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Article
Publication date: 11 October 2021

Daniele Morselli and Andrea Mattia Marcelli

This contribution investigates methodological questions concerning Change Laboratory interventions. It contemplates the research questions: To what extent the Change…

Abstract

Purpose

This contribution investigates methodological questions concerning Change Laboratory interventions. It contemplates the research questions: To what extent the Change Laboratory can be situated within the panorama of qualitative inquiry? If so, to what extent can the methods and strategies of inquiry help improve a Change Laboratory intervention?

Design/methodology/approach

To answer the first question, this paper makes an overview on key terms of qualitative research; subsequently, it presents the characterising features of the Change Laboratory. Then, it takes a historical perspective and compares the Change Laboratory firstly against action research, and secondly with design experiments. To answer the second section, it examines a case study of Change Laboratory with teachers that the first author facilitated. Next, it displays how trustworthiness was ensured through a thick description and member checks.

Findings

The paper argues that the Change Laboratory is a strategy of inquiry; it aligns with the characteristics of qualitative research, and it follows the agenda of a participative paradigm. Furthermore, the methods and strategies of inquiry such as thick descriptions and member checks, not only can improve rigour and validity of the intervention but also strengthen the outcomes of the Change Laboratory itself.

Originality/value

The Change Laboratory is well defined as a formative method, but not fully understood as an investigative method. Although scholars discussed methodological issues of Cultural Historical Activity Theory in diverse articles, the relationship between the Change Laboratory and qualitative inquiry has remained unclear.

Content available
Book part
Publication date: 26 November 2016

Karin Klenke

Abstract

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Qualitative Research in the Study of Leadership
Type: Book
ISBN: 978-1-78560-651-9

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Article
Publication date: 10 May 2013

Dennis James Foster, Terrence Hays and Frances Alter

This paper aims to assist researchers considering the benefits and constraints of re‐using previously collected data (sourced from media in the public domain) as the…

Abstract

Purpose

This paper aims to assist researchers considering the benefits and constraints of re‐using previously collected data (sourced from media in the public domain) as the sample for a grounded theory qualitative research inquiry.

Design/methodology/approach

The paper identifies what were perceived by the researchers as methodological challenges, encountered in the context of a study using grounded theory methodology. The seven areas included: the re‐use of qualitative data, forming the research question, developing the research approach, refining the methodology, ensuring data quality, maintaining methodological integrity, and developing ethical boundaries. It outlines the process of working through these challenges and explains the solutions adopted throughout the course of the research project.

Findings

The findings from this study indicate that while re‐using data can be perceived as a constraint in qualitative research, what is not adequately taken into consideration is the actual quality of the archival material that forms the body of collected data. The researchers also illustrate the benefits of using rich archival material in the context of a single research project and caution that the re‐use of previously collected data is not a soft option, nor does it offer a fast track to completion.

Research limitations/implications

Solutions to challenges described in the article may not be immediately applicable to other research contexts or archives of data.

Practical implications

Researchers can adopt approaches similar to those outlined in the paper to assess the applicability of archives of previously‐collected qualitative data as the sample for complementary or supplementary research.

Originality/value

The paper presents solutions to seven commonly perceived challenges to the re‐use of previously collected data as the sample for qualitative research.

Details

Qualitative Research Journal, vol. 13 no. 1
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 18 February 2021

Kiara S. Summerville, Erica T. Campbell, Krystal Flantroy, Ashley Nicole Prowell and Stephanie Anne Shelton

Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal…

Abstract

Purpose

Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.

Design/methodology/approach

Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.

Findings

Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.

Originality/value

Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.

Details

Qualitative Research Journal, vol. 21 no. 4
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 3 April 2009

Sheila Keegan

The purpose of this paper is to address the emerging way in which qualitative research is now carried out within the commercial world, the influences of shifting paradigms…

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Abstract

Purpose

The purpose of this paper is to address the emerging way in which qualitative research is now carried out within the commercial world, the influences of shifting paradigms and the importance of theoretical understanding for current practice.

Design/methodology/approach

The “method” underpinning this paper is qualitative observation drawn from research across a wide range of client companies during more than 30 years of commercial qualitative practice, as well as from recent, ongoing conversations with other commercial practitioners and academics, and from the academic and literature.

Findings

Commercial qualitative research has, largely, moved away from a classic scientific paradigm towards a social constructionist perspective. The paper explores how the concept of emergence derived from complexity sciences and the contribution of neuroscience to understanding the role of emotion in judgement and decision making, can help make sense of current commercial practice.

Practical implications

The implications for commercial practitioners are highlighted. Training in analytical skills and emotional awareness as reflection‐in‐action is needed in order that analysis and interpretation are embedded within the ongoing research process, i.e. training needs to include qualitative thinking as much as practice.

Originality/value

The paper highlights the creative potential of “emergent inquiry”, improvisation “in the moment” and the particular skills required.

Details

Qualitative Market Research: An International Journal, vol. 12 no. 2
Type: Research Article
ISSN: 1352-2752

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Abstract

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Empirical Nursing
Type: Book
ISBN: 978-1-78743-814-9

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Abstract

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Qualitative Research in the Study of Leadership
Type: Book
ISBN: 978-1-78560-651-9

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Article
Publication date: 11 September 2017

Daniel Carpenter

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this…

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1067

Abstract

Purpose

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

Design/methodology/approach

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Originality/value

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 29 January 2021

Dana M. Griggs and Mindy Crain-Dorough

The purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied…

Abstract

Purpose

The purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied research study.

Design/methodology/approach

Focus groups, interviews and observations were used to gather rich qualitative data which was used to detail Appreciative Inquiry's value in evaluation and research.

Findings

AI aided the researcher in connecting with the participants and valuing what they shared. In both studies, the use of AI amassed information that answered the research questions, provided a rich description of the context and findings, and led to data saturation. The authors describe and compare experiences with two applications of AI: program evaluation and a research study. This paper contributes further understanding of the use of AI in public education institutions. The researchers also explore the efficacy of using AI in qualitative research and recommend its use for multiple purposes.

Research limitations/implications

Limitations occurred in the AI-Design Stage by using a positive viewpoint and because both program and partnership studied were new with limited data to use for designing a better future. So, the authors recommend a revisit of both studies through the same 4D Model.

Practical implications

This manuscript shows that AI is useful for evaluation and research. It amplifies the participants' voices through favorite stories and successes. AI has many undiscovered uses.

Social implications

Through the use of AI the authors can: improve theoretical perspectives; conduct research that yields more authentic data; enable participants to deeply reflect on their practice and feel empowered; and ultimately impact and improve the world.

Originality/value

AI is presented as an evaluation tool for a high-school program and as a research approach identifying strengths and perceptions of an educational partnership. In both studies, AI crumbled the walls that are often erected by interviewees when expecting to justify or defend decisions and actions. This paper contributes further understanding of the use of AI in public education institutions.

Details

Qualitative Research Journal, vol. 21 no. 4
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 30 April 2021

Krzysztof T. Konecki

The paper will concentrate on the Grounded Theory Methodology (GTM) from the point of view of the contemplative social sciences (CSS). It will analyze how the mind is…

Abstract

The paper will concentrate on the Grounded Theory Methodology (GTM) from the point of view of the contemplative social sciences (CSS). It will analyze how the mind is engaged in the construction of concept and what the role is of the consciousness of the mind's work in creating a theory that is based on the analysis of empirical data. We will review the research and analytical methods that could be inspirations for Contemplative Grounded Theory (CGT): constructivist grounded theory, classic grounded theory, transformational grounded theory, sociological introspection, holistic ethnography, mindful inquiry and transformational phenomenology, and contemplative qualitative inquiry.

We can find in many classical books from grounded theory (GT) some seeds of contemplative thinking, and we can reconstruct them (Glaser and Strauss, 1967; Glaser, 1978; Strauss, 1987). We would like to develop the inspirations more and perhaps change the sense of GT after the contemplative turn. We would like to show the possibilities of using CGT in research and also its limitations. Some empirical examples from research and analysis will be given to show how contemplation could be used in GT.

Details

Radical Interactionism and Critiques of Contemporary Culture
Type: Book
ISBN: 978-1-83982-029-8

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