Despite growing numbers of qualitative research studies published in human resource development (HRD), there is a limited scope of qualitative methodologies applied. When it comes to qualitative data analysis, coding-based analysis is the go-to analytical method in HRD. This article introduces diffractive analysis, a concept for data analysis that encourages new ways to consider the entanglement between data, theories, researchers, and the researched. This paper introduces the philosophical foundation of diffractive analysis that challenges reflection as the prominent metaphor for inquiry in HRD research and practice. Examples from empirical studies are presented to illustrate how data and theory can be read diffractively into each other to produce different knowledge in HRD. The differences diffractive analysis can potentially make in HRD include engaging with research philosophically, analyzing data diffractively, developing a performative understanding of the field, and strengthening researcher-practitioner partnership.
Adult ESL is a high-turnover field, and volunteers are a critical component of the adult ESL workforce. Existing research focuses on learners’ experience in the classroom. There is limited attention to how teachers might change as a result of encountering immigrant learners in adult ESL. The purpose of this study was to understand the informal and incidental learning activities experienced by teachers in adult ESL settings and the impact of the learning on their intercultural maturity development. This study is based on survey data from 212 adult ESL teachers. The results demonstrated that adult ESL presented opportunities for informal and incidental learning for teachers. Both volunteers and paid instructors identified learning from teaching as the most important source of learning. Participation in informal and incidental learning activities was positively correlated with intercultural maturity. Further, organizational support promoted informal and incidental learning.
Collage inquiry is an arts-based research approach that encourages researchers and participants to exercise nonlinear thinking. The purpose of this article is to present a collaged storytelling of my qualitative data collection experience during the COVID-19 pandemic. In the academic research cycle, data collection was most likely to be affected by the pandemic. Using my data collection digital footprints as primary materials, I reflected on my collage-making steps and the unexpected insights and learning emerged in the process. The collage-making process enriched my understanding of qualitative research and my scholarly identity as a responsible qualitative researcher.
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