Inciting Advanced Levels of Practitioner Reflection through Progressive Graphic Elicitation

1. IntroductionIt is well understood that diagrams and other forms of imagery can assist communication and learning (for example, Nelson et al. 1976; Paivio 1971, 1986). Despite this diagrams have seen relatively little use as stimuli in research interviews. Given the current trend of seeking out new imaginative approaches to stimuli (e.g. Allett 2010; Bragg and Buckingham 2008) this is surprising. Photographs have been commonly used, but diagrams have not (Crilly et al. 2006). The aim of presenting this method is to explore the ways in which knowledge elicitation can be improved. The interviewees for this research have significant experience, many years of practice and deeply tacit understanding, described as a 'special form of experience-based expertise? or 'deep smarts? (Leonard and Swap, 2005). When graphics have been used for elicitation during research interviews, the benefits have been apparent, they have proven to be: a) effective in eliciting dialogue and reaction from interview subjects (e.g. Woolner et al. 2009; Umoquit et al. 2008; Crilly et al. 2006; Trrnen 2002); b) intuitive and easily understood by respondents (Umoquit et al. 2008); c) able to invoke 'contemplative verbal responses? (Umoquit et al. 2008); and d) capable of focussing interviewee attention on the issues in question (Umoquit et al. 2008). The method presented in this paper takes the use of diagrams a stage further; first of all it employed a type of diagram known as an infographic (information graphic) and uses them in a progressive series to introduce the interviewee to a new topic. As the subjects gained new theoretical knowledge they were encouraged to use that perspective as a lens for reflecting on their own professional practice and experience. This method is situated within the wider methodology adopted and the research project is described for the purpose of contextualisation. Some results of the study to date are presented and conclusions are drawn.2. MotivationThe aim of presenting this method is to explore the ways in which knowledge elicitation may be improved during the interview process within the context of this research project. This project itself arose from a determination to see the process by which new I.T. systems are introduced change, influenced by the social and cognitive psychologist? s understanding of attitude. Attitudes affect a person? s intentions, opinions and behaviours (e.g. Krosnick and Petty 1995; Petty, Haugtvedt, and Smith 1995) and attitudes related to new I.T. environments are no exception to this rule (e.g. Angst and Agarwal 2004; Zhang and Sun 2009; Kim et al. 2009). It is reasonable, therefore, to suggest that an advanced understanding of attitude change theory, as found in social and cognitive psychology, could improve the user acceptance of new I.T. systems. Research into this disciplinary intersection, although embryonic, has already been beneficial and has exposed significant empirical deficit (e.g. Bajaj and Nidumoli 1998; Angst and Agarwal 2004; Bhattacherjee and Sanford 2006; Shumarova and Swatman 2006; Zhang and Sun 2009; Kim et al. 2009). This is a largely un-researched and relevant field that could yield substantial social and economic benefits.Existing studies, with few exceptions, have been deductive and far from being policy driven, have intended to critique or demonstrate theory. Empirical work has generally revolved around case studies with an action research overtone. This paper does not seek to criticize such works on the contrary their contribution is invaluable. However, far from exposing just a few lacunae, previous work has instead shown the role of attitudes in I.T. acceptance to be an area of substantive empirical deficit. Accordingly, it is proposed here that a series of policy-driven inductive research projects are now merited. Such projects should propose investigations that are wide-ranging, focused on making a high level and relevant contribution that can support those responsible for introducing new I. …