Autoethnography and Theory Testing

Livesey, Peter Vincent; Runeson, Goran

doi:10.5130/ajceb.v18i3.6139

Cited by 13 publications

(6 citation statements)

References 29 publications

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“…This reflective piece (Ellis, Adams and Bochner, 2011;Chan Kent, 2020;Livesey and Runsen, 2018) aims to explore some of the patterns that emerged as we embarked on a journey of discovery trough extremely troubled waters of emergency teaching and learning. It is told in the context of an institution where more than 70% of students are first-time entrants into higher education and many students' homes are more than 500km away from campus.…”

Section: Introductionmentioning

confidence: 99%

From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic

Cronjé

2022

EJEL

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In the rapid switch from contact to distance learning in response to the 2020 Covid-19 pandemic lecturers had to adapt their teaching in relation to five distinct areas – place, time, class size, technology, and pedagogy. This autoethnography reflects on the implications of each of those dimensions, as well as the extent to which lecturers worked either at the extremes or the dimension, or in a way to incorporate elements of both extremes. From the narratives of how lecturers cope I derive a matrix for the selection of technologies and pedagogies in blended learning.

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Section: Introductionmentioning

confidence: 99%

From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic

Cronjé

2022

EJEL

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“…However, the goal of autoethnography in this research was to uncover findings which were earlier inaccessible and therefore act as a stimulus for profound understanding (McIlveen, 2008). Livesey and Runesen (2018) argue that despite criticisms about autoethnography it 'can be applied analytically and rigorously so that it can be used for theory testing and theory building. In doing so, it opens up an untapped source of data to researchers -their own living experience.'.…”

Section: Resultsmentioning

confidence: 96%

4D visualization to bridge the knowing-doing gap in megaprojects: an Australian case study

Datta¹,

Sergeeva

Sankaran

2020

CEB

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The literature on megaprojects are oriented towards ‘knowing’ the problems and ‘knowing’ the solutions, and there is a dearth in literature aimed at explaining strategies adopted in ‘doing’ or implementing that knowledge. Particularly, the literature highlights communication as important as part of the ‘knowing,’ while there is a gap in ‘doing,’ as performance improvements are still not evident. This research aims to explore how this knowing-doing gap in the communication of risk information was addressed by using 4D visualization. This article discusses the vent facility of a megaproject in Australia as a case study to illustrate the innovation. The 4D model developed for the facility helped the project team to visualize the construction of a critical part of the project, discuss the construction methodology, identify the risks in the construction process and persuade the non-technical decision-makers of the project to take appropriate action. The risks identified through the visualization covered safety, program, and interface risks. This study offers insights into the role of visualization in bridging the knowing-doing gap in the construction industry in the context of a megaproject.

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“…As a result, when a tale is remembered and written, the nature of knowledge shifts in a similar way to how the author changes his or her sensitivities. In fact, autoethnography can be applied analytically and rigorously so that it can be used for theory testing and theory building (Livesey & Runeson, 2018).…”

Section: The Self As Datamentioning

confidence: 99%

Understanding Autoethnography

Olobia¹

2023

IJRP

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An autoethnography is a biographical narrative that the author believes to be true in all respects. It is based on the constructivist idea of experience-driven meanings. Like many constructivist undertakings, its interpretation is subjective where some elements may be hidden out of personal preference. This paper cogitates around the nuances of autoethngraphy as a form of self-inquiry. At its core, reflexivity and vulnerability in using the self as data magnify autoethnographic sketch as a deep and meaningful understanding of the author's experience. Because of the vulnerability an authorial voice can develop, autoethnography allows the flow of memory recollection to have an uninterrupted degree of fluidness. However, this depends on the author's willingness to purge deeper into memory recollection. In some cases, the process can be difficult to manage, hence, a vulnerable person can guard his thoughts and emotions to his own delight.Finally, philosophical assumptions of autoethngography constitute personal reality as an ontologoical dimension, constructivist and emergent knowledge as epistemology, and personal value as an axiological assumption in dwelling upon self-narratives.

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Autoethnography and Theory Testing

Cited by 13 publications

References 29 publications

From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic

From face-to-face to Distance: Towards Flexibility in five Dimensions of Blended Learning: Lessons Learnt from the Covid-19 Pandemic

4D visualization to bridge the knowing-doing gap in megaprojects: an Australian case study

Understanding Autoethnography

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