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The purpose of this paper is to present a general scientific methodology on tenets from Mario Bunge’s philosophy.

Systemic thinking and conceptual generalisation.

A general scientific methodology based on tenets from Mario Bunge’s philosophy of social science.

Using quantitative methods to conduct a research to test Asplunds motivation theory and North’s action theory.

How to conduct a research based on a systemic perspective.

An advantage of linking a systemic perspective to organisational psychology studies is that it may result in new ways of looking at old problems and bring new perspectives to the methods used. One explanation may be the fact that while researchers within various organisational psychology subject fields are largely specialists, the systemic perspective is oriented towards general scientific methodology.

The authors have not seen anybody who have tried to apply systemic thinking as a general methodology for research.

Finance has begun to utilize clinical approach in its research. The extent of its appropriate use is a serious point for consideration. Any adequate use of a research methodology would highly benefit from a deep understanding of its underlying worldview. This paper, therefore, discusses how worldviews underlie methodologies in general, and those of finance, in particular. It starts with a discussion on how any worldview can be positioned on a continuum formed by four basic paradigms: functionalist, interpretive, radical humanist, and radical structuralist. Next, the paper focuses on methodologies implied by the functionalist and interpretive paradigms, namely: scientific and clinical, respectively. Then, it notes that mainstream finance adheres to the functionalist paradigm. It examines how mainstream functionalist finance intends to use the interpretive clinical approach in its research. While this step towards a more balanced approach to research in finance is appreciated, the paper points out that clinical approach can be appropriately used only if certain fundamental, contextual, paradigmatic assumptions are met.

Gives an overview of quantitative model‐based research in operations management, focusing on research methodology. Distinguishes between empirical and axiomatic research, and furthermore between descriptive and normative research. Presents guidelines for doing quantitative model‐based research in operations management. In constructing arguments, builds on learnings from operations research and operations management research from the past decades and on research from a selected number of other academic disciplines. Concludes that the methodology of quantitative model‐driven empirical research offers a great opportunity for operations management researchers to further advance theory.

The purpose of this paper is to study dialectical methodology as a scientific reasoning process in Islam comparatively with mainstream philosophy of science.

Comparative discursive method of inquiry using the language of philosophy of science and abstract mathematization (limited use).

This is a theoretical paper of an intellectual category, which presents the arguments within the framework of the principle of universal and pervasive complementarities as the evidential sign of the epistemology of unity of knowledge studied through functional ontological logical formalism.

The theoretical nature of an argumentative paper is at best a foundation one rather than an empirical one.

An example of the Islamic dialectical methodology of unity of knowledge is applied to socioeconomic development in Islamic perspective.

There is believed to be no other paper on Islam and its dialectical methodology in scientific reasoning compared to the theory of dialectics in mainstream philosophy of science in the contemporary literature.

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

This chapter provides a presentation about Chapter 1 of The Balance of the National Economy, 1923–24, edited by Pavel Illich Popov. The Balance was issued in June 1926 by the Central Statistical Administration (CSU or TsSU) of the USSR, which Popov had headed from July 1918 to January 1926. In the first part of our chapter, we show how Popov’s work on the balance of the national economy was rooted in the specific scientific and political culture of zemstvo statisticians inherited from the Tsar. Statistical inquiry was considered an objective scientific process based on international standards. Furthermore, like zemstvo statisticians, CSU statisticians developed great autonomous political power. The balance of the national economy was built according to these principles, which met harsh criticism from revolutionaries and Bolsheviks. In the second part, we analyze the contents of Popov’s Chapter 1, especially the theoretical foundations of the balance and its connection with Soviet planning. In the third part, we discuss the balance’s significance in the years 1926–1929, years which ended the NEP and launched the first Five-Year Plan, so as to understand how CSU’s balance didn’t become a standard Soviet statistical instrument and was discarded as a “bourgeois” device.

This paper aims to present an overview of the design thinking (DT) methodology applied to information science research focusing on the user journey. DT stages are essential to understand, create and implement solutions based on the identified problems.

The paper applies bibliographic, theoretical and exploratory research based on the literature from DT methodology and information science.

The area of information science has not fully incorporated DT methodology on its practices, and DT presents considerable potential to support user experience.

Raise awareness of the information science community regarding the DT methodology as an alternative to apply to various types of research.

DT brings a unique contribution to engage people toward innovation in information centers; the paper is original, as it provides insights on the application of DT to improve the user journey related to information.

The purposes of this article are to outline a number of contradictory ways in which the term “methodology” has been used in published works on the management sciences, to highlight the problems which can be caused by using the single word “methodology” to mean many different things, and to suggest that a language for methodology be constructed to clarify its meaning. Ogden and Richards attempted to probe the “meaning of meaning” whereby it would be possible to construct definitions that would achieve general consent. The nearest attempt to apply this to an operational research (OR) or management sciences (MS) area was in a doctoral thesis on internal audit. The attempt was interesting but not entirely successful.

When Beyond Positivism was published 35 years ago, it presented a compelling case for methodological change in the economics profession. That case remains equally compelling in the present day as, tragically, economics remains largely without the methodological pluralism at the heart of Beyond Positivism’s message. Among the costs of an environment of methodological myopia are widespread misinterpretations and the diversion of scholars from efforts at economic understanding to methodological wrangling, which we illustrate using the experience of Austrian economics in the 20th century. Beyond Positivism, we suggest, continues to provide the intellectual case for a pluralist discipline of economics, but one that requires complementary institutional reforms to come to fruition.

The purpose of this paper is to open the special issue of Online Information Review on open knowledge management in higher education. Its aim is to review the concept and extension of the movement or philosophy of open knowledge in universities and higher education institutions.

The approach follows the reference model used by the University of Salamanca (Spain) to promote open knowledge in the institution through its Open Knowledge Office. This model comprises four areas: free software, open educational content and cultural dissemination, open science, and open innovation.

For each of the four areas mentioned above, milestones and the most significant projects are presented, showing how they are promoting publication and information transmission in an open environment, without restrictions and favouring knowledge dissemination in all fields.

Open knowledge is an approach which, although somewhat controversial, is growing relentlessly as cultural and scientific dissemination leave behind other interests or economic models. International organisations and governments are gradually embracing open knowledge as the way to share scientific advances with society and as an international cooperative way to assist development in third‐world countries.