Capable NZ: Persevering to Success

Day, Robin; Carpenter, Heather; Ker, Glenys; Ker, Phil

doi:10.34074/scop.6001013

Cited by 1 publication

(2 citation statements)

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“…Capable NZ is a school within OP (a subsidiary of Te Pūkenga), renowned for its innovative approach to learning and teaching (Day et al, 2020). According to Day et al (2020), the philosophy underpinning the work of the school is "…learning at, for, and through work " (p. 11). We do this by using work-based learning (WBL) and professional practice methodology .…”

Section: Professional Practitionermentioning

confidence: 99%

“…ILP is an intensive reflective learner-led process, which is focused on their strengths and capabilities. Learners identify gaps in their knowledge which they fill with new learning (Day et al, 2020). The WBL approach of the professional practice qualifications allows practitioners to take a personalised approach to a work-place project as per Table 1 (Capable NZ, 2022).…”

Section: Professional Practitionermentioning

confidence: 99%

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Research ethics as practice

Forsyth¹

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The ethical principles underpinning the current research ethics system were developed based on a bio-medical ethical model where the assumption is that these principles are valid and applicable in all research situations (Msoroka, & Amundsen, 2018). However, with the growth of social research and particularly practitioner research, increasingly the ethics system is seen as inappropriate for research that sits outside of a bio-medical context (Brown et al. 2020; Guillemin & Gillam, 2004). The tensions created by a process considered ill-fitting for practitioner research appears to have led to a mindset that ethics is an add-on, thus a process to circumvent (Brown et al., 2020). Despite a plethora of literature espousing this, the voices of practitioner researchers and those who support them appear to be missing. Hence, the purpose of my research was to gain understanding of where research ethics practice rests in the thinking of practitioner-researchers, and those who support these practitioners through their practice inquiry process. There were two phases to my research project. Phase one was an on-line survey and phase two was an interview. Participants were drawn from those who had / were completing a professional practice qualification (learner) and those who supported them through this process (mentor). Following an initial on-line survey, respondents indicated their willingness to be interviewed by the researcher. In total, six learner and three mentor interviews were completed. Grounded Theory methodology was used for the interviews and for the analysis process. Five key themes emerged. These were the scope of ethics, ethical self, researcher responsibility, institutional ethics, and mentor guidance. Following much deliberation with the literature, and re-reading transcripts I developed the research ethics as practice model. This is a model that will help guide practitioners as they come to understand and work through the complexity of ethics related to their work-based learning project. As a professional practitioner I have gained enormously from completing my Master of Professional Practice. My development has spanned the many roles I hold within Otago Polytechnic, including a learning facilitator, Capable NZ’s ethicist, and a researcher. My new learning was nuanced, bringing subtle changes to my practice. I have added to my kete of knowledge which I will take into my future roles as a tertiary educator.

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Section: Professional Practitionermentioning

confidence: 99%

Section: Professional Practitionermentioning

confidence: 99%

Research ethics as practice

Forsyth¹

View full text Add to dashboard Cite

show abstract

Capable NZ: Persevering to Success

Cited by 1 publication

References 1 publication

Research ethics as practice

Research ethics as practice

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