No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Research dilemmas: Paradigms, methods and methodology
Abstract
In this article the authors discuss issues faced by early career researchers,
including the dichotomy, which many research textbooks and journal
articles create and perpetuate between qualitative and quantitative
research methodology despite considerable literature to support the use of
mixed methods. The authors review current research literature and
discuss some of the language, which can prove confusing to the early
career researcher and problematic for post-graduate supervisors and
teachers of research. The authors argue that discussions of research
methods in research texts and university courses should include mixed
methods and should address the perceived dichotomy between qualitative
and quantitative research methodology.
... T. Nguyen, 2011). Students asking questions to express their ideas, to solve learning tasks by themselves, or to challenge teachers are often considered to disrupt teaching or to be disrespectful to their teachers (Mackenzie & Knipe, 2006). This cultural factor, therefore, is seen as one of considerable obstacles to fostering active learning. ...
... The learning attitudes of East Asian students such as Vietnamese students have been changing over the past few decades. However, because of strong traditions engraved in various East Asian cultures, the educational systems in Eastern Asia appear to be constrained in their development of educational environments, which encourage active learning (Creswell, 2014;Guba & Lincoln, 1994;Mackenzie & Knipe, 2006;C. T. Nguyen, 2012). ...
... The role of teachers in classrooms is like fathers in traditional families or the leaders of the institutions, and the students are considered as their children or subordinate members. Hence, the teacher is treated with deference and expected to transmit all the authority knowledge to students in order to help them pass their course (Mackenzie & Knipe, 2006;Tucker, 1999). The teacher tends to be dominant and hold superior power over the students in classroom activities and academic matters (N. ...
This thesis was conducted in response to the ongoing issues in education reform with the increasing use of Information and Communication Technology (ICT) for the development of active learning in Vietnamese higher education. This study aims to explore the ways that active learning can be adopted by Vietnamese University students who are studying within an ICT-enhanced blended learning environment in Australia, a developed Western country with a long history of providing ICT-supported learning opportunities for students in higher education. This study undertook a qualitative case study approach, drawing on the development of hybrid active learning practices among Vietnamese international students in an ICT-enhanced blended learning environment at an Australian University. Berry’s models of acculturation processes (Berry, 2005) were employed as an organising theoretical framework for exploring Vietnamese students’ cross-cultural learning experiences. The potential for active learning amongst Vietnamese international students in the Australian learning environment was analysed using theories on active learning and a constructivist approach. The data was collected through semi-structured interviews with nine Vietnamese international students and a review of their course documents. The results of this study show that there is a potential for active learning among Vietnamese students studying in an ICT-enhanced blended learning environment in Australia. This study has found, and subsequently argues, that active or passive learning is influenced by educational context, rather than being determined by students’ personal characteristics or their cultural heritage. However, it did not claim that the students who were educated in Confucian cultural contexts can adopt the new culture and become active learners immediately. The study has demonstrated the difficulties that the participants experienced while becoming more active in their learning in the new ICT based setting. It has also confirmed that in order to develop active learning characteristics, students need to be facilitated and supported by an educational environment in which knowledge content, learning environment, teaching approaches and assessments are carefully designed with a thoughtful integration of ICT to engage students in more effective study
... This study uses a mixed method approach, with more focus given to the qualitative aspect (Abowitz & Toole, 2010;Barnes & Sheldon, 2007;Creswell et al., 2006;Mackenzie & Knipe, 2006;Harding & Whitehead, 2013;Pole, 2007). The research is exploratory, including emancipatory disability principles and the social model of disability. ...
... This mixed method research focused on qualitative data collection, with quantitative data representing the choices the participants made in some of the questions asked (Abowitz & Toole, 2010;Creswell et al., 2006;Mackenzie & Knipe, 2006;Harding & Whitehead, 2013;Pole, 2007). As Mackenzie and Knipe (2006) describe, emancipatory research, which is associated with a transformative paradigm, tends to use qualitative methods with quantitative and mixed methods, although the researcher will choose the most appropriate data collection and analysis method that best answers the research questions. ...
... This mixed method research focused on qualitative data collection, with quantitative data representing the choices the participants made in some of the questions asked (Abowitz & Toole, 2010;Creswell et al., 2006;Mackenzie & Knipe, 2006;Harding & Whitehead, 2013;Pole, 2007). As Mackenzie and Knipe (2006) describe, emancipatory research, which is associated with a transformative paradigm, tends to use qualitative methods with quantitative and mixed methods, although the researcher will choose the most appropriate data collection and analysis method that best answers the research questions. ...
This study explored the potential use of graphic design principles to support students with dyslexia in accessing Maltese language workbooks and educational material. The researcher carried out semi-structured interviews with 20 students with dyslexia in Grade 3 to Grade 6. They were presented with a Maltese workbook and an adapted version following the British Dyslexia Guidelines and other accessible graphic design guidelines. The students’ opinions and experiences were important for the subject understudy. This reflected the emancipatory principles that this study is built on. The EDP, in line with EAR, is a research model that produces knowledge to empower persons with disability to find solutions for their disabling barriers. Key findings revealed barriers students with dyslexia face when accessing information in Maltese, such as spelling and reading difficulties and limited time. Design principles, such as larger fonts, better paragraph separation, and more images, can be beneficial for students with dyslexia. Inclusive methods, such as assistive and interactive technology, typing practice, and vocabulary pre-teaching, can help students better access educational information. This study has made several recommendations, including scaffolded and adapted versions of the workbook, which would be available online and printed, with inclusive designers and publishers working closely with policymakers, schools, educators and students with dyslexia.
... The samples of this large-scale research should be numerical, and the study will be quantitative research. Mackenzie and Knipe (2006) believe that the research connected to the positivist or postpositivist worldview regularly employments overwhelmingly quantitative strategies (approaches) for information collection and examination, but not necessarily the as it were way [8]. Therefore, the paradigm of this research is positivism. ...
... The samples of this large-scale research should be numerical, and the study will be quantitative research. Mackenzie and Knipe (2006) believe that the research connected to the positivist or postpositivist worldview regularly employments overwhelmingly quantitative strategies (approaches) for information collection and examination, but not necessarily the as it were way [8]. Therefore, the paradigm of this research is positivism. ...
The professional development of rural teachers is not only related to their personal growth, but also directly affects the improvement of rural education quality and the future development of rural students. Although the professional development of rural teachers is highly valued in today's society, there is still an issue of unequal education resources and investment between urban and rural areas in China. This study aims to determine the professional development of primary school teachers in rural China. This study used a questionnaire survey method to determine the career development in rural China. 600 teachers will be randomly assigned to 50 rural primary schools in Sichuan Province. After collecting data, this study will use SPSS for analysis to measure the professional development of participants. This has potential impacts on both policy and practice. In addition, this study provides a solid evidence foundation for policy-making on training opportunities.
... Meanwhile, the research methodology would encompass the study's overall design, including the rationale for selecting a randomized controlled trial as the most appropriate means to address the research question. Methodology pertains to the methods or rules used to execute a specific research study and the underlying principles, theories, and values that inform a particular research approach [8,9]. This involves the selection of appropriate methods and the theoretical framework that guides the entire research process. ...
... In line with prevalent definitions, the methodology is the research approach connected to a paradigm or theoretical framework, while the method refers to systematic modes, procedures, or tools utilized for data collection and analysis [9]. For example, in a study examining the relationship between physical activity and mental health, the methodology might be grounded in a biopsychosocial paradigm, which considers the complex interactions between biological, psychological, and social factors. ...
The terms "method" and "methodology" are frequently used interchangeably in academic research, leading to confusion among researchers, particularly those in the early stages of their careers. This article aims to enlighten the differences between "method" and "methodology" and clarify common misconceptions associated with their usage. The "method" refers to the specific techniques and procedures used to collect and analyze data, whereas "methodology" encompasses the overall research design, including the theoretical framework, research questions, and the research approach. The article examines the key components of both concepts, illustrated with examples from various disciplines. By highlighting the crucial distinctions between "method" and "methodology," this article supports a more accurate understanding and application of these terms.
... Responses were coded according to codebook thematic analysis using 'small q' positivist techniques but situated within a 'Big Q' reflexive philosophy (Braun & Clarke, 2019, 2022Joffe, 2011;Kidder & Fine, 1987). Using an interpretivist framework, we sought to understand individuals' experiences of their own identities and how they conceptualized personal changes; our primary interest was their own meaning-making (Mackenzie & Knipe, 2006;Thanh & Thành, 2015). Researchers' identities and experiences inherently influence the research process (e.g., from questions asked to themes generated; Braun & Clarke, 2022;Jacobson & Mustafa, 2019). ...
The COVID-19 pandemic and associated lockdown measures changed many aspects of everyday life. Many anecdotal accounts of changes in people’s self-perceptions as they spent more time alone have been reported. To further explore these accounts, the current study investigated potential shifts between pre- and post-pandemic self-perceptions of gender, sexual, and romantic identities among university students and adults in Canada (N = 342; M age = 22.8, SD = 6.7) during the Summer/Fall 2022. Participants were recruited for a study on changes in self-perceptions, body image, eating pathology, and sexual and gender identities, during the pandemic. Approximately half of participants indicated some change in their identity during the post-pandemic period. Specifically, participants reported changes in their identities related to sexual orientation and romantic attraction orientation, as well as sexual and romantic attraction rated continuously, gender identity, and gender expression. Changes in gender expression and changes in continuously-rated sexual and romantic attraction were more common than changes in identity labels (i.e., sexual and romantic orientation labels and gender identity). Participants also were asked to describe contributors to these changes in an open-text format. Response themes included time to reflect, reduced social interaction, and increased exploration through social media. These findings increase knowledge of the impact of COVID-19 lockdowns on self-perceptions and how opportunities for introspection may allow individuals the space to re-conceptualize their gender, sexuality, and romantic identities.
... We used a constructivist perspective and a phenomenological approach, which is commonly applied and offers valuable insights into the subjective experiences of individuals. According to the constructivist view, knowledge is not discovered but rather socially constructed and emphasis is placed on the participants' perspective of the phenomenon being studied (Mackenzie & Knipe, 2006). Phenomenology focuses on the essence of experiences and seeks to uncover the meaning of lived experiences from the perspective of the individual (Creswell, 2018;Vaismoradi et al., 2013). ...
In this study we explored the experiences of students who completed a project-based, interdisciplinary capstone course that was offered at a large university in Southern Ontario, Canada. To do so, we interviewed students after they completed the course, adopting a constructivist perspective and a phenomenological approach. Interview transcripts were analyzed, resulting in four themes: (1) communication, (2) group dynamics, (3) successes, (4) differences between program requirements. In addition to revealing tension between fostering student autonomy and providing students with support, our findings also demonstrate that students valued the capstone course for the knowledge and experience gained from learning to work as an interdisciplinary unit rather than the tangible output of a given project.
... The pragmatic paradigm prioritizes the research problem and implements various methodologies to comprehend it (Creswell, 2003). The selection of data collection and analysis methods is determined by the research question, which serves as a focal point and is intended to provide clearer insights without indicating a preference for any particular philosophical paradigm (Mackenzie & Knipe, 2006). The methods are chosen in accordance with the specific objectives and inquiries of the study. ...
... These themes were then reviewed with senior members of the research team (C.J.G., B.S.) to compare and evaluate the findings and, eventually, define the themes (Braun and Clarke 2006). Inductive reasoning and logic were used as the basis for establishing the themes, and findings were reported through the constructivist-interpretative lens (understanding and establishing meaning through participants' real-life experiences) (Mackenzie and Knipe 2006). In establishing the themes, a further analysis of whether responses differed based on participant characteristics was also undertaken by extracting coded data underpinning each theme/sub-theme and subjectively assessing the demography of data contributors for that theme. ...
Aim
To explore the attitudes, beliefs and perspectives of registered nurses (RNs) regarding sleep health and sleep health management of residents living in aged care settings in Australia.
Design
Qualitative inductive thematic analysis of semi‐structured interviews.
Methods
Semi‐structured interviews were conducted with RNs working in residential aged care facilities using a topic guide between August 2021 and April 2022. Participants were recruited using a convenience‐based and snowball sampling approach. Interviews were audio‐recorded, transcribed verbatim and inductively analysed for emergent themes.
Results
Eighteen interviews were conducted with RNs working in aged care. Thematic analysis of the data derived three main themes: (i) Awareness and observations of sleep health, (ii) assessment and management of sleep disturbances and (iii) barriers to implementing evidence‐based sleep health management. It was found that the most common barrier to providing evidence‐based sleep health practices was related to workplace constraints. Participants detailed the limitations of the RN's professional role and ability to work autonomously in sleep health practices.
Conclusion
Despite the intentions of RNs to implement evidence‐based non‐pharmacological strategies for sleep health management, pharmacological interventions prevail. Systemic efforts to address organisational constraints in aged care may improve sleep disturbance management and assist with shifting the current attitudes around sleep health in aged care facilities.
Implications for the Profession and Patient Care
This study highlights that current sleep health management of residents in residential aged care is inadequate. Upskilling nurses in sleep health care techniques and improving organisational commitment to such care provision are issues urgently required to enhance the sleep health of residents.
Impact
Current sleep health practices are not evidence‐based in residential aged care. Optimising sleep practices in residential aged care that are person‐centred is likely to improve quality of life and healthy ageing.
Patient or Public Contribution
No patient or public contribution.
... Paradigm is used in educational research to describe a researcher's 'worldview' (Mackenzie & Knipe, 2006). This worldview represents the viewpoint, mindset, or ideological framework that shapes the understanding and interpretation of research data. ...
This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.
... The teaching experiment method consists of a series of teaching episodes, individual interviews, observation, and reflection notes that cover one week's time. The primary purpose of using this method is to investigate "how" and "why" questions (Kang & Zhang, 2023;Mackenzie & Knipe, 2006). This teaching experiment method of research consists of teaching, learning, and research together (Komorek & Duit, 2004). ...
The main purpose of this research was to improve geometry through constructivist teaching and learning and to explore the students’ experiences in learning using GeoGebra-designed modules. The design of this study was a teaching experiment using a qualitative research method. Data was collected through interviews, written text, participant observation, field notes, reflection notes, and field photography. Ninth grade students at a private school in Pokhara were the research participants. The data was coded into different meaningful themes. The result shows that use of GeoGebra models on triangle and parallel lines properties would be helpful not only in the development of teachers ‘efficiency in the process of teaching but also help students’ learning cultures through visualization, demonstration, construction, and verification fostering a deeper sense of observation with proper reasoning. Overall, students showed positive and better learning experiences towards learning geometry lines, angles and triangles properties verification with conceptualization through GeoGebra design models. The findings of this study on incorporating GeoGebra developed models into geometry instruction will be beneficial to students, readers, trainers, researchers, and educators to learn and teach geometry more successfully with enthusiasm.
... In educational research, a paradigm refers to a researcher's "worldview" (Mackenzie & Knipe, 2006). This worldview encompasses the perspective, school of thought, or shared beliefs influencing how research data is understood and interpreted. ...
A paradigm represents an all-encompassing set of beliefs, perspectives, or structures that direct research and practical applications within a particular field. Different paradigms have different ontological, epistemological, axiological, and methodological descriptions. Every paradigm has differing assumptions of reality and knowledge in which the researcher underpins his or her research approach; this is reflected in their methodology and methods. Post-positivism believes in multiple realities and perceptions by multiple persons in multi social structures in multi-level. Ontology is the researcher's perception, belief, experience, and value of the topic. The ontology of sports tourism asserts a single, real impact of sports events on tourism, though this impact is understood as probabilistic and imperfectly known. Epistemology establishes a philosophical foundation for determining feasible knowledge types and serves as the method by which the researchers perceive sufficient and valid knowledge. It is deep rooted and socially constructed multiple reality in nature. The epistemological knowledge in sports tourism is seen as approximative and tentative, derived through objective, though inherently partial, data collection and analysis. Researchers strive for objectivity while acknowledging and transparently reporting the influence of their values and biases in sports tourism from axiological perspectives. Observation and focused group discussion can be used for qualitative information. Methodology in sports tourism employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to approximate reality.
... This qualitative study used methods derived from Kathy Charmaz's Constructivist Grounded theory (CGT) approach (2014), which offered a systematic set of guidelines for facilitating an in-depth inquiry into young people's mental health experiences to obtain rich data. This study's aim and objectives were best achieved using this design as it supported inquiry into the personal, social, structural, historical, and cultural meanings of an individual's reality, essential factors that determine their beliefs, actions, and attitudes, all of which can shape mental health experiences (Charmaz, 2014;Golafshani, 2003;MacKenzie & Knipe, 2006). ...
Background
Youth mental health is an important global healthcare topic and early interventions that are timely and evidence-based to support young people can increase quality of life and lower deaths by suicide. Research exploring young people’s mental health experiences and how they manage can further understanding into help-seeking processes.
Objective
This study aimed to explore young people’s experiences of living with and managing mental health problems and how this impacts professional help-seeking.
Methods
Eighteen young people were recruited, aged 16–25 years, with experiences of help-seeking to services for mental health problems (N = 18). Data were analysed using Constructivist Grounded Theory methods (Charmaz, Constructing grounded theory, 2014).
Findings
The findings were presented across three sub-categories: (1) “Early experiences”; (2) “Conceptualising mental health” and (3) “Managing mental health”. Findings expand understanding on the resource pressures that young people experience whilst managing persistent mental distress emanating from early experiences of trauma, life stressors, and developmental tasks. Findings also report lived experiences of pain, loneliness and stigma, and how individual conceptualisations of mental health are informed. The preference for self-reliance can be rooted in developmental needs or learned behaviours and how this impacts self-management and help seeking is discussed.
Conclusion
Through an enhanced understanding about how young people experience mental distress, developmental pressure points, marginalisation and stigma, mental health providers can prioritise individualised approaches to healthcare that can both respect a young person’s individual conceptualizations and positively leverage self-management strategies, which can contribute positively to young people’s development, quality of life, and healthcare outcomes.
... This paper engages a mixed methods approach. According to Mackenzie and Knipe (2006), the pragmatic paradigm is linked to mixed research methods as it allows the collection and analysis of a wide range of data from different sources using different techniques. This research will be connected to the pragmatic paradigm, focusing on solving real-world problems. ...
A child's interaction with toys is essential for their social and behavioural development. This paper examines the relationship between toy guns and radicalisation, specifically its effects on children's cognitive and behavioural development and whether they contribute to future violent patterns. The study used a mixed-method approach with children aged six to 15, both boys and girls, in a Lahore-based school. The exercise aimed to understand the amount of real hostility, pretending aggression, playing rough-and-tumble (R&T), and pretend-to-nonaggressive to investigate the relationship between toy gun play and aggression. The paper concludes that radicalism and its violent manifestations result from a combination of factors simultaneously playing out at the macro (political and economic) and micro (social and individual) levels.
... The theoretical framework is typically called the paradigm and affects how insights are investigated and perceived (e.g., Mertens, 2005). The term 'paradigm' is used in educational research to refer to a researcher's 'worldview' (Mackenzie & Knipe, 2006). It is the perspective that a researcher uses to see the world. ...
... In essence, a research paradigm pertains to the theoretical or philosophical foundation upon which a research study is based. The term "paradigm" is employed to characterize the researcher's perspective or "worldview" (Mackenzie & Knipe, 2006). A worldview refers to a particular perspective, way of thinking, school of thought, or set of shared beliefs that shapes the understanding and interpretation of research data. ...
The main goal of this research is to address the wicked problem of social exclusion by means of fostering collaborative initiatives involving different stakeholders (e.g., citizens, non-profit organizations, public sector entities, and businesses) to enhance holistic societal transition. By engaging in collective action and pooling resources, stakeholders may tackle the multifaceted challenges associated with social exclusion, thereby fostering a more inclusive and equitable society. Also, this study additionally examines the concept of social exclusion within the framework of the United Nations' 2030 Agenda for Sustainable Development. Indeed, the Agenda places a high value on inclusivity and equality, with a strong commitment to ensuring that no one is left behind. It acknowledges that social exclusion not only perpetuates poverty but also has far-reaching implications for several
interconnected problems, such as access to employment opportunities and education. From this perspective, it is possible to see how social inclusion is integrated into multiple Sustainable Development Goals. In this sense, social exclusion can be viewed as a barrier to sustainable development, which aims to build a more equitable and inclusive world for all.
This research aims to undertake an in-depth parallel analysis of two distinct neighborhoods, namely San Filippo Neri in Palermo (Italy) and the Middle East in Baltimore (United States of America). Such neighborhoods are currently struggling with the multifaceted issues of social exclusion and gentrification.
By delving into the intricate dynamics and socio-economic and cultural complexities of these neighborhoods, this research seeks to shed light on the various factors contributing to the residents’ marginalization. It frames the intricate interplay of socio-economic factors, urban planning policies, and historical contexts driving social exclusion to foster a holistic transition under a socio-economic and cultural perspective through collaborative governance. Such an approach fosters coordination, cooperation, and collaboration among different stakeholders and therefore brings a wider range of perspectives and expertise to be taken into consideration while dealing with wicked problems such as the one at hand.
Furthermore, this research highlights the important role played by active citizenship in collaborative settings. Active citizenship refers to the active involvement of residents in their communities, beyond mere passive participation. It entails citizens taking on proactive roles in decision-making processes, contributing with their knowledge, skills, and experiences to shape policies and initiatives. It adopts a mixed-method research design, which encompasses both quantitative and qualitative methodologies. This methodological approach has been chosen to ensure a holistic and nuanced understanding of the research topic at hand. By integrating diverse data collection techniques, such as interviews with a wide range of stakeholders, the study aims to capture different and nuanced perspectives and
insights.
A Dynamic Performance Governance approach was adopted to frame the main cause-and-effect relationships driving social exclusion. This approach considers various intangible resources, such as trust, collaboration, and governance capacity, which play pivotal roles in achieving sustainable outcomes. By incorporating these critical elements, the DPG approach provides a robust and holistic perspective on performance governance at local level to foster an outcome-oriented view toward resilience. Following the presentation of the two DPG charts for both neighborhoods, causal loop diagrams were constructed to visually represent the feedback system's structure. It highlighted how these characteristics and contextual elements were used to build an outcome-oriented and dynamic performance perspective of social exclusion in peripheric city neighborhoods. Then, this research concludes by resuming the main findings and looking at the role that place-based collaborative platforms may have in fostering holistic resilience towards wicked and super-wicked problems by enhancing a socio-economic, cultural, and ecological transition.
... Research paradigm is a worldview of the researcher (Mackenzie & Knipe, 2006). Worldview denotes a set of beliefs, a particular school of thoughts, perspectives and thinking that explains the interpretation or meaning of research (Kivunja & Kuyini, 2017). ...
In the present era knowledge has become the key competence for organizations and countries. There is a global tendency to foster innovation and entrepreneurship through creating business incubating ecosystems. In the context of developing countries this however, is a challenging phenomenon. This study focuses on exploring knowledge management in technology business incubators using qualitative techniques. For data collection, business incubation centers located in the different areas of Khyber Pakhtunkhwa were selected using a purposive approach to find out the phenomenon in a developing country’s context. Data was collected through interviews from the management and users of these incubation centers adopting a narrative methodology. The data obtained was analyzed using coding and theme building. The study finds that human knowledge and experience plays an important role in startup formation. The findings further propose that the knowledge utilized enhances startups’ productivity. The findings suggest that industry and academia are weakly associated, and measures are needed to make a well-developed ecosystem. Since the business incubator ecosystem is still a developing concept in the country, therefore, data collection was challenging. The study suggests longitudinal and cross-sectional case studies, for future studies, under normal conditions could better investigate the process. The study contributes to the fourth stage of the intellectual capital body of knowledge which stresses exploring the role of knowledge management practices in various ecosystems. As business incubators is a recent phenomenon within the socio-cultural context of Pakistan, therefore this study adds to contextual and theoretical perspectives of this evolving conceptualization. Further, this study will help the management to improve the Technology Business Incubator ecosystem. It will help to train the startups in a more deliberate way, the market will expand, and the idea of entrepreneurship will flourish in society.
... In the second stage, a systematic sampling technique was utilized to determine an individual from each area. Every fifth individual within the chosen sample was enumerated and included in the model [28]. In the last stage, all the selected individuals were asked to sign written consent forms to agree to participate in the study. ...
Background
Hearing loss is known to be a serious issue that impedes human communication. The World Health Organization (WHO) estimates that approximately 20 in 100,000 newborns demonstrate congenital hearing impairments, leading to severely impacted language, academic, and social abilities of these children.
Objective
The reduced quality of life and work productivity among hearing-impaired individuals eventually affects societal outcomes and development. Since limited studies address the nature of hearing-impaired individuals in Jordan, this research aimed to define the prevalence and nature of hearing loss in Jordan, highlighting important facts about hearing loss epidemiology across Jordanians.
Methods
The current research focused on assessing hearing function for 1000 individuals over 12 years to define the rate, most prominent configurations, and the most common characteristics of hearing difficulties in Jordan.
Results
The results showed that sixty-three per 1,000 people have hearing loss, most frequently sensorineural hearing loss. The age range of people with hearing loss was 12 to 89 years old, with a median age of 51. The incidence of hearing loss appeared at a later age (33.33%, X² = 15.74, p<0.05). The percentages of hearing loss were similar across the main Jordanian governorates (X² = 7.14, p>0.05), with sensorineural hearing loss reported to be the most common type of hearing loss (N = 46, 73.00%), and mild is the most frequent severity (N = 25, X² = 23.58, p<0.05). No statistical variation was reported in the prevalence of hearing loss based on gender.
Conclusion
The rate of hearing loss in Jordan is higher than worldwide prevalence, which was assumed to be due to genetic factors impacting the auditory system. These findings will assist in creating effective hearing conservation programs to reasonably prevent or minimize the spread of hearing loss in Jordan.
... Teaching engineering students technical report writing in English is challenging yet essential, as it requires applying technical principles, analytical skills, and problem-solving to effectively communicate complex content (Mackenzie & Knipe, 2006). Firstly, key approaches include emphasizing clarity and conciseness for the defined audience and purpose (Shelton, 1994). ...
Abstract: This study examines the efficacy of applying a Hallidayan approach of textual metafunction by adding theme/thematic progression to teaching writing to enhance cohesion in technical reports authored by post-graduate students specializing in aeronautical engineering at the Air Defence-Air Force Academy. The research investigates how integrating textual metafunction influences students’
writing abilities, employing pre- and post-teaching report analyses, surveys, and informal student interviews. The findings reveal that incorporating theme/thematic progression facilitates improved cohesion in the reports, mainly through effectively utilizing thematic progression patterns. While most students demonstrate a solid understanding of the textual metafunction and advocate for its integration into the curriculum to enhance report clarity and organization, some encounter challenges
in applying the approach, including difficulty selecting themes and maintaining coherence. These abstract concepts necessitate additional practice and guidance for effective implementation. The study recommends providing explicit instruction, practice tasks, and support to assist students in mastering the Hallidayan approach of textual metafunction. Despite the beneficial insights gained, the findings underscore the ongoing need for support to enhance technical report writing skills through a Hallidayan approach of a textual metafunction.
Keywords: cohesion, technical report, theme/thematic progression, textual metafunction, aeronautical engineering
... As also noted by other scholars (e.g. Blaikie and Priest 2017;Descartes 1955;Mackenzie and Knipe 2006), thinking of the research paradigm at the outset of any project and answering these three questions allow researchers to become aware of their belief systems, assumptions and values, their philosophical intent, and the underlying theoretical motivations that guide a researcher's approach to a study. ...
Research, practice, knowledge: introducing the creative knowledges enabling framework
Authors: Craig Batty and Arezou Zalipour
Amongst a myriad of articles, chapters and books that argue for
different ways to understand and conduct creative practice
research – or as it is otherwise known, artistic research, arts-based
research, practice-led research, practitioner-based research, and
so on – this article goes to the heart of the affordances of
creative practice research and offers what the authors believe is
more generative model for this work, with more productive
terminology. By focusing on a process of research enabling, as
opposed to research being led by, based on or taken through
practice (and vice versa), the article seeks clarity on the
relationship between research questions, research design and
methods; where a contribution to knowledge resides; how,
accordingly, a research project might be written up; and who,
indeed, creative practice researchers are. From our experience of
undertaking, supervising and evaluatingcreative practice research,
we have come to realise that some of the fundamental challenges of this work reside in a basic understanding of what, why, how and by whom. We believe that some of the definitions and models of creative practice research are a contributor to
these challenges, hence a new model with alternative terminology to help untangle some of the intellectual complexities we have seen. The discussion uses screen practice as its disciplinary site, encompassing media/screen production and
screenwriting.
Open Access:
https://www.tandfonline.com/doi/full/10.1080/25741136.2024.2384686?src=exp-la
... A qualitative research approach was chosen as applicable for the purpose of this study to create a profound picture of pedagogical infrastructures manifested in multidisciplinary technology education. The study follows the constructivist paradigm, which includes an assumption that reality is context-dependent and socially constructed (see, e.g., Mackenzie & Knipe, 2006). The experiences described by the teaching teams in this study are their own, and, therefore, cannot be potentially transferred to other research contexts. ...
In multidisciplinary technology education, teachers work together to support pupils in designing with technology. The different forms of support are based on establishing pedagogical infrastructures for pupils’ learning of technology. Although previous studies have identified the main forms of pedagogical infrastructure, how they can be leveraged in collaborative technology education remains elusive. This study adopts the perspective of teaching teams in exploring the kinds of pedagogical infrastructures involved in the collaborative planning and implementation of support for learning by collaborative designing (LCD). The data consist of semi-structured interviews with 11 technology education teaching teams. The participants were 21 experienced in-service teachers who worked in primary, secondary, and general upper secondary schools. A multiple case study approach was applied to identify the differences between the teaching teams in the planning and implementation phases. The data were analyzed following the principles of qualitative content analysis. The findings revealed that the application of pedagogical infrastructures varied during the teaching teams’ process of collaboration. In the planning phase, support was mainly based on establishing material-technological infrastructures. In the implementation phase, teachers often leveraged scaffolding and epistemological infrastructures. Pedagogical infrastructures were mostly targeted for the early stages of the LCD process, as well as in the stage of experimenting and testing design ideas.
... The incorporation of both qualitative and quantitative data enhances the evaluation by balancing the shortcomings of one type of data with the strengths of the other. Consequently, the pragmatic paradigm [13] is the most appropriate research framework for designing and conducting this study. Furthermore, this research is grounded in the "Human-Centered Design approach" [2], which underscores the integral involvement of users in iterative design". ...
Reflective learning is one of the key stages in experiential learning, providing essential for effective knowledge acquisition. In recent years, the recognition of games as facilitators of experiential learning has grown, highlighting their innate suitability for reflective learning. The Reflective Game Design (RGD) framework is a new tool for incorporating reflective learning into game-based leading approaches, amplifying the reflective and experiential learning process. This study discusses the practical application of the RGD framework, guided by the principles of “Design Thinking”, to create a user-centric development process. This paper presents a case study on developing a serious digital game targeting “self-awareness among young adults”. By applying the RGD framework guided by design thinking, the study adopts an iterative design process, user empathy, and reflective practices to offer insights into integrating these frameworks effectively. The positive findings from user surveys indicate a strong connection between players and the game, suggesting its potential for future educational use. This research contributes to the ongoing discourse on interactive and educational game design, providing valuable perspectives for researchers, developers, and educators.
... Philosophy preferred over 'paradigm'; it's the researcher's guiding worldview (Saunders, Lewis, & Thornhill, 2019). In educational research, it describes a researcher's worldview (Mackenzie & Knipe, 2006). It's a perspective or shared beliefs guiding data interpretation, reflecting researcher's worldview. ...
Background: Research paradigms are the underlying philosophical and theoretical frameworks that guide research studies. This article identifies and discusses key research paradigms: positivism, postpositivism, pragmatism, constructivism, interpretivism, and advocacy. Additionally, it explores their prominent constituents: ontology, epistemology, axiology, and methodology. Methodology: The article has been prepared through a thorough review of key texts regarding research paradigms in books and journal articles. This literature review method ensures a detailed and accurate portrayal of the paradigms and their constituents. Findings: Positivism emphasizes empirical evidence. Postpositivism recognizes the role of values and subjectivity. Pragmatism evaluates theories based on practical usefulness. Constructivism views knowledge as constructed by individuals through experiences. Interpretivism emphasizes understanding and interpreting the meanings people attach to their experiences. Advocacy or participatory research stresses the active involvement of community members and stakeholders in the research process. Ontology studies the nature of existence. Epistemology involves discerning the characteristics and limits of knowledge. Axiology examines values and what is considered good and valuable. Methodology systematically analyzes methods in a field of study. Conclusion: Understanding research paradigms has practical implications for researchers. It aids in pursuing the research process, selecting appropriate methodologies, and enhancing the credibility of their studies. This understanding ensures that research is methodologically sound, ethically robust, and socially impactful. Novelty: This article provides a synthesized overview of the major research paradigms and their key components, offering a valuable resource for researchers to understand and navigate the complexities of research methodologies and philosophical frameworks.
... Interpretivism emphasises understanding the context and meanings individuals or groups attribute to their experiences. This approach allows in-depth exploration of participants' repatriation experiences [27][28][29]. Additionally, a constructivist ontology and epistemology were adopted, acknowledging individuals' subjective construction of reality and knowledge and emphasising the importance of understanding participants' interpretations and meanings. ...
Introduction
International medical trainees, including residents and fellows, must cope with many challenges, such as differences in cultural hierarchical systems, languages, and acceptance. Nonetheless, the need for adjustment perpetuates even after training is completed abroad. When some international trainees return to their countries of origin, they continue to face adjustment challenges due to reverse culture shock. Others must make many further readjustments. This study presents an exploration of the adjustment and coping strategies of international medical learners after returning to their countries of origin upon completion of their programs.
Method
This study employed a qualitative approach grounded in interpretivism and utilised inductive thematic analysis following Braun and Clarke’s method. Semi-structured, in-depth individual interviews were employed to explore the participants’ coping strategies. Participants included international medical learners who were (1) international medical graduates who had already returned to their countries of origin, (2) non-Canadian citizens or nonpermanent residents by the start of the programs, and (3) previously enrolled in a residency or fellowship training programme at the University of Toronto, Ontario, Canada.
Results
Seventeen participants were included. Three main themes and seven subthemes were created from the analysis and are represented by the Ice Skater Landing Model. According to this model, there are three main forces in coping processes upon returning home: driving, stabilising, and situational forces. The sum and interaction of these forces impact the readjustment process.
Conclusion
International medical learners who have trained abroad and returned to their countries of origin often struggle with readjustment. An equilibrium between the driving and stabilising forces is crucial for a smooth transition. The findings of this study can help stakeholders better understand coping processes. As healthy coping processes are related to job satisfaction and retention, efforts to support and shorten repatriation adjustment are worthwhile.
... Referring to the principles set out in the (Mackenzie & Knipe, 2006) explanation of a research journey, I commenced with a broad notion of the discipline, which is to consider the adequacy of the policies and procedures for managing the integrity of abusive and harassing behaviours in IJF level judo. This also described the area of investigation which is safeguarding procedures within the International Judo Federation. ...
The International Judo Federation (IJF) has often changed the rules to protect judokas, increase the intensity of competitions, score more, and achieve greater attention and popularity. This research aims to determine the impact of judo rule change on the effectiveness of floor techniques in competitors at the Europa Judo Open in Sarajevo 2021-2022. The research was conducted on a sample of (n=217) senior fights and a sample of (n=130) senior women's fights in 2021. and a sample of (n=206) senior fights and a sample of (n=119) senior women's fights in 2022. in all 7 weight categories at the Sarajevo European Open. It was found that the most commonly performed techniques of procedures are Hon-gesa-gatame, yoko-shiho-gatame and sankaku-jime. The highest percentage of osaekomi-waza (holding in the grip) is immediately after the throw, and the highest percentage of shime-waza (choking techniques) were performed after a failed opponent's attack. The percentage of kansetsu-waza (leverage) is reduced. By analyzing, we found that in the lower weight categories there was an increase in ground wins (senior men category: 60kg 7 % in 2021, 19% in 2022,66 kg 22% in 2021, 28% in 2022, 73 kg 11% 2021,32% in 2022), that is, generally the application of parterre techniques during the combat, while in the larger weight categories (81, 90, 100, +100) the percentage of wins in ne-waza decreased slightly (category 81 kg 18% in 2021, 12% in 2022,90kg 19% in 2021, 18% in 2022, 100 kg 18% in 2021, 7% in 2022, +100kg 33% in 2021, 22% in 2022). In the women's categories 48 kg, 52 kg and +78 kg, significant progress was observed (senior women category 48kg 18,75% in 2021, 38,46% in 2022,52 kg 20% in 2021, 25% in 2022, +78 kg 33.33% in 2021, 55,56% in 2022), while in other female weight categories, the efficiency in ne-waza was higher in 2021 (57 kg 32% in 2021,26,32% in 2022, 63kg 31,50% in 2021, 25% in 2022,70 kg 34,78% in 2021, 11,54% in 2022, 78 kg 26,67% in 2021, 25% in 2022). In seniors, control techniques improved slightly while senior women performed better at performing shime-waza and kansetsu-waza techniques compared to 2021 (15,15% in 2021, 25,81% in 2022). With the introduction of new rules in judo, more time space was given to the ne-waza so that growth was recorded in osaekomi-waza, while the number of kansetsu-waza and shime-waza decreased.
... In research, the term paradigm is used to describe a researcher's 'worldview' (Mackenzie & Knipe, 2006). Furthermore, Creswell (2017) explains that a research paradigm inherently reflects the researcher's beliefs about the world that s/he lives in and wants to live in. ...
... Somekh and Lewin (2005) refer to methodology as both "the collection of methods or rules by which a particular piece of research is undertaken and the principles, theories and values that underpin a particular approach to research". Mackenzie & Knipe (2006) suggest that methodology is "the overall approach to research linked to the paradigm or theoretical framework while الثاني العدد عشر الخامس المجلد -ابريل 0202 33 the method refers to systematic modes, procedures or tools used for collection and analysis of data". ...
... To gain a deep understanding of our research question by exploring individuals' perspectives, we conducted a qualitative descriptive study [19]. We situated ourselves within a constructivist and interpretivist paradigm, aiming to better understand the reality of the participating individuals as they perceive it [20]. To report the findings of this study, we adhered to the Standards for Reporting Qualitative Research outlined by O'Brien et al. [21]. ...
Transportation is integral to the employment accessibility and sustainability of people with disabilities. This study aims to identify barriers, facilitators, and solutions to commuting for people with disabilities, drawing from their perspectives as well as those of employers and transportation providers. Through semi-structured individual interviews, insights were gathered from sixteen individuals with disabilities, seven employers, two job integration agents, and four transporters. Qualitative analysis of the interview transcripts revealed factors influencing commuting, including personal attributes and environmental factors. This study underscores the significant impact of environmental factors, particularly the role of social networks and transport infrastructure in either supporting or hindering public transportation use for people with disabilities who commute to work. For example, employers’ limited awareness of their employees’ commuting challenges contrasts with their recognition of their potential role in supporting it. Training and disability awareness initiatives emerge as pivotal solutions to empower individuals within the social network, including transport personnel, fellow passengers, and employers, to facilitate public transportation use by people with disabilities for work commutes.
... I used the term paradigm to describe the perspectives, opinions, or beliefs of a researcher that informs the significance or phenomenon studied (Mackenzie & Knipe, 2006). Maree (2016) asserts this by defining research paradigm as a set of assumptions about an essential aspect of realism that has contributed to the emergence of a particular worldview. ...
The study aimed to investigate how the secondary school principals in Lagos State implements the Information and Communication Technology (ICT) policy. The study provided an understanding of how the policy is implemented while making recommendations regarding the implementation processes. The policy implementation theory from the bottom-up approach viewpoint developed by Lipsky in 1980 was adopted as the theoretical framework for this study. This was considered applicable to this study because it provides a more feasible and dependable alternative to the top-down approach, which sees the government as the solitary player in policymaking. The study used a qualitative approach, while interpretivism was employed as a research paradigm. Eight school principals from Surulere and Mushin local governments in Lagos State were interviewed. This study used a computer-assisted qualitative data analysis software (CAQDAS) called Atlas ti version 9 to identify and code quotations which were further analysed and synthesised to form higher themes, some of which emerged to address the research questions.
The findings indicate that secondary school principals have a positive attitude towards ICT despite the odds involved in managing the implementation of ICT in their school environments. Results also revealed that they could not act as instructional leaders in implementing ICT in teaching and learning because of the unclarity of their roles in the policy guidebook. Lack of ICT equipment, poor internet network, limited financial support, poor maintenance, and poor implementation of government policies on ICT appeared as potential factors affecting the implementation of ICT in Lagos State secondary schools. Lastly, findings highlight possible strategies for addressing ICT policy implementation challenges in schools, such as shared vision, motivation of teachers and students, and consistent education and training.
Key words: Information and Communication Technology; ICT policy; policy development; policy implementation; school management, administration and leadership.
Buku ini mengulas tentang alih fungsi tanah pertanian menjadi tanah non pertanian, sebuah fenomena yang makin meningkat seiring dengan pertumbuhan urbanisasi dan industrialisasi. Dalam buku ini, penulis mengupas bagaimana pengendalian alih fungsi tanah perlu direkonstruksi dengan pendekatan yang lebih adil dan berkelanjutan.
Melalui analisis mendalam, buku ini mengeksplorasi berbagai aspek hukum, sosial dan ekonomi yang berkontribusi terhadap praktik alih fungsi tanah. Penulis mengemukakan model pengendalian yang tidak hanya mempertimbangkan keuntungan ekonomi saja, tetapi juga menjunjung ilai-nilai keadilan sosial dan lingkungan.
Melalui buku ini, penulis berharap dapat mendorong diskusi yang lebih luas mengenai perlunya melindungi tanah pertanian demi keberlanjutan pangan dan kesejahteraan masyarakat.
Despite their status as high-income food producing nations, children and their caregivers, both in the United States (U.S.) and Australia can experience food insecurity. Nutrition researchers formed a joint U.S.-Australia collaboration to help advance food security for households with young children aged 0–5 years. This study investigated food insecurity from the perspective of caregivers, especially their perceptions of the impact of food insecurity on their own childhood, their current life, and for the children in their care. Semi-structured interviews were conducted from July to September 2020 during the COVID-19 pandemic. Participants were recruited in Omaha, Nebraska, U.S. (n = 19) and Melbourne, Victoria, Australia (n = 22), during periods of stay-at-home public health orders. These two case study sites enabled an exploration of some universal, and some context-specific, social, economic, and health conditions that buffer, or exacerbate, food insecurity for families in these neo-liberal political settings. An inductive thematic analysis was conducted and established six themes:growing up poor, lessons learned, feeding a family amidst a pandemic, caregiver coping strategies, food security in the early years and protecting (young) children. Perspectives on local anti-hunger strategies were organized to outline participant’s preferred solutions. Household food insecurity is conceptualized in public policy in the U.S. and Australia as a short-term crisis for people, justifying austere, time-limited and patchwork solutions. A narrative of caregivers’ lived experience of food insecurity suggests that it is inter-generational, and exacerbated by a food system shock (i.e., COVID-19). These findings from two varying cities and nations offer a different conceptualization of the timespan and nature of the phenomenon of food insecurity, challenging a dominant policy narrative and highlighting the inadequacy of current so-called solutions.
English language is the first spoken language around the world, and it is the formal language for communication in my multilingual Saudi context. This paper is to conduct a further investigation to findings of a similar study conducted by Jumanto (2014) exploring the functions of phatic communication among English native speakers. Furthermore, this study aims at exploring phatic communication among native and nonnative English speakers in my workplace to have a healthy distinguished working atmosphere through guiding them to build a solid social relationship at workplace through involving in various communicative situations for the sake of rapport, not to convey information. For instance, to greet or reply to a greeting properly, start or end conversations with native or nonnative colleagues to avoid any inconvenience or misunderstanding due to the likely distinctions related to their different social or cultural backgrounds which may affect negatively on their relationship. To achieve this, an exploratory mixed study will be conducted in two phases using a questionnaire for quantitatively collected data, and then conducting semi-structured interviews for the same population to qualitatively collect data to have reliable findings. Additionally, the findings of this study reflect a great harmony among the phatic expressions used by native and nonnative speakers, especially native English speakers who try speaking the mother language, Arabic, of the nonnative English speakers for the purpose of greeting or starting interaction with each other. Accordingly, further research investigation could be conducted to explore the impact of phatic communication functions among native and nonnative speakers of any other languages on learning a second or a foreign language.
The use of Improvement Science (IS) for the dissertation in practice (DiP) must be encouraged because the questions and concerns addressed in these projects go beyond answering basic research. Authors of dissertations in practice will bring philosophical assumptions, select research designs, and situate themselves somewhere along the practitioner continuum. DiP authors should be aware of the larger philosophical questions relating to the ontological, epistemological, methodological, axiological, and rhetorical grounding of Improvement Science. Grounded in these large philosophical questions, the Improvement Science project should be identified as a metaparadigm and counted among other research methodological paradigms.
This study set out to examine the pedagogical practices of the Grade 11 Business Studies teachers in the context of current 21st century. The study further looked at the constraints the Business Studies teachers come across in their quest to develop 21st-century skills and deep knowledge of the subject in their learners. The literature on pedagogy for the subject Business Studies was reviewed to give foundation to the current study. The study was guided by the constructivist theory which elucidates how knowledge is constructed in the human mind. For this research, a qualitative methodology was adopted, because of its explorative and flexible ability. The study was conducted in two mainstream schools in the Johannesburg North District. The data generation process was obtained through document analysis, semi-structured interviews and classroom observations with four grade 11 Business Studies teachers. The overall findings of the research indicate that the pedagogical practices of Business Studies teachers are in disagreement with those recommended by the
curriculum designers cited in the Business Studies CAPS document. Teacher centered pedagogy seems to be the most employed mode of instruction used to teach Business Studies in grade 11 classes regardless of the proposal made by curriculum designers and global education specialists of a shift from the teacher centered to learner-centered approach with learning outcomes of deeper learning. The findings also indicated that teachers are unaware of the highly demanded 21st
century skills and deep knowledge learners need for survival in the 21st-century business world. Also, teachers do not prepare for deep learning lessons that would have resulted in the acquisition of deeper knowledge and 21st-century skills, because they were either ignorant or lacked knowledge on how to design deep
learning lessons. The findings also revealed that teacher participants in the study struggled to appropriately integrate Information and Communication Technology (ICT) when
teaching the subject Business Studies. The findings of the research also show the constraints Business Studies teachers experience in their quest to teach the subject for the current century. These constraints included ever-increasing workload,
shortage of teaching resources, teaching in overcrowded classrooms and limited teaching time. Proper recommendations were suggested to the Department of Basic Education such as organizing extensive training program, conferences and district level workshops for Business Studies teachers in secondary schools to be equipped with skills on how to employ trending learner-centered teaching methods in the classrooms and engage in discussions on emerging issues related to teaching the subject.
The article addresses the issue of using the emancipatory-participatory paradigm in the process of reconstructing the experience of wartime childhood, that is, experiencing formative years in the circumstances of armed conflict. Adopting the specific idiographic case of the Museum of Wartime Childhood in Sarajevo, the author analyzes the local socio-cultural context, methodological assumptions, as well as forms of realization of the mission of the Museum of Wartime Childhood in Sarajevo, which is to legitimize the narratives of those whose voices remain marginalized in the generalized memetic discourse. Such oriented research and educational activities are part of the characteristics of emancipatory and advocacy approaches to participatory research, the specificity of which is also the subject of the analyses of these reflections.
Introduction
Hand hygiene is key in preventing healthcare-associated infections, but it is challenging in maternity settings due to high patient turnover, frequent emergencies and volume of aseptic procedures. We sought to investigate if adaptions to the WHO hand hygiene reminders could improve their acceptability in maternity settings globally, and use these findings to develop new reminders specific to maternity settings.
Methods
Informed by Sekhon et al ’s acceptability framework, we conducted an online survey, semi-structured interviews and a focus group examining the three WHO central hand hygiene reminders (‘your five moments of hand hygiene’, ‘how to hand wash’ and ‘how to hand rub’) and their acceptability in maternity settings. A convergent mixed-methods study design was followed. Findings were examined overall and by country income status. A WHO expert working group tested the integrated findings, further refined results and developed recommendations to improve acceptability for use in the global maternity community. Findings were used to inform the development of two novel and acceptable hand hygiene reminders for use in high-income country (HIC) and low- and middle-income country (LMIC) maternity settings.
Results
Participation in the survey (n=342), semi-structured interviews (n=12) and focus group (n=7) spanned 51 countries (14 HICs and 37 LMICs). The highest scoring acceptability constructs were clarity of the intervention (intervention coherence), confidence in performance (self-efficacy), and alignment with personal values (ethicality). The lowest performing were perceived difficulty (burden) and how the intervention made the participant feel (affective attitude). Overfamiliarity reduced acceptability in HICs (perceived effectiveness). In LMICs, resource availability was a barrier to implementation (opportunity cost). Two new reminders were developed based on the findings, using inclusive female images, and clinical examples from maternity settings.
Conclusion
Following methodologically robust adaptation, two novel and inclusive maternity-specific hand hygiene reminders have been developed for use in both HIC and LMICs.
Background
Shared housing for adults with intellectual disabilities with staff support, is a common housing model internationally. We explored an overlooked aspect of group homes, namely the extent to which they enable a sense of ‘feeling at home’ for residents.
Method
A diverse group of 19 housemates participated in a photovoice study. Participants took photos in their homes and discussed them in individual interviews and in groups. Data was analysed using reflexive thematic analysis.
Results
Residents' experience of home was multi‐dimensional. ‘Feeling at home’ related to home as a site of identity cultivation (personal home); physical comfort or ‘misfitting’ (physical home) and home as the locus of key relationships (social home).
Conclusion
Achieving a sense of ‘feeling at home’ requires engagement in practices of home‐making. Many of our participants required support from staff to engage in these practices. For some housemates their experience of home was conditional and precarious.
This research aims to uncover the meaning of modern Muslimah identity, which is constructed by micro-celebrities through their accounts on social media such as Instagram. In addition, it also explores the motives that underlie a person to become a celebrity on Instagram. Using a phenomenological approach, data was collected through in-depth interviews with five informants, in addition to literature review and observation. The results revealed that the meaning of Muslimah identity is constructed by Instagram celebrities in three categories, namely: (1) The assertion of the definition of Muslimah is a Muslim woman who follows Islamic law, uses clothing as a cover for the aurat in accordance with Islamic law, the uploaded content displays positive content and does not expose the aurat, and in terms of endorsement, selecting the products received so as not to deviate from Islamic teachings becomes a necessity. (2) The motives of Muslimah celebgrams are divided into two, namely the motive of using Muslimah symbols and the motive of becoming a Muslimah celebgram on Instagram. In using Muslim symbols in the form of hijab, the motive is divided into two, namely the motive of cause and the motive of purpose. (3) Cause motives consists of fulfilling obligations as a Muslimah, encouragement from the family, and encouragement from the environment. The purpose motive consists of fulfilling religious obligations, protecting oneself, breaking the bad stigma against Muslim women, inspiring others, and improving oneself.
An increasing number of scholars suggest the need to enhance the incorporation of diversity and social justice across all areas of family science. Part of this work has seen family science more strongly and explicitly incorporate intersectional theorizing to problematize individual biases and power positions, generally, and of researchers and participants, more specifically. More work is needed to connect theory, method, and methodology to advance the call of scholars. Here, we attend to this call by providing methodological considerations for conducting intersectional phenomenological research in family science. We begin with an overview of phenomenology, including its philosophical and methodological foundations and variations. We then introduce the history of intersectionality, followed by critical methodological considerations for intersectional phenomenological research in family science. This integration of intersectionality and phenomenological research centers the lived experiences of individuals and families with historically marginalized identities while attending to power dynamics often part of scholarship.
The academic community has varying perspectives on the definition of
methodology. Many scholars consider methodology encompassing the
systematic and theoretical analysis of methods and principles within a specific
field of study. It serves as a guide for researchers in scientifically validating the
information used in their research. There has been a noticeable shift in the
understanding of methodology in recent years, particularly in publications since
2000. Scholars argue that research should not be confined to a strict dichotomy
between qualitative and quantitative approaches. The dichotomy needs to be
deemed sufficient to meet the demands of modern research and calls for a
synthesis of methods. This new approach is referred to as "trichotomy," with the
"mixed method" being the emerging methodology for conducting research that
combines elements of both qualitative and quantitative methods. Integrating these
methodologies aims to enhance the quality and efficacy of research. This study
explores early career researchers' challenges, including the dichotomy between
qualitative and quantitative research methodologies and the utilization of mixed
methods. Furthermore, the existing research literature was examined, and it is
argued that discussions on research methods in academic texts and university
courses should incorporate mixed methods and address the perceived dichotomy
between qualitative and quantitative research methodologies.
A nation's grip on technology is a direct reflection of its industrial capabilities, hence, economic strength. Ghana, like many sub-Saharan Africa countries, aspired to develop its industrial base since inception as a nation. Such an aspiration was deemed by this study to require a concerted policy framework in technology creation/production/manufacturing intertwined with cultural underpinnings. The narrative being that; industry requires the use of technology and technology must necessarily be manufactured and done sustainably. However, the issue of technology has been problematic in the African regions. As such, to contribute towards the technology-development policy framework, this study sought to initiate the discussion to define technology and its manufacturing with cultural undertones. The study therefore adopted a multidisciplinary approach; theoretically exploring technology studies from varied schools of thought and interconnecting them with culturalisation, emphasising the critical role of institutionalisation with the aim to establish a common ground of understanding in the subject matter. This is to serve as a springboard for future work.
Aim
Black queer men in the UK are increasingly at risk of mental health problems related to anxiety and depression, often triggered by traumatic experiences. This study explored the efficacy of integrative practice with Black queer men who experienced trauma from a decolonised, intersectional and queer‐affirming perspective.
Method
One‐to‐one semi‐structured interviews with nine integrative practitioners were completed. Data collected from these interviews were analysed using Braun and Clarke's six stages of reflexive thematic analysis (RTA).
Findings
RTA identified four subordinate themes: (1) understanding the experience of Black queer men, (2) developing the working alliance and use of self in practice, (3) effective integrative practice and (4) intersectional differences and considerations. Findings discussed the varying forms of trauma Black queer male clients experienced that impacted their mental health and how developing a strong working alliance with Black queer men was crucial when supporting them to recover from trauma. Additionally, the participants described a breadth of trauma‐informed integrative counselling and coaching practice. A decolonised approach utilising the intersection of race, gender and sexuality of Black queer men was successfully integrated into the approach used by practitioners in this study.
Conclusion
Overall, this study evidenced that a decolonised perspective to integrative practice effectively supports Black queer men to recover from trauma. Future research should focus on an integrated approach with Black queer men and other gender and sexual ethnic minority clients who experienced trauma.
The aim of this work is to make a critical analysis of research design in tourism with an emphasis on stakeholders in the destination network, which should result in finding the most optimal research and methodological model for the purpose of scientific and practical application in adaptable and efficient destination management. The paper considers a wide range/map of research design and approach in all phases of the research process: data collection and processing, and interpretation of the obtained results. Recommendations for finding an adequate methodological approach to research in tourism and tourist destinations were obtained by testing, that is, by projecting the specificity of the research process in tourism onto the general research matrix/paradigm represented by the successive gradation of research steps: context, paradigm, epistemology, general methodological orientation and applied concrete methods. The so-called method of chain referral proved to be the most effective in collecting data on the topological structure of the destination network of stakeholders. A hybrid explanatory sequential design in a combination of quantitative and qualitative methodological approach seems to be the most optimal and can be the most useful in researching the relationship between stakeholders in the management of a tourist destination. In previous research in the conceptual field of destination stakeholder networks, the proposed research model is not as specified and focused as in the case of this paper. management. However, there are also certain limitations of this work, which primarily refer to the need for multiple testing of the proposed research model on concrete case studies. Following the highlighted limitations in future research, it is recommended to test the proposed methodological approach and concept on case studies of two qualitatively different destination networks of stakeholders (e.g. coastal and continental) in Croatia to confirm its validity.
Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors
"Methods of Educational and Social Science Research: An Integrated Approach" provides students with a realistic view of how research is done and a useful framework for designing, implementing, and evaluating studies. Pulling together criteria into a single, easy-to-remember model, the text clarifies the relationship of the criteria to the research, helps students understand the human nature of the scientific process—where the criteria by which research is judged come from—and provides a useful way of arranging the constantly changing scene of research methods. Emphasis throughout is on the nature of research—how research findings become accepted knowledge. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Rather than being written by one or two `generalists', this innovative book is written by a large number of active researchers about their specialisms in methods/methodologies. The book introduces all the key qualitative and quantitative research methodologies and methods and seeks to draw readers into a community of researchers engaged in reflection on the research process. Included are narrative accounts of carrying out a research study that explore the way in which the research design and methods are shaped by the methodology, discussing problematic issues, and reflecting on the way in which knowledge and understanding develop. Aimed at researchers and postgraduate students, it will also be invaluable for students at masters level.
Combining Methods in Educational and social research
- G Gorard
Gorard, G. (2004). Combining Methods in Educational and social research.
Berkshire: Open University Press.
A handbook for teacher research from design to implementation
- P Leedy
- J Ormrod
Leedy, P. & Ormrod, J. (2005). A handbook for teacher research from design
to implementation. New Jersey: Pearson Education.
The essential guide to doing research Research methods in the social sciences
- O ' Leary
O'Leary, Z. (2004). The essential guide to doing research. London: Sage.
Somekh, B., & Lewin, C. (2005). Research methods in the social sciences.
Thousand Oaks: Sage.
Conceptualizing and proposing qualitative research
- T Schram
Schram, T. (2006). Conceptualizing and proposing qualitative research. (2nd
ed.) New Jersey: Pearson Education.
Social Science methods: an Australian perspective
- M Walter
Walter, M. (2006). Social Science methods: an Australian perspective.
Oxford, New York: Oxford University Press.
Qualitative research for education: An introduction to theory and methods
- R C Bogdan
- S K Biklin
Bogdan, R.C., & Biklin S.K. (1998). Qualitative research for education: An
introduction to theory and methods. (3rd ed.) Boston: Allyn and Bacon.
Research in Education
- J Mcmillan
- S Schumacher
McMillan, J., & Schumacher, S. (2006). Research in Education. (6th ed.)
Boston: Pearson Education.