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The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

In this chapter, we present a collaborative autoethnographic study with two main layers: first, we share experiences of two separate educational research projects and explore how different dialogic research practices facilitate both participants and researchers to discover the phenomenon being studied; second, we engage in a dialogic conversation to discover our own research practices. Focussing on projects in two different countries (Norway and Canada), our initial centring question for this chapter is: how do our research practices facilitate insight into participants’ real-life experiences and practices? Then turning the light on our own research practices, we ask: what onto-epistemological assumptions shape our dialogical research practices? The chapter reveals that dialogic research practices allowed collective wisdom to be discovered and ensured that we were able to break through the taken-for-grantedness both of the concept being studied and of our own research practices.

The growing displacement of theory and other forms of wide-ranging knowledge of social phenomena by empirical research methods in economics is widely noted by economists and historians of economic knowledge. Less attention has been devoted, however, to understand the materialization of such changes in the scientific practices. This article studies the recent transformations in the epistemological practices at CEDE, a research center in Colombia. I use a machine learning technique called Topic Modeling, interviews to CEDE researchers, and exegesis of papers to characterize a shift in the production of knowledge in microeconometrics at CEDE during the years 2000 and 2018. I explain this shift by characterizing two sets of epistemological practices that implies a recent tendency to disdain research that cannot make a “strong” causal inference.

Notwithstanding the social gains of the post-apartheid dispensation in South Africa, the country remains an unequal society in terms of race, class, gender and socioeconomic status. In this chapter, we provide an overview of access to success and widening participation in higher education (HE) in South Africa. Our thesis is that open distance learning (ODL) has the potential to empower the previously marginalized majority African populations by equipping them with requisite HE qualifications, and thereby moving them up the value chain. The authors explore the challenges of access and widening participation in HE by unpacking the historical nuances of access to it in South Africa. The authors explore the ideological foundations of conceptions of access, participation, and success by teasing out the notion of ‘epistemological access’. According to the South African philosopher of education, Wally Morrow, merely providing access to HE does not assure ‘epistemological access’. The authors argue that ODL can potentially create an enabling environment for the previously marginalized majority of Africans, not only to access HE in big numbers but also to have ‘epistemological access’.

The purpose of this paper is to report and discuss research that sought to explore how the individually purposeful nature of new employee workplace learning might be understood through its conception as epistemological agency, that is, the personally mediated construction of knowledge.

Using a sociocultural constructivist perspective on learning as necessary action‐in‐context, the ethnographic study investigates the working and learning actions of three new employees through the first months of their employment.

This paper proposes that the actions of its participants can be interpreted within a framework that accounts for the major influences on their learning as mediational means. It suggests that these mediations comprise an individualised workplace agenda that is purposefully managed by the new employee. Epistemological agency is defined and presented as a conception of learning that captures the new employees taking charge of the conduct and accomplishments of their actions at work, that is, their self‐management of learning.

The findings are significant because they indicate how the personal agency of the new employee learner can be accounted for within the process and product of workplace learning. In doing so they help illuminate the role of the individual within social conceptions of learning and agency.

In this paper we examine some fundamental epistemological issues in building theory for applied management science, by which we mean theory that can be usefully applied in a scientific approach to management research and practice. We first define and distinguish “grand theory” from “mid-range theory” in the social and management sciences. We then elaborate and contrast epistemologies for (i) building “grand theory” intended to be applicable to all cases and contexts, and (ii) building “mid-range theory” intended to apply to specific kinds of contexts. We illustrate the epistemological challenges in building grand theory in management science by considering important differences in the abilities of two “grand theories” in strategic management – industry structure theory and firm resources theory – to support development of conceptually consistent models and propositions for empirical testing, theoretical refinement, and application in management practice. We then suggest how a mid-range theory building approach can help to achieve integration of the two grand strategic management theories and improve their ability to support empirical testing, theory refinement, and application of theory in practice. Finally, we suggest how the competence-based management (CBM) perspective provides the foundational concepts needed to build both mid-range theory and (potentially) grand theory in strategic management that can be usefully applied in management science.

Purpose – This chapter presents four different approaches to doing and writing qualitative research in strategy and management based on different epistemological foundations. It describes two well-established “templates” for doing such work, and introduces two more recent “turns” that merit greater attention.

Design/Methodology/Approach – The chapter draws on methodological texts and a detailed analysis of successful empirical exemplars from the strategy and organization literature to show how qualitative research on strategy processes can be effectively carried out and written up.

Findings – The two “templates” are based on different logics and modes of writing. The first is based on a positivist epistemology and aims to develop nomothetic theoretical propositions, while the second is interpretive and more concerned to capture and gain insight from the meanings given to organizational phenomena. The two “turns” (the practice turn and the discursive turn) are not as well defined but are generating innovative contributions based on new ways of considering the social world.

Originality/Value – The chapter should be helpful to researchers considering qualitative methods for the study of strategy processes. It contributes by comparing different approaches and by recognizing that part of the challenge of doing qualitative research lies in writing it up to communicate its insights in a credible way. Thus while describing the different methods, the chapter also draws attention to effective forms of writing. In addition, it introduces and assesses two more recent “turns” that offer promising routes to novel insight as well as having particular ontological and epistemological affinities with qualitative research methods.

Building on the complexities of organizational knowledge creation the paper explores the alignment of knowledge management practices with the epistemological beliefs of individuals or groups in organizations. A pan‐European research project investigated individual’s philosophy about truth, knowledge and the optimum approach of knowledge creation. These individual viewpoints and requirements are then contrasted with the knowledge management practices implemented in organizations. The results highlight significant misalignment between knowledge management requirements in epistemological terms and individual’s perception of organizational knowledge management activities. The paper claims these differences lie at the heart of problems companies experience with extracting value from knowledge management initiatives. The paper suggests ways of identifying and evaluating resource transformations in organizations, in order better to understand and manage knowledge creation to grow the intellectual capital of organizations.

This paper aims to propose a new three-dimensional (3D) fuzzy logic methodology to evaluate the level of misalignment between an enterprise’s knowledge and the knowledge management systems (KMSs) it adopts.

The proposed methodology was implemented by means of a field analysis based on semi-structured face-to-face interviews involving a sample of 61 small and medium enterprises (SMEs) operating in high-tech and/or complex industries.

The paper highlights that while there is generally a high level of misalignment between an enterprise’s knowledge and the KMSs adopted, there are also a broad variety of behaviours. The paper identifies a taxonomy able to bring together the various types of behaviour associated with how an enterprise’s knowledge is related to KMS selection. Specifically, four behaviour patterns were identified, and the enterprises were then categorised accordingly as being guideposts, practice laggards, tool laggards or latecomers.

The proposed taxonomy provides an operational tool that can be used by enterprises and policy makers alike. The paper shows how enterprises can use this tool to understand which category they belong to and support decision-making to introduce changes leading to improved levels of alignment. Policy makers, on the other hand, can use the proposed taxonomy to identify measures to support the competitiveness of local systems by improving management processes and knowledge sharing among enterprises.

The paper highlights the difficulties that SMEs experience in adopting KMSs that are truly aligned with their knowledge and proposes a methodology to improve alignment.

The purpose of this paper is to examine the nature of professionalism within Library and Information Science (LIS) and in doing so draw comparisons with the education and medicine professions.

The paper provides a review of the extant literature from the three professions and gives a brief review of the theoretical constructs of professional knowledge using the work of Eisner and Eraut to explore knowledge types. It then relates these definitions to knowledge use within LIS, education and medicine, before examining the roles that professional associations have on the knowledge development of a profession. It concludes with a reflection on the future of professionalism within LIS.

The literature suggests a fragmented epistemological knowledge-base and threats to its practices from outside professions. It does, however, find opportunities to redefine its knowledge boundaries within the phronetic practices of LIS and in socio-cultural uses of knowledge. It finds strengths and weaknesses in professionalism within LIS and its practitioners.

This review provides a contemporary update to several earlier, related, works and provides useful context to current efforts to professionalise LIS by the Chartered Institute of Library and Information Professionals.