Narrative inquiry: embracing the possibilities

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 -The purpose of this paper is to promote narrative inquiry as a legitimate and rich research approach for academics undertaking postgraduate studies in higher education learning and teaching. Design/methodology/approach -This paper is framed within a personal narrative -one that draws upon the author's personal experience as an academic developer. It draws heavily on narrative theory to support its claims. Findings -It is argued that when narrative inquiry is presented as a complement to, rather than a replacement for, other research approaches, uptake amongst diverse groups of academics is strong. Furthermore, it is suggested that when accompanied by personal engagement with narrative inquiry and presented within a theoretical framework that honours its history, its robust literature and highlights its fundamental purpose and unique qualities, the possibilities offered by narrative are more likely to be understood and embraced. Research limitations/implications -This paper is based upon the experience of one academic working within one university. Originality/value -This paper highlights the possibilities offered by narrative inquiry as a research approach for diverse groups of teaching academics.

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