Big Tent Criteria for Qualitative Quality

Tracy, Sarah J.; Hinrichs, Margaret M.

doi:10.1002/9781118901731.iecrm0016

Cited by 88 publications

(103 citation statements)

References 6 publications

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“…Data were analyzed using ATLAS.ti software. 32 Researchers used a phronetic iterative approach 33 to develop an analytic codebook comprising 10 coding families and 167 codes. Three researchers coded transcripts individually and met to discuss findings and reconcile differences.…”

Section: Discussionmentioning

confidence: 99%

Urban Food Supply Chain Resilience for Crises Threatening Food Security: A Qualitative Study

Hecht¹,

Biehl²,

Barnett

et al. 2019

Journal of the Academy of Nutrition and Dietetics

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Background Businesses and organizations involved in growing, distributing, and supplying food may face severe disruptions from natural and human-generated hazards, ranging from extreme weather to political unrest. Baltimore, Maryland, is developing policies to improve local food system organizations' ability to prepare for, respond to, and recover from disruptive events and ultimately to contribute to food system resilience.Objectives To identify factors that may be associated with organization-level food system resilience, how these factors may play out in disaster response, and how they may relate to organizations' confidence in their ability to withstand disruptive events.Design Semi-structured in-depth interviews with representatives of key food system businesses and organizations identified by means of stratified purposive sampling and snowball sampling.Participants/setting Representatives of 26 food system businesses and organizations in Baltimore stratified by two informant categories: organizations focused on promoting food access, such as governmental offices and nonprofits, and businesses and organizations involved in supplying and distributing food in Baltimore City, such as retailers, wholesalers, and producers.Analyses Interviews were analyzed using a phronetic iterative approach. Results The following 10 factors that may contribute to organization-level resilience were identified: formal emergency planning; staff training; staff attendance; redundancy of food supply, food suppliers, infrastructure, location, and service providers; insurance; and post-event learning. Organizations that were larger, better resourced, and affiliated with national or government partners typically demonstrated more resilience factors compared with smaller, independent, and nonprofit organizations.Conclusion To ensure reliable access to safe food for all people, food system organizations must strengthen their operations to safeguard against a variety of potential threats. This study's examination of factors that contribute to resilience can help food system organizations, researchers, and government officials identify priorities for investigating vulnerabilities in diverse operations and potential strategies to improve resilience in the face of ongoing and growing threats.

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Section: Discussionmentioning

confidence: 99%

Urban Food Supply Chain Resilience for Crises Threatening Food Security: A Qualitative Study

Hecht¹,

Biehl²,

Barnett

et al. 2019

Journal of the Academy of Nutrition and Dietetics

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“…The scale of the fieldwork contributes to the robustness of the research, and gave us confidence about the point at which we felt we had reached data saturation. In this respect we were alive to "resonance" with the literature (Anderson 2017) as well as wishing to explore the "richness" of the local contexts (Tracy 2017). The interviews were carried out at the relevant universities -or business premises in the case of some stakeholders.…”

Section: Methodsmentioning

confidence: 99%

What is business school research for? Academic and stakeholder perspectives, politics and relationality

Johnson

Orr

2019

Studies in Higher Education

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Through an empirically grounded analysis of contested interpretations of impact held by business school academics and wider stakeholders, we provide a political and relational understanding of research impact. Our qualitative study of three UK business and management schools, comprising interviews with around 70 researchers, academic leaders and stakeholders explores conceptualisations of impact, examines the processes through which impact is achieved and considers the influence of the Research Excellence Framework (REF). The inclusion of academic leaders and business stakeholders adds value to studies that have focused primarily on academic researchers. We present a nuanced picture of the ways in which academics and business stakeholders conceptualise impact and navigate the complexity of roles and relationships in this arena. Implications for practice include the desirability of embracing different understandings of impact, creating space for generative dialogue and incorporating impact more explicitly in teaching and learning.

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“…Giving a disengaged teacher some real say in design or implementation can be a way to improve their teaching. Degrees of rigour and sophistication need to be added to spirals of AR, which should increasingly reference quality criteria [18] and enact these over time.…”

Section: Teacher Action Researchmentioning

confidence: 99%

“…Whereas RCTs are often thought of as a gold-standard of research with humans, in education they have many limitations because they possess low ecological validity, are highly resourced and typically conducted in educationally insignificant timeframes [16]. Here, 'low ecological validity' means that the research is far away from 'business as usual' due to: the presence of researchers not normally on-site; extra resources or funding that may not be available once the research is complete; contact with parents and students to achieve informed consent; randomisation into treatment and control groups, creating artificial groups of students or temporarily isolating individuals; and a quick injection of treatment or control group learning protocols [18].…”

Section: Conjoined Action Research: From the Transferability Of Indivmentioning

confidence: 99%

What Does It Mean?

Willison¹

2020

The Models of Engaged Learning and Teaching

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This chapter focuses on what the MELT mean for education theory and practice. A number of contemporary learning theories (in addition to those discussed in Chap. 4) sit comfortably on the learning autonomy continuum of MELT. Some of these sit at the prescribed end, some at the unbounded end and others in the middle. What this means is that the MELT can function as a kind of conceptual glue that holds these often-competing theories in tension: by placing them on the same page, the intention is to open up the conversations between people who hold to each one. Then, based on this complementary view of educational theories, the second half of the chapter considers what MELT means for enhancing learning and improving curricula and pedagogy through teacher action research. This addresses one of the major issues identified in Chap. 1: how to use MELT to engage with educational theory in ways that make practical sense to educators. 5.1 Situating Contemporary Learning Theories/Ideas This chapter focuses on four educational conceptualisations that have influenced teaching practice in recent years. These conceptualisations entail competing perspectives on teaching and learning and were chosen from a range of possible contenders because they sit fairly well on one end of the learning autonomy spectrum or the other and so provide a kind of 'argument from extremes' perspective. However, there are still substantial differences between those conceptualisations at the same end of that spectrum. These four conceptualisations are Meyer and Land's Threshold Concepts [2], Sweller's Cognitive Load Theory [3], Siemens' Connectivism [4] and Schön's reflective practitioner [5]. These three theories and Schön's conceptualisation have influenced education at various levels, from the national curriculum level, to the level of teacher decisions on a minute-by-minute basis. Because of their history and potential future influence on practice, seeing how these theories and ideas may connect together from the perspective of MELT is vital.

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Big Tent Criteria for Qualitative Quality

Cited by 88 publications

References 6 publications

Urban Food Supply Chain Resilience for Crises Threatening Food Security: A Qualitative Study

Urban Food Supply Chain Resilience for Crises Threatening Food Security: A Qualitative Study

What is business school research for? Academic and stakeholder perspectives, politics and relationality

What Does It Mean?

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