On ‘Systematic’ Reviews of Research Literatures: A ‘narrative’ response to Evans &amp; Benefield

Hammersley, Martyn

doi:10.1080/01411920120095726

Cited by 341 publications

(260 citation statements)

References 33 publications

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“…We would classify ours as a narrative review, based on informal mechanisms for organizing and analyzing the literature (Hammersley, 2001). This review synthesized empirical e-HRM studies scattered throughout HRM, organizational behavior, psychology, and management and information systems literature in order to guide e-HRM scholars from these different disciplines.…”

Section: Discussionmentioning

confidence: 99%

Electronic HRM: four decades of research on adoption and consequences

Bondarouk

Parry

Furtmueller

2016

The International Journal of Human Resource Management

244

186

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Despite the existence of a number of recent reviews of e-HRM research, we still lack a comprehensive understanding of the factors affecting the adoption and consequences of e-HRM. This paper therefore provides a review of four decades of research in this area with the aim to provide a summary and integrative framework as a basis for future research. We found that the factors affecting the adoption of e-HRM can be divided into three areas: technology; organization; and people -we refer to this as the 'TOP' framework. In line with we divide consequences into those that are operational, relational and transformational. We also found that there has been a shift both in the goals for e-HRM, from efficiency to improved HR service provision and the strategic reorientation of HR departments; but also that the type of consequences that the literature focuses on has also changed from operational effects, to relational and then transformational outcomes. The paper discussed these shifts in some detail, along with the implications for future research and practice.

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Section: Discussionmentioning

confidence: 99%

Electronic HRM: four decades of research on adoption and consequences

Bondarouk

Parry

Furtmueller

2016

The International Journal of Human Resource Management

244

186

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“…Here, they are used to systematically retrieve research papers from literature databases and analyze them according to a pre-defined research question. Today, systematic reviews are applied across all disciplines, reaching from educational policy [9,10] to innovation research [11]. In our view, a systematic review constitutes an elegant way to start an empirical investigation.…”

Section: Systematic Reviewmentioning

confidence: 99%

What Drives Academic Data Sharing?

2014

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Despite widespread support from policy makers, funding agencies, and scientific journals, academic researchers rarely make their research data available to others. At the same time, data sharing in research is attributed a vast potential for scientific progress. It allows the reproducibility of study results and the reuse of old data for new research questions. Based on a systematic review of 98 scholarly papers and an empirical survey among 603 secondary data users, we develop a conceptual framework that explains the process of data sharing from the primary researcher's point of view. We show that this process can be divided into six descriptive categories: Data donor, research organization, research community, norms, data infrastructure, and data recipients. Drawing from our findings, we discuss theoretical implications regarding knowledge creation and dissemination as well as research policy measures to foster academic collaboration. We conclude that research data cannot be regarded as knowledge commons, but research policies that better incentivise data sharing are needed to improve the quality of research results and foster scientific progress.

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“…Hammersley (2001) suggests that the systematic review methods and the high status of RCTs in the quality assessment give privilege to a positivist perspective of educational research. Part of his objection is based on the focus on educational outcomes, i.e.…”

Section: Systematic Reviews In the Field Of Educationmentioning

confidence: 99%

Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching

2007

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ABSTRACT:Context-based and science -technology -society (STS) approaches to teaching science in high school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. This paper reviews the detailed research evidence from 17 experimental studies undertaken in eight different countries on the effects of context-based and STS approaches, drawing on the findings of two systematic reviews of the research literature. The review findings indicate that context-based/STS approaches result in improvement in attitudes to science and that the understanding of scientific ideas developed is comparable to that of conventional approaches. The approaches also result in more positive attitudes to science in both girls and boys and reduce the gender differences in attitudes. The paper also considers issues emerging from work in the area in relation to study design and the constraints which may militate against the use of experimental research designs when gathering evidence of impact of interventions. A fundamental constraint is the extent to which it is possible to make comparisons between existing methods and interventions when the aims are overlapping but also differ in significant ways.

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On ‘Systematic’ Reviews of Research Literatures: A ‘narrative’ response to Evans & Benefield

Cited by 341 publications

References 33 publications

Electronic HRM: four decades of research on adoption and consequences

Electronic HRM: four decades of research on adoption and consequences

What Drives Academic Data Sharing?

Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching

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