Research Methods in Education

Cohen, Louis; Manion, Lawrence; Morrison, Keith

doi:10.4324/9781315456539

Cited by 5,361 publications

(6,825 citation statements)

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“…The use of mixedmethods approaches like this adds value by combining evidence from different methodologies (Pidgeon, 2012): while qualitative interviews can scope viewpoints and provide deep insight into the contexts of these views, quantitative surveys can elicit perceptions from a large population and triangulate findings (Cohen et al, 2000). Our approach is outlined in Fig.…”

Section: Methodsmentioning

confidence: 99%

Mental models of sea-level change: A mixed methods analysis on the Severn Estuary, UK

Thomas

Pidgeon

Whitmarsh

et al. 2015

Global Environmental Change

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Section: Methodsmentioning

confidence: 99%

Mental models of sea-level change: A mixed methods analysis on the Severn Estuary, UK

Thomas

Pidgeon

Whitmarsh

et al. 2015

Global Environmental Change

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“…Para la realización del estudio se conformó una muestra por conveniencia, con el apoyo de los jefes de recursos humanos de 3 organizaciones con sede en la ciudad de Bogotá, Colombia (Cohen, Manion y Morrison, 2011). La condición para participar en la investigación era pertenecer al nivel profesional de la entidad, debido al rol significativo que ellos tienen en la adquisición y generación de conocimiento organizacional.…”

Section: Metodologíaunclassified

Condiciones para el aprendizaje organizacional

Castañeda

2015

estud.gerenc.

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El propósito de esta investigación es contribuir al entendimiento de algunas condiciones que favorecen el aprendizaje en las organizaciones, específicamente el rol de la cultura del aprendizaje, la formación, la claridad estratégica y el soporte organizacional. Se emplea una metodología cuantitativa con 613 participantes, empleados de una organización pública y 2 compañías privadas, las 3 entidades ubicadas en Bogotá, Colombia. Para la realización del estudio se conformó una muestra por conveniencia, con el apoyo de los jefes de recursos humanos de 3 organizaciones con sede en la ciudad de Bogotá, Colombia. Para la recolección de los datos se utilizó una escala Likert de 5 niveles de respuesta. Los resultados sugieren que las 4 condiciones estudiadas contribuyen al aprendizaje organizacional. Los hallazgos de este trabajo orientan a profesionales sobre dónde focalizar esfuerzos para promover la adquisición y la generación de conocimiento organizacional y aporta al trabajo investigativo ampliando la evidencia empírica sobre este campo de relevancia organizacional.The purpose of this research is to contribute to the understanding of some conditions that promote organizational learning, specifically the role of a culture of learning, training, strategic clarity, and organizational support. The research uses a quantitative methodology, with 613 participants, employees of a public organization and two private companies, all three located in Bogotá, Colombia. In order to carry out the study, a convenience sample was formed with the support of the heads of human resources departments of three organizations based on Bogotá, Colombia. A Likert scale of five levels of response was used for data collection. Results suggest that all the four studied conditions contribute to organizational learning. The findings of this work may guide professionals about where to focus efforts to promote the acquisition and generation of organizational knowledge. It also provides guidance to research work, broadening empirical evidence in this field of organizational relevance

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“…Methodological research literature clearly defines the difference between evaluating a programme and conducting research into a programme. Smith and Glass (1987), cited in Cohen et al (2000), offer eight main differences which, when considered, problematise the use of the term 'evaluation'. One of these differences is, 'research aspires to value neutrality, evaluations must represent multiple sets of values and include data on these' (Cohen et al, 2000: 39).…”

Section: Methodsological Considerations: the Nature Of Evaluationmentioning

confidence: 98%

Evaluating a Guidance Counsellor Education Programme: The Methodological Complexities

Liston

Geary

2015

Procedia - Social and Behavioral Sciences

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The focus of this paper is on the methodological considerations of a PhD study which evaluated a guidance counsellor education programme, offered by a University in Ireland. The programme is offered as a two-year part-time course, which is delivered over four semesters and two summer schools. Good practice and areas for improvement were identified, acknowledged and affirmed throughout the study. However in doing so a number of methodological complexities were considered. The model selected for evaluating the programme negotiated the sensitive nature and the contextual dimensions of guidance counselling while also ensuring a depth in findings. Underlying the term 'evaluation' in the context of the study was the motivation to seek knowledge, explore and illuminate new learning in the area of guidance counsellor education. Therefore the study can be described as principally an evaluation with illuminative and exploratory characteristics. This paper explores the strengths and limitations of the methodological approach adopted.

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Research Methods in Education

Cited by 5,361 publications

References 0 publications

Mental models of sea-level change: A mixed methods analysis on the Severn Estuary, UK

Mental models of sea-level change: A mixed methods analysis on the Severn Estuary, UK

Condiciones para el aprendizaje organizacional

Evaluating a Guidance Counsellor Education Programme: The Methodological Complexities

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