Post on 29-Oct-2019
Paper overview
What is ethnography?
How can we use it in teaching and research?
Two examples of good practice
Exercises for the project
Parliamentary Commission for the Environment (PCE), New Zealand
“In contemporary Western society the ‘thinking’ sides of ‘education for sustainability’ are often highlighted. However, education for sustainability requires people to use their hearts just as much as their heads.
Values that are needed for a sustainable future include (but are not limited to) compassion, equity, justice, peace, cultural sensitivity, respect for the environment and recognition of the rights of future generations.” (PCE, p.43)
What is ethnography?
Phenomenological methodology
Ethno- means folk and art
Graphy- means description
“any full or partial description of a group.”
(Werner and Schoepfle)
The study of people in naturally occurring settings or fields by means of methods which capture their social meanings and ordinary activities, involving the researcher participating directly in the setting, if not also the activities, in order to collect data in a systematic manner but without meaning being imposed on them externally. (Brewer, 2000)
Techniques:
In-depth interview
Discourse analysis
Personal analysis
Vignettes
Participant observation
Philosophical framework:
Naturalism; humanistic; hermeneutic or interpretative paradigms
Naturalism is an orientation concerned with the study of social life in natural settings and they occur independently of experimental manipulation.
Main method of data collection is participant observation where the researcher becomes a full working member of the group being studied.
Research takes place over a long period of time.
Suggestions for researchers:•Build trust as early as possible•Become as involved as you can with the phenomena, but maintain an analytical perspective
•Develop strong contacts with a few keyinformants
•Gather data from as many different sources aspossible, using multiple methods
•Capture participants’ views of their experiences in their own words, but remember the limitationsof their perspectives
•Write up field notes as soon as possible afterleaving the setting and do not talk to anyone until you have done so
•Be descriptive when taking your field notesand draw diagrams of physical layouts
•Include your own experiences, thoughts andfeelings as part of your field notes•As field work draws to a close, concentrate onmaking a synthesis of your notes
Further Suggestions:
Try different techniques on a small scale
Talk with other researchers
Involve students/members of organisations in research projects – raising consciousness and mindfulness
Needs, Demands and the Question of Trust in Business Education
Students Academics
High brand value Job satisfaction
Transferable skills Promotion, recognition
Competencies Balanced workload
Employability Good students
Employers
Transferable skills
Flexibility
Commitment
Self-discipline
businessindividuals
students teachers/researchers
Learningby Sharing
outside world
young generation university
learningthroughpractice
learning byexperimenting
learning by investigating
Learning by Sharing
(Thijssen et.al. 2006)
Technical Competence
Managerial Competence
Relational Competence
Free Mental Space
Goodwill Trust Development
Contracts
New Conceptual Framework
Trust is a result of actionGood will is practical rather than theoretical and it is rooted in intent.
1.My intent is to serve, to create, to give.
2. I sustain this as my practice in life.
3. I radiate good will and
4.That results in trust.
Trust in different cultures research:
http://btc-server.btc.anglia.ac.uk/phpsurveyor/index.php?sid=3
Please contact: Katalin.illes@anglia.ac.uk
Research question:
Does our cultural conditioning influence how we build trusting relationships?
If so how?
Focus groups and in-depth interviews
Please contact: Katalin.illes@anglia.ac.uk
Exercises for ICOPROMO project
1. Risks we take – personality type and risk
2. Organisational history – cultural awareness
3. Leadership and Followership – debate, observation, testing personal views
4. Action Learning and Ethnography –observation, reflection