Systems Research in Education: Designs and methods

Magrath, Bronwen; Aslam, Monazza; Johnson, David

doi:10.1177/1745499919828927

Cited by 6 publications

(3 citation statements)

References 32 publications

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“…Therefore, studying individuals and their interaction requires a research approach that allows participants to openly share their insights. The qualitative design aims to identify ways through which (relationships between) individuals operate by collating and analysing rich data to infer meaning (Magrath et al, 2019), aiming for in-depth explorations of issues in real-life settings in which the researcher has little control (Crowe et al, 2011). The primary instrument is the interview, to try and uncover individuals' private, sometimes incommunicable, social worlds through establishing a conversation with sharing stories and experiences (Edwards and Holland, 2013).…”

Section: Methodsmentioning

confidence: 99%

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

van Houten

2023

JWL

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Purpose The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice. Design/methodology/approach Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning. Findings Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development. Research limitations/implications Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters. Practical implications Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities. Originality/value This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.

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Section: Methodsmentioning

confidence: 99%

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

van Houten

2023

JWL

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“…Therefore, this study has a qualitative design. Qualitative research often aims to identify ways through which relationships between individuals operate and does so by collating and analysing rich data to infer meaning and explore the mechanisms behind relationships (Magrath, Aslam, and Johnson 2019). More specifically, this study can be depicted as a case study that involves participants from two similar education institutions.…”

Section: Methodsmentioning

confidence: 99%

Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities

Houten

2022

Teacher Development

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This study aims to provide insight into individual teachers' behaviour and decisions regarding the exchange of knowledge, focusing on status, interdependence and reciprocity, and psychological safety. It highlights the key role of the individual professional in knowledge-sharing and professional development contexts. A social-constructivist perspective and qualitative design (case study) were employed. Eighteen teachers in upper-secondary vocational education were questioned in interviews or focus groups. Data was analysed by coding, interrelating, and reasoning. Results show how professional discretion directs intercollegial communication and sharing. Interpersonal issues (status, safety, and reciprocity) influence decisions about sharing with or withholding knowledge from certain colleagues. Consequently, professional development and processes of sharing and managing knowledge are in danger of falling flat when ignoring the individual's impact. This emphasises the importance of individual professionals' attitudes and preferences, and informal, social structures in approaches to professional development, knowledge-sharing practices, and learning communities.

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“…Magrath et al (2019) cite various examples of mixed methods research studies under the Raising Learning Outcomes in Education Systems (RLO) research program.…”

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confidence: 99%

Systems approaches to public service delivery: methods and frameworks

Mansoor,

Williams

2023

J. Pub. Pol.

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Researchers and practitioners are increasingly embracing systems approaches to deal with the complexity of public service delivery and policy evaluation. However, there is little agreement on what exactly constitutes a systems approach, conceptually or methodologically. We review and critically synthesize systems literature from the fields of health, education, and infrastructure. We argue that the common theoretical core of systems approaches is the idea that multi-dimensional complementarities between a policy and other aspects of the policy context are the first-order problem of policy design and evaluation. We distinguish between macro-systems approaches, which focus on the collective coherence of a set of policies or institutions, and micro-systems approaches, which focus on how a single policy interacts with the context in which it operates. We develop a typology of micro-systems approaches and discuss their relationship to standard impact evaluation methods as well as to work in external validity, implementation science, and complexity theory.

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Systems Research in Education: Designs and methods

Cited by 6 publications

References 32 publications

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

Professional tacit knowledge sharing in practice. Agency, boundaries, and commitment

Interpersonal issues in knowledge sharing: the impact of professional discretion in knowledge sharing and learning communities

Systems approaches to public service delivery: methods and frameworks

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