A case for contrast as a catalyst for change

Young, LC; Freeman, LM

A case for contrast as a catalyst for change

Young, LC Freeman, LM

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Publisher:: Common Ground Publishing
Publication Type:: Journal Article
Citation:: International Journal of Learning, 2008, 15 (3), pp. 295 - 303
Issue Date:: 2008-01

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Field	Value	Language
dc.contributor.author	Young, LC	en_US
dc.contributor.author	Freeman, LM	en_US
dc.date.issued	2008-01	en_US
dc.identifier.citation	International Journal of Learning, 2008, 15 (3), pp. 295 - 303	en_US
dc.identifier.issn	1447-9494	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12792
dc.description.abstract	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.	en_US
dc.publisher	Common Ground Publishing	en_US
dc.relation.ispartof	International Journal of Learning	en_US
dc.relation.isbasedon	10.1021/cs400743n	en_US
dc.title	A case for contrast as a catalyst for change	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	15	en_US
utslib.for	1608 Sociology	en_US
utslib.for	08 Information and Computing Sciences	en_US
utslib.for	13 Education	en_US
utslib.for	16 Studies in Human Society	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	15	en_US

Abstract:

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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http://hdl.handle.net/10453/12792