2. The Social Research Process

Clark, Tom; Foster, Liam; Bryman, Alan

doi:10.1093/hepl/9780198811060.003.0002

Cited by 41 publications

(67 citation statements)

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“…Given this rich engagement, and that the purpose was to study complex social processes (Zuber-Skerritt and Wood, 2019), AR was considered an appropriate method (Logghe and Schuurman, 2017). However, AR has been criticised because researchers who are deeply involved in their context of investigation may find it difficult to be objective about their research (Clark et al , 2021). Also, as with most qualitative research, the researcher must remain aware of his or her own prior knowledge to avoid bias during analysis and in the results (Graneheim et al , 2017).…”

Section: Discussionmentioning

confidence: 99%

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Learning in living lab collaboration in primary care – a qualitative study

Samuelson,

Svensson,

Svenningsson

et al. 2023

JWL

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Purpose To meet future healthcare needs, primary care is undergoing a transformation in which innovations and new ways of working play an important role. However, successful innovations depend on joint learning and rewarding collaborations between healthcare and other stakeholders. This study aims to explore how learning develops when entrepreneurs, healthcare professionals and older people collaborate in a primary care living lab. Design/methodology/approach The study had an action research design and was conducted at a clinically embedded living lab at a primary care centre on the west coast of Sweden. Data consisted of e-mail conversations, recordings from design meetings and three group interviews with each party (entrepreneurs, healthcare professionals and older people). Data were analysed with inductive qualitative content analysis. Findings An overarching theme, “To share each other’s worlds in an arranged space for learning”, was found, followed by three categories, “Prerequisites for learning”, “Strategies to achieve learning” and “To learn from and with each other”. These three categories comprise eight subcategories. Originality/value This research contributes to knowledge regarding the need for arranged spaces for learning and innovation in primary care and how collaborative learning can contribute to the development of practice.

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Section: Discussionmentioning

confidence: 99%

“…The first author (SS) used purposive sampling (Clark et al , 2021) to select suitable candidates for the design team (Table 1). A registered nurse from PCC was asked because she had previous experience working with older people in home healthcare.…”

Section: Methodsmentioning

confidence: 99%

Learning in living lab collaboration in primary care – a qualitative study

Samuelson,

Svensson,

Svenningsson

et al. 2023

JWL

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show abstract

“…In this regard, the respondents were asked to answer the questions in relation to their favorite corporate brand(s), which they follow on social media. Furthermore, a six-point Likert response scale was used, with the responses ranging from "agree very strongly" to "disagree very strongly" (Clark et al, 2021). Before each section, the context of the questions was briefly explained, and all keywords used were defined, to ensure that the respondents understood the questions, context and rationale involved.…”

Section: Methodsmentioning

confidence: 99%

Determinants of social organizational credibility: Towards a formal conceptualization

Botha

2023

ONLINE J COMMUN MEDIA TECHNOL

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Organizational credibility is an important component of organizational survival. The need to build and maintain organizational credibility in the social media context is specifically significant, largely due to the popularity of the medium in the current interactive communication environment. Social media, however, create a challenging environment for accurate information consumption, because it excludes the journalistic gatekeeper, are subject to misinformation and allow for information proliferation by both official and nonofficial users. For organizations to enhance their credibility in the social media context, it is important, firstly, to determine what constitutes social organization credibility. To establish an enhanced understanding of social organizational credibility and to build towards a formal conceptualization, this article quantitatively explored the preliminary identified determinants of social organizational credibility among active social media users. An exploratory factor analysis indicated that social organizational credibility consists of the determinants of trustworthiness, qualified resonance, homophily, personable interaction, informed conversation, and apt social word-of-mouth. Furthermore, the results also highlighted that an organization’s connections (including social media influencers and experts) are also a key determinant of social organizational credibility. This research provides guidance as to how social media users assess an organization’s credibility in the social media context, which could help alleviate the misinformation stigma that is associated with social media as an interactive communication platform. The identified determinants and the conceptualization of social organizational credibility extend existing organizational credibility literature and provide organizations with much needed guidelines to enhance their credibility in the social media context.

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“…In this study, the case investigated is the barriers faced by Malaysian preschool teachers' in implementing centre-based SE. This study was an exemplifying case study that analyses the key social process (Clark et al, 2021) of the preschool teachers negotiating their past and present life experiences, personal and professional knowledge of SE, and roles as preschool teachers. This directly assisted the unpacking of the preschool teachers' perceptions of barriers in implementing centre-based SE through the lens of the adapted model.…”

Section: Case Studymentioning

confidence: 99%

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

Sze¹,

Nawi²,

Jing³

et al. 2023

IJARPED

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Teacher-related factors are among significant barriers in implementing centre-based sexuality education (SE). While there is an expanse of literature on SE implementation in schools, literature on its implementation in early childhood settings is scarce, especially in the Malaysian context. This study was conducted in stages and the findings that are discussed here are from the second stage that aims to discover barriers preschool teachers face when implementing SE. Thematic analysis of semi-structured telephone interviews of 20 experienced private preschool teachers reveal two major barriers; personal beliefs and competency. Low parental acceptance and lack of support from administrators are barriers of preschool teachers' personal beliefs. Lack of exposure, confidence and knowledge, and inadequate SE training are barriers of preschool teachers' competency. Findings imply that advocating for more meaningful implementation of SE requires targetted and practical SE training in order to overcome sociocultural perceptions and enhance teaching competence.

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2. The Social Research Process

Cited by 41 publications

References 0 publications

Learning in living lab collaboration in primary care – a qualitative study

Learning in living lab collaboration in primary care – a qualitative study

Determinants of social organizational credibility: Towards a formal conceptualization

“If I Had I Would”: Discovering Barriers in Implementing Centre-based Sexuality Education among Malaysian Preschool Teachers

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