Methodologies for undergraduates doing practitioner investigations at work

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Development activities at work require the use of abilities that include a range of methodological knowledge. This research seeks to develop and promote these abilities into the curriculum. Design/methodology/approach -The paper analyses information from a variety of subject areas about the teaching and learning of practitioner-led research and development projects. An action research approach was used in which staff across one university were asked to draw on best practice and expertise. Findings -Differing approaches to practitioner-led research were identified. A web-based resource to facilitate the understanding of methodology in the practitioner-led projects of students on work-based and work-related university programmes was developed.Research limitations/implications -It is difficult to learn how to become a successful practitioner researcher outside of the "real-time" contexts of the work environment. Practical implications -To manage successful developments at work, students need to become "practitioner-researchers". The web-based resource provides searchable examples of projects undertaken at work in placements and by part time students in their full time work. Practice-based project information on a generic template cuts across the disciplines and uses a range of different methodologies. The practitioner-led projects result in change or recommendations for change in professional practice. Originality/value -This paper focuses especially on the methodological approaches used by undergraduate students. This kind of understanding is normally expected in the postgraduate curriculum where students are more likely to have work-based experience. Data represented various and differing standpoints regarding research paradigms, different disciplinary practices and different practices between the Professions.

Professional artefacts: embodying ideas in work-based learning

“…Production in or for the workplace has been recognised as a part of final project evidence in work based learning (Brennan and Little, 1996;Costley and Armsby, 2007). However, the professional artefact was conceived of to recognise the potential limits of a written report in representing a "portfolio of work based 'products' with evaluative commentary drawing out what was learned" (Brennan and Little, 1996, p. 78).…”

“…The BAPP (Arts) curriculum uses a foundation of transdisciplinary practice (Gibbons et al, 1994;Costley and Armsby, 2007) that seeks to connect academic study to situated knowledge in settings beyond the university. As work based students co-produce and integrate various forms of knowledge in the workplace, the notion of the professional artefact offers an apposite way to communicate learning within the work environment.…”

Work‐based learning at higher education level: value, practice and critique

“…Activities may be small and localised, forming the basis for a single module in an undergraduate programme, or they can be major undertakings that produce significant organisational or professional change and lead to the award of a doctorate. The majority of work-based projects can be conceptualised as research and involve learners in becoming practitioner-researchers (Costley & Armsby 2007b), even if to the learner it is the practice element -the desire to create (and learn from) change -that is in the foreground, with the research in the background (Doncaster & Lester 2002, Boud & Tennant 2006.…”

Transdisciplinarity as Epistemology, Ontology or Principles of Practical Judgement

“…Given Boud and Solomon's (2001) desire to develop transdisciplinary research approaches to work-based studies, the results seem disappointing. Costley and Armsby (2007) failed to find sufficient evidence in their limited study of undergraduate work-based study students. Workman (2007) identified a lack of appreciation of structure in her study of (insider workplace) researchers and suggested an approach not dissimilar to that advocated here.…”