Book Review: The Education Dissertation: A Guide for Practitioner Scholars

Putten, Jim Vander

doi:10.2139/ssrn.1769046

Cited by 10 publications

(19 citation statements)

References 2 publications

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“…The increasing focus on HEIs engagement and collaboration with local communities stems from the university's expected contribution towards social responsibility and their reciprocal engagement for mutual and sustained benefit (UGC, 2020; UNESCO, 2010). Conceptualizing reciprocity between universities and the local community and building equal partnerships through HEIs social responsibility programmes is gaining momentum (Butin, 2010;Esau, 2015;Holland & Ramaley, 2008;Jadhav & Suhalka, 2016;Sathorar & Geduld, 2021). Thus, there is a growing emphasis on HEIs building mutually beneficial partnerships with local communities.…”

Section: Education and Its Role In Developmentmentioning

confidence: 99%

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Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

Deshpande,

Sen,

Mendanha

et al. 2023

Higher Education for the Future

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The article presents the replicable model of Curriculum and Community Based Academic Learning with Research, Action and Service (CCBALwRAS) through a framework of ‘2 Cs’, the ‘curriculum’ and the ‘community’. It puts forth a support strategy for participatory community-based interventions by formally inducting higher education institutions (HEIs) to achieve long-term sustainable, workable solutions for local communities. The study is based on a multi-stakeholder partnership, facilitated through partnerships between the HEI, committed faculty–student participation and civil society, executed between 2015 and 2020. The article draws from the execution and actual field experience of the partnership, along with qualitative data from the evaluation and assessment of the programme delivered. Given that the model developed is based on the experiences of a private fee-dependent HEI in a metro city, the study does not take into consideration infrastructural and resource constraints of other HEIs. The article focuses on the role of HEIs as fulfilling dual responsibilities of knowledge creation and dissemination while addressing socioeconomic, developmental and environmental needs within their immediate communities. The resultant pedagogical shift and the model proposed is an effective solution for equity, capacity building and civic-mindedness, which will nurture socially aware and critically conscious global citizens.

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Section: Education and Its Role In Developmentmentioning

confidence: 99%

“…SL can be voluntary, research-based community engagements, or servicecentric. The 4Rs-respect, reciprocity, relevance and reflection-are SL's key aspects (Butin, 2010).…”

Section: Service-learning (Sl) Academic Service Learning (Asl) and Re...mentioning

confidence: 99%

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

Deshpande,

Sen,

Mendanha

et al. 2023

Higher Education for the Future

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“…Quality assurance in business education has been widely studied. Some of these studies include those conducted by Moses and Kingsley, 2013;Chibuike, 2018;Onyesom and Umoeshiet, 2018;Amesi, 2018;Temtime and Mmereki, 2011;Olufunwa et al, 2018. Dissertations (also known as master's theses or project reports in some parts of the world) are an important component of education as they connect students to the practical world (Walliman and Buckler, 2008;Buckler and Walliman, 2016;Butin, 2009;Holley and Harris, 2019). Writing a qualitative dissertation requires academic rigor and effective supervision (Holley and Harris, 2019).…”

Section: Introductionmentioning

confidence: 99%

Sealing the gaps: enhancing quality control in business school dissertations

Kumar

Gawande

Agarwal³

et al. 2023

QAE

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Purpose The purpose of this study is to identify and address significant quality gaps present in business school dissertations in India. Dissertations, an integral and a special component of the overall business school learning process, acquaint students with the practical business world. Design/methodology/approach The authors benchmarked the dissertation processes of business schools in India against those of reputed business schools in Germany, France, Sweden and Australia. Using a survey questionnaire, the authors checked whether business schools in India followed international processes and, if not, what could be done to adopt such processes. A sample of 367 business schools was studied to obtain reasonable evidence. Findings There were major quality issues in the dissertation process across business schools in India. Serious groundwork preparation issues were identified, such as an absence of research proposals. Most business schools also reported that there were no rubrics for dissertation evaluation, resulting in high subjectivity in the evaluation process. Supervisor interactions and control over the progress of the dissertation were also found to be very weak. As a result, the authors conclude that dissertations from business schools in India have major gaps in quality. Originality/value This is a novel study that examines the quality assurance of business school dissertations. It highlights major quality concerns surrounding the business school dissertation process and suggests measures to address quality issues. The study’s implications apply to business schools in all developing countries and not just India.

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“…This study employed an interpretative phenomenological research paradigm to understand participants' lived experiences as explained in their own voices. The constructivistinterpretivist lens worked well for this study because it focused on understanding the reality and truth constructed by each participant in their stories of activism (Butin, 2009). Examining these stories provided insight into how participants understood their own experiences in hindsight and through self-reflection on any current experiences.…”

Section: Constructivist-interpretivist Theoretical Prospectivementioning

confidence: 99%

“…Each interview yielded a descriptive story that was compared and juxtaposed between participants to decipher themes or patterns of experience and meaning. This approach differs from a postpositivist inquiry, which looks at truth in terms of the right answer, and from a critical theory inquiry, which looks at who benefits (Butin, 2009). Ponteretto (2005) described this interpretative phenomenological view as the individual constructing a reality that is only revealed in self-reflection.…”

Section: Constructivist-interpretivist Theoretical Prospectivementioning

confidence: 99%

Persistent pearls: understanding activism through the experiences of Black women in Black Greek-lettered sorority alumnae chapters

McCalla

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This study considered the experiences of graduate sorority women in Black Greek-lettered organizations (BGLOs) with social activism, using contemporary examples like Black Lives Matter as a lens. BGLOs exist as part of the fraternity and sorority framework at predominantly White institutions (PWIs). These organizations provide networking, leadership opportunities, and connection for African American students and students from the African diaspora. BGLOs contribute to mainstream persistence and retention strategies by creating educational and social programs that connect to popular culture and engage the campus community. This exploration of graduate Black BGLO women and their perceptions of social activism provided an opportunity to consider another dimension of the experiences of Black sorority women through the lens of their undergraduate membership. Understanding the arc of their membership stories and lifelong commitment to their organizations can encourage PWIs to create meaningful long-term graduate engagement opportunities that will benefit their institution and communities, locally and nationally.

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Book Review: The Education Dissertation: A Guide for Practitioner Scholars

Cited by 10 publications

References 2 publications

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

Sealing the gaps: enhancing quality control in business school dissertations

Persistent pearls: understanding activism through the experiences of Black women in Black Greek-lettered sorority alumnae chapters

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