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1 – 10 of 18Marie-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.
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Laura Guerrero Puerta and Rocío Lorente García
This article explores challenges faced by doctoral candidates using grounded theory (GT) in their theses, focusing on coding, theory development and time constraints. It also…
Abstract
Purpose
This article explores challenges faced by doctoral candidates using grounded theory (GT) in their theses, focusing on coding, theory development and time constraints. It also examines the impact of doctoral committees on GT dissertations, addressing epistemological clashes and the desire for familiarity over novelty.
Design/methodology/approach
Drawing from a multilevel autoethnography and related literature, this study offers pragmatic solutions and strategies for a seamless research journey.
Findings
Coding, theory development and time constraints pose universal challenges, requiring mentorship for effective navigation. Addressing committee dynamics is crucial for developing novel theoretical frameworks.
Originality/value
The article empowers researchers to overcome GT challenges, delving into various positions within the GT paradigm, fostering transparency and facilitating original contributions to their fields.
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As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by…
Abstract
Purpose
As an exploration of how “impact” might be reconsidered, the purpose of this paper is to suggest that current contemporary understandings of “impact” fail practice and research by obscuring the space for reflexive criticality that is crucial for an individual or organisation to flourish. That it thus leads to an already predefined enculturated understanding of “impact”.
Design/methodology/approach
Offering some interrogation and folkloristic analogy of the meaning of “impact”, three brief expositions of differing arts-based práxes concerned mainly with reflection and connection, are then discussed through the lens of Ricœur’s et al. (1978) conflation of the hermeneutical process with phenomenology.
Findings
It is suggested that the implications of restoring, refreshing, or representing “impact” give license to a personal/professional revitalisation, and that reformulating an understanding of “impact” through re/search might offer a potential pedagogic tool, and alternative organising feature.
Originality/value
Through the introduction of inter-disciplinary thinking and práxes, the paper offers novel autoethnographic arts-based methods for personal, professional and organisational development and growth.
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Eamonn Newman and Margaret Farren
This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and…
Abstract
Purpose
This purpose of this paper is to use autoethnographic methods to enable an individual to reflect on their learning practices and habits in their professional role in computing and data science.
Design/methodology/approach
Action reflection cycles with autoethnographic methods are used in this enquiry to examine and transform the self-driven learning in the role of a professional in the context of computing and data science. Data are collected using personal thoughts and emotions in order to determine to what degree the changes that are brought about are improving their learning practice.
Findings
An incongruity between espoused theory and theory-in-use is identified. In this paper the authors explore how engaging in reflection within the structure of an action research framework can change the learning behaviour of an individual, motivating them to engage more positively and consistently with self-directed learning in their workplace environment.
Research limitations/implications
Through analysis of reflective journals key aspects of personal and professional life that influences the individual’s approach to the learning tasks is identified. In addition, activity logs are maintained which collect information on the tasks that are undertaken. These activity logs are automatically generated using specific task-tracking software. Double-loop learning (Argyris and Schön, 1974) helps to identify the values that underpin the learning practice.
Practical implications
By resolving the tension created due to the incongruity of values, the individual has been able to find more motivation for learning and thus become more engaged in the learning process.
Social implications
Participation in the knowledge economy requires individuals to engage in continuous learning. Organisations that support individuals in continuous learning are best adapted to take advantage of emergent and evolving knowledge and skill requirements.
Originality/value
This paper examined the behaviour of an individual engaging in self-directed learning and showed how through engagement with reflection and critical self-analysis, he increased his motivation and efficiency for self-directed learning. The authors show how this skill becomes increasingly important in modern knowledge economy workplaces.
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