Emancipating reflexive voice in developing contemporary graduate identity:
Johnston, E. & Kortens, A.,Conference Proceedings (Abstract, 2014). Emancipating reflexive voice in developing contemporary graduate identity: Paper presented at the Qualitative Management Review Conference, Albuquerque, NM. USA. http://business.leeds.ac.uk/qrm/qualitative-research
Key Words: knowledge-creating inquiry, synthesis, multi logic, critical thinking, design thinking, synthesis, teaching and learning, higher education, qualitative research.(appreciative inquiry / action research
Purpose: The purpose of this modified action research / appreciative inquiry research is to explain how and when higher education students in a hybrid learning environment experienced moments that support effective theorizing.
Design/methodology/approach: The qualitative, appreciative action research method incorporated three iterative cycles. Action Research cycle 1 examined data from curriculum materials,. Cycle 2 explored archived (computer mediated) classroom data and class observations. Cycle 3 incorporated on-site visits, interviews with faculty, and student focus groups. Each action research cycle included, Problem formulation, data collection, reflection / analysis, conclusions and formulation of next action / questions. A major program re-design effort emerged as an outcome from the appreciative action research project.
Findings: Effective theorizing is being limited in the research site by an emphasis on validation a narrow range of logics and a lack of "discovery thinking." The original research contribution of this work is seen to come from acknowledging the integration of design thinking and discovery practices (sense-making practices) within curriculum structures and pedagogical practices that enable theorizing of management.
Research limitations/implications: Findings are limited to the setting where the data was collected.
Practical implications (if applicable) The intent was to assess how a hybrid (85% computer mediated, 15% face to face) graduate university program might collaboratively engage faculty and students to develop models and recommendations supporting and enhancing the learner experiences in more effective theorizing
Social implications (if applicable)
Creating improved curricular and pedagogical designs for flexible learning and discovery may lead to improved theorizing within dissertation products. Additionally, graduates will develop increased generative capacity to theorize in an agile, supple, and mature dimension because of involvement in generating original inquiries and research.
The original research contribution of this work is seen to come from acknowledging the integration of design thinking discovery practices (sense-making practices) and critical thinking within curriculum structures and pedagogical practices to improve theorizing.
Combining critical and design thinking with discovery practices may lead to comprehensive approaches to synthesis.
Additional content will be provided upon request.