings and nuances that open to a study in relation to the self-reflective process at the core of the learning paradigm.

Design/methodology/approach

The research methodology integrates a qualitative and participatory approach with visual and design-based methods through which the authors interact with primary sources (the body of work of PhD candidates) and relevant research literature.

Findings

Drawing on the expanding field of creative practice research, the research work evidences the emergence of storytelling as a research method and learning tool applied at different levels of the candidates' Doctor of Philosophy (PhD) journey and provides methodological insights into the practice-based doctoral training paradigm.

Originality/value

The paper demonstrates the role of storytelling as a learning tool and evidences the multiple levels that storytelling assumes over the course of a practice-based doctoral journey, integrating processual, operational and contextual dimensions.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 18 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Book part
Publication date: 17 May 2021

Dionisia Tzavara and Victoria L. O’Donnell

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more…

Abstract

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

Article
Publication date: 6 April 2010

Maggie Johnson and Max Senges

This paper seeks to analyse the effectiveness and impact of how Google currently trains its new software engineers (“Nooglers”) to become productive in the software engineering…

8025

Abstract

Purpose

This paper seeks to analyse the effectiveness and impact of how Google currently trains its new software engineers (“Nooglers”) to become productive in the software engineering community. The research focuses on the institutions and support for practice‐based learning and cognitive apprenticeship in the Google environment.

Design/methodology/approach

The study uses a series of semi‐structured interviews with 24 Google stakeholders. These interviews are complemented by observations, document analysis, and review of existing survey and statistical data.

Findings

It is found that Google offers a state‐of‐the‐art onboarding program and benchmark qualities that provide legitimate peripheral participation. The research reveals how Google empowers programmers to “feel at home” using company coding practices, as well as maximizing peer‐learning and collaborative practices. These practices reduce isolation, enhance collegiality, and increase employee morale and job satisfaction.

Research limitations/implications

The case study describes the practices in one company.

Practical implications

The research documented in the paper can be used as a benchmark for other onboarding and practice‐based learning set‐ups.

Originality/value

This is the first research that gives insights into the practice‐based learning and onboarding practices at Google. The practices are assessed to be state‐of‐the‐art and the insights therefore relevant for benchmarking exercises of other companies.

Details

Journal of Workplace Learning, vol. 22 no. 3
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 March 2011

Denis Harrington and Arthur Kearney

This paper aims to consider the extent to which business school transition has created new opportunities in management development, knowledge transfer and knowledge creation.

3641

Abstract

Purpose

This paper aims to consider the extent to which business school transition has created new opportunities in management development, knowledge transfer and knowledge creation.

Design/methodology/approach

The paper is a critical review of knowledge exchange in a business school context with a particular focus on the “translation or management practice gap”.

Findings

Change in the nature of research undertaken in business schools opens up new opportunities for collaboration between academia and practice. The paper points to the need for more innovative forms of research engagement encouraging academic‐practitioner collaboration and practice‐based management development initiatives.

Research limitations/implications

The paper contributes to the debate on innovative forms of knowledge exchange and transfer and helps stimulate further studies examining potential approaches to fostering co‐learning and discovery and participatory forms of knowledge production.

Practical implications

Changes in business school environment and context offer opportunities for new modes of knowledge exchange both in management development and research. Practice based theory offers a new paradigm of management development.

Originality/value

Recent commentators refer to notions of academia and practice as “closed systems and self referential” and point to the requirement for greater attention on knowledge transfer, and to learn from knowledge transfer studies concerning practitioner/research communities of practice, networks and collaborations. The paper addresses this deficiency in the literature and points to key areas warranting further research.

Details

Journal of European Industrial Training, vol. 35 no. 2
Type: Research Article
ISSN: 0309-0590

Keywords

Book part
Publication date: 25 April 2014

Sue Starfield, Brian Paltridge and Louise Ravelli

This chapter discusses textography as a strategy for researching academic writing in higher education. Textography is an approach to the analysis of written texts which combines…

Abstract

This chapter discusses textography as a strategy for researching academic writing in higher education. Textography is an approach to the analysis of written texts which combines text analysis with ethnographic techniques, such as surveys, interviews and other data sources, in order to examine what texts are like, and why. It aims to provide a more contextualized basis for understanding students’ writing in the social, cultural and institutional settings in which it takes place than might be obtained by looking solely at students’ texts. Through discussion of the outcomes of a textography, which examined the written texts submitted by visual and performing arts doctoral students at a number of Australian universities, we reflect on what we learnt from the study that we could not have known by looking at the texts alone. If we had looked at the texts without the ethnographic data not only are there many things we would not have known, but many of the things we might have said would likely have been right off the mark. Equally, had we just had the ethnographic data without the text analysis, we would have missed the insights provided by the explicit text analysis. The textography enabled us to see the diversity of practices across fields of study and institutions as well as gain an understanding of why this might be the case, all of which is of benefit to student writers and their supervisors.

Details

Theory and Method in Higher Education Research II
Type: Book
ISBN: 978-1-78350-823-5

Article
Publication date: 3 January 2017

Patrik Johansson and Anja Thorsten

The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study…

Abstract

Purpose

The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

Design/methodology/approach

Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

Findings

The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

Originality/value

The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 7 August 2018

Liz Walkley Hall

The purpose of this paper is to describe the mechanisms used by Flinders University Library to sustain a culture of research. Flinders University Library has been supporting its…

Abstract

Purpose

The purpose of this paper is to describe the mechanisms used by Flinders University Library to sustain a culture of research. Flinders University Library has been supporting its librarians to undertake research projects using a formal support group mechanism, known as the Research Working Group (RWG), sanctioned and resourced by library executive since 2010. This established a culture of practitioner-based research in the library, with the librarians developing a greater understanding of both the theory and practice of qualitative and quantitative methods by undertaking their own research projects. However, sustaining a research this culture brings new challenges which this paper now explores.

Design/methodology/approach

This case study describes the methods used at Flinders University Library in sustaining a culture of practitioner-research. This arose from a review of the formal support structure, as well as a previous study that surveyed staff responses to the RWG.

Findings

As academic libraries face ongoing challenges and engage more broadly with research support, librarians need experiential knowledge of research. In the case of Flinders University Library, the author has found that, in seeking to sustain a research culture, the author has needed to adapt the support mechanisms, including a greater emphasis on peer support, a different model of resourcing and more inclusivity for all staff to engage with research work.

Research limitations/implications

This paper is limited by its scope as a single-institution case study; however, there are opportunities for other academic libraries to learn from this experience.

Originality/value

Establishing a culture of practice-based research is not an easy undertaking, requiring dedication from all parties whether management, practitioner-researchers or mentors. While there are many examples in the literature of case studies examining the establishment of research culture, few if any take the next steps to explore how to maintain it. This paper seeks to fill that gap.

Details

Library Management, vol. 39 no. 8/9
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 12 February 2024

Sophie Hennekam and Kayla Follmer

This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.

Abstract

Purpose

This article provides an overview of lessons we can learn from human resource (HR) policies and practices related to neurodiversity.

Design/methodology/approach

We conducted a practice-based review using information obtained from organizations’ websites, summarized the information and reflected on how scholars can continue to advance this area of research based on what is happening in practice.

Findings

The review provided a selective overview of programs and practices per HR cluster: selection and recruitment; onboarding, integration and retention; job design; flexible work options and working remotely; training; employee resource groups (ESGs) and support. The review provides a description of practices and policies implemented within organizations that focus on neurodiversity among employees.

Originality/value

Our review showed that organizations have a multitude of HR practices and policies in place to include neurodivergent individuals in their workforces, though many of these have not been empirically investigated. Sharing this knowledge is important so that research insights and practice can reciprocally influence one another.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Abstract

Details

Arts and Academia
Type: Book
ISBN: 978-1-83867-730-5

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