Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research

Pivovarova, Margarita; Powers, Jeanne M.; Fischman, Gustavo E.

doi:10.3102/0091732x20909400

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…Today higher education institutions are under increasing pressure to impart one-to-one engagement mechanisms and indeed experience while delivering courses. Irrespective of the generic course delivery, stimulating one-to-one engagement experience is becoming a fundamental need for higher education institutions, digital transformation platforms this experience primarily because of its customisable ability to generate various solutions (Leaning 2014;Pivovarova et al 2020;Lamichhane and Wagley 2013;Zhu 2009;Done and Knowler 2013).…”

Section: Postmodernismmentioning

confidence: 99%

Emergent Strategy in Higher Education: Postmodern Digital and the Future?

Hashim

Tlemsani

Matthews

et al. 2022

Administrative Sciences

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Mintzberg’s version of emergent strategy is based on the idea that strategies are contingent on circumstances that change from time to time often very rapidly and therefore papers focused on strategy and detailed planning are limited in their practical application. The word strategy as far as Mintzberg is concerned is anathema, therefore, introducing a concept that has a misconception embedded in it. This paper claims that education for sustainable development and higher education institutions’ survival depends on adopting postmodern thinking, in other words, digital transformation. This conceptual paper proposes a blueprint of a process for developing a series of agile potentially short-term conceptual solutions thereby embracing the expectation that the rate of change in societies is accelerating. This paper scrutinizes (a) the applicability of emergent strategy/strategic approach to higher education institutions, (b) how postmodernism influences higher education institutions to become digital hubs of commoditization of knowledge and (c) how the integrated capabilities of digital transformation build sustainability in education delivery. Structural Equation Methodology is proposed to examine the impact of postmodernism on the sustainable delivery of education in higher education institutions, and the need to foster relevant emergent strategies is also justified. The paper also develops new research propositions and managerial implications for driving optimistic digital education. Ultimately, it offers a framework for spear-leading effective and leading post-modernistic digital transformation. Emerging education technology, sustainable digital transformation and advanced use of robotic-human cognitive collaboration are experiencing a significant transformation. Universities play a vital role in enhancing engagement within higher education. One of the managerial implications of the results and discussion is the need for higher education institutions to provide taught leadership and planning in emergent strategy formulation and implementation. The findings confirm the significant importance of linking the Structural Equation Method and the postmodern strategic context in which we argue that higher education institutions require emerging rethinking.

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Section: Postmodernismmentioning

confidence: 99%

Emergent Strategy in Higher Education: Postmodern Digital and the Future?

Hashim

Tlemsani

Matthews

et al. 2022

Administrative Sciences

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“…El ODS 4, «Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos» constituye un desafío para Cuba, España y la comunidad internacional, desde esta perspectiva el nuevo modelo de gobernanza universitaria debe enfocarse hacia la gestión integral, desde la actuación cotidiana, dirigida a la calidad de los procesos y con el objetivo de que el alumnado egresado adquiera las cualidades personales y profesionales que le permitan el desempeño de un aprendizaje a lo largo de la vida con responsabilidad social (Bosmenier et al, 2020;Pivovarova et al, 2020 ).…”

Section: Introducción 1postcolonialismo Y Desarrollo Sostenible En Ib...unclassified

Postcolonialismo y Agenda 2030 en Iberoamérica: análisis comparado de la percepción sobre el desarrollo sostenible por estudiantes de Cuba y España

Cuevas Salvador,

Peñate-Villasante

2023

REEC

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En el desarrollo del progreso económico y social sigue vigente la estructura y la lógica colonial, un modelo que justifica las desigualdades y la injusticia. Las teorías postcoloniales analizan las relaciones ontológicas de las sociedades contemporáneas y aborda una pedagogía orientada hacia la responsabilidad y del desarrollo sostenible. El objetivo de esta investigación ha consistido en averiguar el alcance de la comprensión del desarrollo sostenible a través de la Agenda 2030 y los 17 Objetivos de Desarrollo Sostenible, integrando en el proceso de aprendizaje la alfabetización mediática e informacional. En la investigación han participado estudiantes de Cuba (n=60) y estudiantes de España (n=60), un diseño de la muestra no probabilístico y opinático. Para obtener información sobre la comprensión del alumnado se diseñó una investigación cuasi-experimental, con enfoque cualitativo, siguiendo el proceso de la metodología investigación acción en el aula. Los indicadores de los materiales de evaluación, un cuestionario inicial y una tarea de creación de contenidos final, han permitido conocer la autoexpresión del alumnado. En el análisis de los cuestionarios iniciales, el 50% del alumnado es consciente del significado y alcance del concepto desarrollo sostenible, en el análisis de la autoexpresión final, a través de la creación de contenidos, se ha obtenido un pluralismo polarizado en las perspectivas para afrontar el progreso: el alumnado de Cuba ha destacado la competencia iniciativa emprendedora y espíritu empresarial y el alumnado de España ha priorizado la formación en medioambiente. Los hallazgos de esta investigación comparada demuestran la relevancia de la influencia de la conformidad social como vía de socialización, por la presión que ejerce la conformidad normativa e informacional del grupo social de pertenencia.

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confidence: 99%

“…18 Educational research is a dynamic process where researchers merge existing methodologies (between and within different types of methods) and reconceptualize ways of asking and answering questions. 19 Researchers must remain nimble, as they may need to apply different paradigms depending on the nature of knowledge about the phenomenon under study. [20][21][22] As HPE research methodologies evolved from positivism to include social constructivism and critical inquiry, and as methodological pluralism emerged, the education research community increasingly questioned the notion of research methodology rigor.…”

mentioning

confidence: 99%

Research Methodologies in Health Professions Education Publications: Breadth and Rigor

Han¹,

Youm²,

Tucker³

et al. 2022

Academic Medicine

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Purpose Research methodologies represent assumptions about knowledge and ways of knowing. Diverse research methodologies and methodological standards for rigor are essential in shaping the collective set of knowledge in health professions education (HPE). Given this relationship between methodologies and knowledge, it is important to understand the breadth of research methodologies and their rigor in HPE research publications. However, there are limited studies examining these questions. This study synthesized current trends in methodologies and rigor in HPE papers to inform how evidence is gathered and collectively shapes knowledge in HPE. Method This descriptive quantitative study used stepwise stratified cluster random sampling to analyze 90 papers from 15 HPE journals published in 2018 and 2019. Using a research design codebook, the authors conducted group coding processes for fidelity, response process validity, and rater agreement; an index quantifying methodological rigor was developed and applied for each paper. Results Over half of research methodologies were quantitative (51%), followed by qualitative (28%), and mixed methods (20%). No quantitative and mixed methods papers reported an epistemological approach. All qualitative papers that reported an epistemological approach (48%) used social constructivism. Most papers included participants from North America (49%) and Europe (20%). The majority of papers did not specify participant sampling strategies (56%) or a rationale for sample size (80%). Among those reported, most studies (81%) collected data within 1 year. The average rigor score of the papers was 56% (SD = 17). Rigor scores varied by journal categories and research methodologies. Rigor scores differed between general HPE journals and discipline-specific journals. Qualitative papers had significantly higher rigor scores than quantitative and mixed methods papers. Conclusions This review of methodological breadth and rigor in HPE papers raises awareness in addressing methodological gaps and calls for future research on how the authors shape the nature of knowledge in HPE.

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Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research

Cited by 6 publications

References 22 publications

Emergent Strategy in Higher Education: Postmodern Digital and the Future?

Emergent Strategy in Higher Education: Postmodern Digital and the Future?

Postcolonialismo y Agenda 2030 en Iberoamérica: análisis comparado de la percepción sobre el desarrollo sostenible por estudiantes de Cuba y España

Research Methodologies in Health Professions Education Publications: Breadth and Rigor

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