"Casing the joint"

Purpose - The paper aims to explore factors that impinge on the "insider-researcher" (IR) when undertaking a work-based learning project, which will result in the creation of a context analysis framework.Design methodology approach - A qualitative, interpretative approach with the IR as ce...

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Vydáno v:The journal of workplace learning Ročník 19; číslo 3; s. 146 - 160
Hlavní autor: Workman, Barbara
Médium: Journal Article
Jazyk:angličtina
Vydáno: Emerald Group Publishing Limited 10.04.2007
Témata:
Project management
Research methods
Workplace learning
Workplace learning
Project management
Research methods
ISSN:1366-5626
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Shrnutí:Purpose - The paper aims to explore factors that impinge on the "insider-researcher" (IR) when undertaking a work-based learning project, which will result in the creation of a context analysis framework.Design methodology approach - A qualitative, interpretative approach with the IR as central to the research process, together with data from students work-based projects, research literature and texts, and an academic advisers' focus group.Findings - Themes of benefits and constraints identified the organisation, the clients and co-workers and the IR benefiting from work-based projects. The positionality and personal attributes of the IR may be a constraint. Of major consideration are ethical issues arising from the project process. Academics' concerns include student supervision, the impact on the IR, and factors affecting change and project processes.Research limitations implications - A small study constrained by the researcher being central to the data and therefore introducing potential bias to the interpretation.Practical implications - The creation of a context analysis framework as a tool to assist the work-based student, the academic and the workplace in preparing to implement a work-based project.Originality value - No similar analysis tool has been published. This can contribute significantly to the work-based curriculum. The issues that concern researchers, academic practitioners and work-based students during a work-based project have not been previously investigated. A good practice guide for projects can result from this.
Bibliografie:original-pdf:0860190302.pdf
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ISSN:1366-5626
DOI:10.1108/13665620710735620