title: "Good" things take time: A living story of research so far

authors: Hurd, Fiona

abstract: Purpose
Although the process of fieldwork is often characterised by disorder, the requirement to adhere to a tightly defined methodology and produce timely research outputs often leads the authors to present the findings as though the research has been the product of a linear process. The purpose of this paper is to unmask this paradox, by documenting the disorder and development of a research project 15 years (so far) in duration.

Design/methodology/approach
The approach used in this paper is one of auto-ethnographic reflection, drawing on aspects of Boje’s living story approach, incorporating not only the “linear” narrative of the research process, but also fragments of ante-narrative, themes running above and below the dominant. Within the study, the authors are reflecting on, a range of qualitative methods, including interview, focus groups, memory-work, and living story (ante-narrative) methods, which are employed within a critical management research methodology.

Findings
The authors’ experiences show that although “messiness” may be an inherent part of qualitative research, it is this very disorder, and the consequent opportunities for time and space, that allows the research, and the researcher, “time to breathe”. This reflexivity allows for methodological development and refinement, and ultimately rigorous and participative research, which also honours the participants. The authors argue that although this approach may not align with the current need for prolific (and rapid) publication, in allowing the disorder to “be” in the research, and allowing the time to reassess theoretical and methodological lenses, the resultant stories may be more authentic – both the stories gathered from participants and the stories of research.

Originality/value
The paper highlights the intertwining of stories of participants and stories from research, which is a significant addition to understandings of the “messiness” of qualitative research. This paper adds to the growing call for the inclusion of “chaos” and authenticity in qualitative research, acknowledging and valuing the humanity of the researcher, and giving voice to the paradox between the time to methodologically develop, and the requirement for timely research.

text: "Good" things take time: A living story of research so far Purpose
Although the process of fieldwork is often characterised by disorder, the requirement to adhere to a tightly defined methodology and produce timely research outputs often leads the authors to present the findings as though the research has been the product of a linear process. The purpose of this paper is to unmask this paradox, by documenting the disorder and development of a research project 15 years (so far) in duration.

Design/methodology/approach
The approach used in this paper is one of auto-ethnographic reflection, drawing on aspects of Boje’s living story approach, incorporating not only the “linear” narrative of the research process, but also fragments of ante-narrative, themes running above and below the dominant. Within the study, the authors are reflecting on, a range of qualitative methods, including interview, focus groups, memory-work, and living story (ante-narrative) methods, which are employed within a critical management research methodology.

Findings
The authors’ experiences show that although “messiness” may be an inherent part of qualitative research, it is this very disorder, and the consequent opportunities for time and space, that allows the research, and the researcher, “time to breathe”. This reflexivity allows for methodological development and refinement, and ultimately rigorous and participative research, which also honours the participants. The authors argue that although this approach may not align with the current need for prolific (and rapid) publication, in allowing the disorder to “be” in the research, and allowing the time to reassess theoretical and methodological lenses, the resultant stories may be more authentic – both the stories gathered from participants and the stories of research.

Originality/value
The paper highlights the intertwining of stories of participants and stories from research, which is a significant addition to understandings of the “messiness” of qualitative research. This paper adds to the growing call for the inclusion of “chaos” and authenticity in qualitative research, acknowledging and valuing the humanity of the researcher, and giving voice to the paradox between the time to methodologically develop, and the requirement for timely research.

year: 2019

title: Problem solving in physics: an interactive computer-assisted environment

authors: Singh, Amarjit

abstract: The thesis reports the development and trial of an interactive computer-assisted environment program. A rotational dynamics problem of considerable difficulty was chosen for program development involving a selection process using students and lecturers. Six year one undergraduates, 6 graduates, and a lecturer from the Physics department performed think-aloud problem solving. A high school Physics teacher and 7 year one undergraduates took part in pen and paper problem solving. Data collected focussed on: activities performed at commencement; question clarification and assistance sought; examples referred to for help; general mistakes made; conceptions portrayed; major difficulties encountered; and knowledge used. The problem solving has been categorised into 14 groups. These show the differences between expert and novice styles, highlight the strategies used, and depict the complexity of the problem-solving task through individual flow charts.

The problem-solving was performed in an idiosyncratic manner. This has informed the program development to represent knowledge so that it can be accessed at various stages of problem solving when needed. This suggests a constructivist environment with the provision of information through transmission as appropriate. 

Solutions by the lecturer and the 4 high school teachers were used to determine the knowledge and explanations normally presented. A general solution using the fundamental physical quantities was developed to highlight the complexity of the solution and the vast amount of related knowledge required. This knowledge is usually assumed and normally not presented to students.

The findings informed the development of a problem-solving program. The program has been used by 18 and 14 students respectively to solve the problem for which it was developed and a related problem. Data collected highlighted the assistance students seek, the extent of student control allowed, program features used and limitations encountered. Data was also examined to ascertain transfer of learning, and the effectiveness of the program in compiling student conceptions, knowledge and problem-solving styles.

Analysis indicates students will use a program if it is helpful in serving their needs and is easy to use. Students were not very effective in transforming knowledge to a new situation. Data collected by the program showed its effectiveness in documenting information and features used, but it was less useful in compiling alternative conceptions.

text: Problem solving in physics: an interactive computer-assisted environment The thesis reports the development and trial of an interactive computer-assisted environment program. A rotational dynamics problem of considerable difficulty was chosen for program development involving a selection process using students and lecturers. Six year one undergraduates, 6 graduates, and a lecturer from the Physics department performed think-aloud problem solving. A high school Physics teacher and 7 year one undergraduates took part in pen and paper problem solving. Data collected focussed on: activities performed at commencement; question clarification and assistance sought; examples referred to for help; general mistakes made; conceptions portrayed; major difficulties encountered; and knowledge used. The problem solving has been categorised into 14 groups. These show the differences between expert and novice styles, highlight the strategies used, and depict the complexity of the problem-solving task through individual flow charts.

The problem-solving was performed in an idiosyncratic manner. This has informed the program development to represent knowledge so that it can be accessed at various stages of problem solving when needed. This suggests a constructivist environment with the provision of information through transmission as appropriate. 

Solutions by the lecturer and the 4 high school teachers were used to determine the knowledge and explanations normally presented. A general solution using the fundamental physical quantities was developed to highlight the complexity of the solution and the vast amount of related knowledge required. This knowledge is usually assumed and normally not presented to students.

The findings informed the development of a problem-solving program. The program has been used by 18 and 14 students respectively to solve the problem for which it was developed and a related problem. Data collected highlighted the assistance students seek, the extent of student control allowed, program features used and limitations encountered. Data was also examined to ascertain transfer of learning, and the effectiveness of the program in compiling student conceptions, knowledge and problem-solving styles.

Analysis indicates students will use a program if it is helpful in serving their needs and is easy to use. Students were not very effective in transforming knowledge to a new situation. Data collected by the program showed its effectiveness in documenting information and features used, but it was less useful in compiling alternative conceptions.

year: 1993

title: Dreaming Ourselves and Aspirations into Places of Higher Education

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

text: Dreaming Ourselves and Aspirations into Places of Higher Education Dreams and aspirations are at the core of what higher education is about.  Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation.  And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

year: 2013