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Book part
Publication date: 29 September 2015

Neville Clement, Terence Lovat, Allyson Holbrook, Margaret Kiley, Sid Bourke, Brian Paltridge, Sue Starfield, Hedy Fairbairn and Dennis M. McInerney

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements…

Abstract

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in the field of knowledge and knowing, namely, Habermas’ cognitive interests and Chinn, Buckland and Samarapungavan’s notion of epistemic cognition. It examines the common ground between the two bodies of theory, drawing illustratively on empirical work in the field of doctoral examination. The comparison of the Habermasian theory of cognitive interests with Chinn et al.’s notion of epistemic cognition led to the conclusion that there were areas of overlap between the two conceptual schemas that could be utilised to advance research into doctoral examination in higher education. Habermas’ cognitive interests (which underpin his ways of knowing theory) offer a conceptual lens that facilitates analysis of the interaction of ontological and epistemic components of knowledge production. Chinn et al.’s notion of epistemic cognition allows for finer grained analysis of aspects of the cognitive work involved in knowledge rendition. This work is particularly pertinent in an era that sees the boundaries of the disciplines being challenged by the need for new perspectives and cross-disciplinary approaches to solving complex problems.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78560-287-0

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Article
Publication date: 19 September 2016

Isto Huvila

The purpose of this paper is to discuss the affective premises and economics of the influence of search engines on knowing and informing in the contemporary society.

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2401

Abstract

Purpose

The purpose of this paper is to discuss the affective premises and economics of the influence of search engines on knowing and informing in the contemporary society.

Design/methodology/approach

A conceptual discussion of the affective premises and framings of the capitalist economics of knowing is presented.

Findings

The main proposition of this text is that the exploitation of affects is entwined in the competing market and emancipatory discourses and counter-discourses both as intentional interventions, and perhaps even more significantly, as unintentional influences that shape the ways of knowing in the peripheries of the regime that shape cultural constellations of their own. Affective capitalism bounds and frames our ways of knowing in ways that are difficult to anticipate and read even from the context of the regime itself.

Originality/value

In the relatively extensive discussion on the role of affects in the contemporary capitalism, influence of affects on knowing and their relation to search engine use has received little explicit attention so far.

Details

Aslib Journal of Information Management, vol. 68 no. 5
Type: Research Article
ISSN: 2050-3806

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Article
Publication date: 1 March 2004

Bruce Cutting and Alexander Kouzmin

Where do all the management theories and fads come from? Why are they so different and constantly changing. This paper develops a comprehensive and dynamic cognitive…

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1117

Abstract

Where do all the management theories and fads come from? Why are they so different and constantly changing. This paper develops a comprehensive and dynamic cognitive formwork from an understanding of the formulations of Aquinas, Lonergan, Jung, Weber and the Enneagram. The synthesis is new and goes beyond each of the sources to present a more systematic and useable JEWAL synthesis formwork. First, the neo‐platonic hierarchical structure of triadic unity is identified as a particularly pertinent and effective differentiation of reality. Second, whereas the neo‐platonists developed their hierarchical construction of reality from a meta‐physical viewpoint as emanations from the ultimate unity, later philosophers explained the differentiation of consciousness principally by working in the reverse direction. Third, the paper explains the process of learning in terms of the cognitive procession through the layered levels of differentiated consciousness. Fourth, an explanation follows as to how this cognitive formwork can be used to explain a character typology based on the differentiation of consciousness – one that finds expression in a typology commonly known as the Enneagram. Fifth, the JEWAL synthesis formwork is presented as a comprehensive framework in which to understand human governance and social action. More broadly, the paper discusses the significance for the social sciences of achieving such a synthesis of ideas within this new formwork – a synthesis between the Western developed philosophy, which runs through the work of Aquinas, Lonergan, Weber and Jung, and the Eastern physio‐psychological wisdom encapsulated in the Enneagram typology. In conclusion, the paper attempts to bring it all together in an answer to the questions underpinning the paper; namely, what does it mean to know and how do we make sense of those voices that speak out of that knowing.

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Corporate Governance: The international journal of business in society, vol. 4 no. 1
Type: Research Article
ISSN: 1472-0701

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Article
Publication date: 20 September 2019

Ingrid Maria Carlgren

The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the…

Abstract

Purpose

The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching.

Design/methodology/approach

The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of “making” knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships – from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making.

Findings

Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice.

Originality/value

The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 29 October 2020

Ellyn Lyle

Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education…

Abstract

Our individual and collective humanness is integral to the pursuit of learning and, thus, has the potential to bring much richness to discussions in teacher education. Unfortunately, education continues to prioritize cognitive ways of knowing, often at the expense of affective and spiritual knowledge. Drawing on the work of Parker Palmer (1993, 1997, 1998a, 1998b, 2004, 2017) who advocates for integrated ways of knowing and being and Manulani Meyer (2013) who draws on Indigenous knowledges to suggest holographic epistemology as meaning-making, I embrace a photo-poetic method to challenge the tendency in education to distance our minds from our emotional and ethereal selves. Situated within a/r/tography, this inquiry explores the capacity of artful ways of being to overcome the culture of disconnectedness in education.

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Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

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Article
Publication date: 8 July 2014

Ann M. Carrington

The current exploration and inclusion of spirituality across disciplines has, up to this point, focused largely on defining spirituality and creating practice and…

Abstract

Purpose

The current exploration and inclusion of spirituality across disciplines has, up to this point, focused largely on defining spirituality and creating practice and assessment tools. Little has been done in building the foundational structures at the level of paradigm, theory, methods, measures and research methodology. The paper aims to discuss these issues.

Design/methodology/approach

This paper presents a section of findings resulting from a comprehensive qualitative research program using the process of meta-triangulation, which explored spiritual perspectives from paradigm to practice.

Findings

The results of this research begin to address gaps at these levels through the articulation of spiritual ways of knowing and the methods and measures that stem from them. Once articulated, it was possible to explore the parallels and differences between spiritual and physical ways of knowing, their methods and measures.

Originality/value

It is acknowledged that such research may be resisted by some factions as they attempt to maintain positions of power and privilege. Thus, this paper presents the research within this contested and turbulent landscape.

Details

Qualitative Research Journal, vol. 14 no. 2
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 4 July 2018

Pernilla Ahlstrand

In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to…

Abstract

Purpose

In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show how the object of learning, in this case, playing with groove in rhythmic sequences, can be analysed and recognised using phenomenography.

Design/methodology/approach

The paper reports on a learning study conducted in three different fifth grade elementary school classes. Seven music teachers were involved in preparing the pre-test, designing three research lessons and analysing the material.

Findings

The findings show that several aspects of the object of learning must be discerned by the learner in order to experience the chosen object of learning and develop in the learning situation. The phenomenographic analysis contributed to refining the meaning of the object of learning.

Originality/value

In a learning study, knowledge concerning the meaning of the object of learning is generated. The development and specification of this knowledge will be empirically revealed through the analysis process. This paper will contribute to the discussion concerning what must be known in order to develop a specific capability in music education, namely, the capability to feel the groove.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 7 September 2015

Jelena Zikic and Souha Ezzedeen

The purpose of this paper is to employ intelligent career theory to simultaneously explore the relationships between three types of entrepreneurial career capital (i.e…

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1262

Abstract

Purpose

The purpose of this paper is to employ intelligent career theory to simultaneously explore the relationships between three types of entrepreneurial career capital (i.e. motivations, human, and social capital). It illustrates the interconnectedness of these three forms of capital as an important way to study entrepreneurial careers and provide a new lens for understanding both personal and venture success.

Design/methodology/approach

This qualitative study of 22 in depth semi-structured interviews explores career stories of entrepreneurs in the high tech industry. The interviews focus on examining three aspects of their career, motivations to become an entrepreneur, ways of learning and developing their human and social capital. Interviews were transcribed and coded using grounded theory approach.

Findings

The findings describe how entrepreneurial careers as simultaneously shaped by three types of career capital: motivations (knowing-why), knowledge (knowing-how), and relationships (knowing-whom). It also illustrates the accumulation of career capital as a continuous cycle of interrelationships between these three types of capital.

Research limitations/implications

In sum, the findings add to the knowledge on entrepreneurial careers and the role that the three types of capital play in venture formation and success. It also points to the importance of a more integrated view of these careers, embedded in a web of motivational, social, and human capital.

Practical implications

The study’s findings suggest that entrepreneurs should paid equal attention and nurture each form of career capital throughout their careers. It also has implications for entrepreneurship programs as well career advisers to.

Originality/value

Prior entrepreneurship research has examined aspects of entrepreneur’s career capital (e.g. intentions, social, and human capital) typically in isolation from one another and little is known about their reinforcing relationships in entrepreneurial careers. This study provides novel insights for understanding the three types of career capital and the importance of this more integrated view in entrepreneurship education and career counseling.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 21 no. 6
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 1 December 2005

Wendelin Küpers

Seeks to argue for a phenomenology of embodied implicit and narrative knowing in organizations and show the significance of experiential dimensions of implicit and

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3520

Abstract

Purpose

Seeks to argue for a phenomenology of embodied implicit and narrative knowing in organizations and show the significance of experiential dimensions of implicit and narrative knowing and their mutual interrelations in organizations.

Design/methodology/approach

For this the advanced phenomenology of Merleau‐Ponty will be used as a framework for clarifying the relational status of tacit, implicit and narrative knowing and their embedment.

Findings

Implicit and narrative processes of knowing are inherently linked. Moreover, both forms of knowing in organizations and its implications can be integrated in a Con‐+‐Text.

Practical implications

Some limitations and practical implications will be discussed critically. In conclusion some perspectives of further phenomenological research on embodied implicit and narrative knowing in organizations are presented.

Originality/value

This approach contributes to a processual, non‐reductionist and relational understanding of knowing and offers critical and practical perspectives for creative and transformative processes in organizations, bridging the gap between theory and practice. It provides innovative perspectives with regard to the interrelation of embodied and narrative knowing in organizations.

Details

Journal of Knowledge Management, vol. 9 no. 6
Type: Research Article
ISSN: 1367-3270

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Article
Publication date: 1 August 2016

Mihaela Trenca

This paper aims to develop a conceptual framework for tracing the cognitive and affective micro-processes management accountants can draw upon to construct themselves as…

Abstract

Purpose

This paper aims to develop a conceptual framework for tracing the cognitive and affective micro-processes management accountants can draw upon to construct themselves as reflective practitioners within organizational context.

Design/methodology/approach

Drawing on pragmatic constructivism and Heron’s (1992) theory of learning and personhood, the framework provides a methodology for tracing the way management accountants can construct themselves as reflective practitioners by enactig epistemic practices (Cetina, 2001). Furthermore, we enquire into the epistemological requirements for creating trustworthy knowledge and the processes through which actors can diminish the proactive-pragmatic truth gap.

Findings

The framework shows how the participatory function of the mind, deeply rooted in affective processes, is implicated in creating empathic engagement with epistemic objects. Besides the affective dimension, there is the need for logical inferences to link facts and reveal possibilities for helping actors to pursue their value system. Coupling affective and logical processes fosters passionate humility, which helps actors create clear communicative acts with whom other actors can resonate, leading to the development of functioning practices.

Research limitations/implications

Providing a framework for tracing the micro-processes of epistemic practices can serve as a tool for researchers to acquire a more detailed account of the practice and. By looking into the epistemological aspect of practice, researchers could be able to go beyond describing practice and suggest improvements from a pragmatic point of view.

Originality/value

The paper provides a novel insight into the analysis of management accounting practice by showing the interplay between affective and cognitive processes in sustaining epistemic practice. Additionally, it opens up the dialogue on trustworthiness of knowledge generated through epistemic practices.

Details

Qualitative Research in Accounting & Management, vol. 13 no. 3
Type: Research Article
ISSN: 1176-6093

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