A case for contrast as a catalyst for change

Common Ground Publishing
Publication Type:
Journal Article
International Journal of Learning, 2008, 15 (3), pp. 295 - 303
Issue Date:
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This is a qualitative, largely reflective, interpretive case study of our evolution from teachers of market research to educational collaborators who work with students to co-develop qualitative researchers. This case both explores the ways to extend and improve qualitative research and researchers and presents a more general, interpretivist approach to problem-solving. The case is mixed method. It reports the combination and interpretation of reflective elements including articulating our individual memories and inter-relating these in a series of discussions where we also considered the nature and meaning of our educational approaches and the effectiveness of what we are doing.
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