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Introduction
Chapter One provides an overview of the research and gives a broad indication of the approach followed in securing information relevant to the study. Chapter Two provides the detail on the design of the research. The various sources are stipulated and defended in terms of their relevance to the project. This chapter is divided into the subsections mentioned below. Apart from the paragraphs that introduce and conclude, each of these sections represents and elaborates on a specific data collection source, namely; ̧ Research approach ̧ Utilisation of formal literature ̧ Expert and peer group contributions ̧ E-mail ̧ Web pages ̧ Questionnaires ̧ Integration As a summary of this research design, Table 2.3 near the end of this chapter, indicates which questions rely on which data sources for information exploration.
Research approach
This primarily qualitative study explores the experiences of field experts in order to harvest some of the tacit knowledge imbedded in their everyday professional practice, so that some of it can be converted into explicit constructs. Much of it contrasts with the Western approach that has ingrained traditions to view « only formal and systematic – hard (read quantifiable) data and set procedures » as useful knowledge (Nonaka, 1991). Nonaka proceeds to contrast the approach to that of successful Japanese learning organisations by stating: « Rather, it depends on tapping the tacit and often highly subjective insights, intuitions, and hunches of individuals … and making those insights available » (Nonaka, 1991).
Limitation
An obvious limitation of Nonaka’s (1991) approach is that it would be hard to replicate such a study. Firstly it would be difficult to trace the same respondents and secondly, given that time will have elapsed, those very respondents may well have changed their minds on certain aspects or gained new insights. It is the purpose of this thesis, therefore, to present a detailed snapshot of the situation as it emerged at the time when the research was concluded. No claim is made that any of the conclusions will hold true indefinitely.
Research classification
Mouton (1983) advises that a selection be made between qualitative and quantitative methodology based on an analysis of the research topic. Mouton and Marais (1990) supply a useful table comparing qualitative and quantitative research approaches. Their comparison is based on three factors namely the concepts, hypotheses and exploration. The next three tables measure this research approach in terms of these aspects. In each of these three tables, the first two columns indicate the Mouton and Marais (1990) distinction and the third column indicates the scenario for this study. Validation This research is concerned with securing valid and reliable information in an ethical manner. The contrast in terms of expectation from different approaches are underlined by Firestone’s distinction: « …the quantitative study portrays a world of variables and static states… By contrast the qualitative study describes people acting in events » (Firestone, 1987). Validity in this context is not sought through exact experimentation, repeated objective measurement or universal truth statements, but rather derived from a perspective of « understanding as the primary rationale » (Merriam, 1992). Two angles namely internal and external validity will be considered.
Internal validation
Internal validation deals with the question of how research findings match reality. (Merriam, 1992). Becker (1993) suggests that « reality is what we choose not to question at the moment. » While possibly facetious, it does hint towards the unlikelihood of absolute consensus amongst multiple practitioners. This potential hurdle to internal validation can be overcome by utilising these same multiple perspectives and to attempt understanding through more open-ended approaches rather than to interject overly-structured data collection instruments (Lincoln and Guba, 1985).
Table of contents :
- Abstractiv
- Acknowledgements
- Table of contents
- List of tables
- List of figures
- Chapter
- 1. Prelude
- 2. Introduction
- 3. Research question
- 3.1 Change
- 3.2 Staff support/development
- 3.3 Information technology
- 4. Literature review
- 4.1 Change
- 4.2 Academic staff development
- 4.3 Information technology
- 5. Value of the research
- 6. Research plan
- 6.1 Type of research
- 6.2 Subjects of this study
- 6.3 Data collection methods
- 6.3.1 Description of instruments
- 7. Output
- 7.1 Description of the product
- 8. Conclusion
- Chapter
- 1. Introduction
- 2. Research approach
- 2.1 Limitation
- 2.2 Research classification
- 2.3 Validation
- 2.3.1 Internal validation
- 2.3.2 External Validation
- 2.4 Triangulation
- 3. Utilisation of formal literature
- 3.1 Keyword search
- 3.2 Related studies
- 4. Expert and peer group contributions
- 5. E-mail
- 6. Web pages
- 7. Questionnaires
- 8. Integration
- 9. Sources of information
- 10. Analysis of data
- 11. Conclusion
- Chapter
- 1. Introduction
- 2. Change
- 2.1 Intellectual drift
- 2.2 Change factors
- 2.3 Global
- 2.4 Learning organisation
- 2.5 Higher Education
- 2.5.1 Academia
- 2.5.2 Academic drift
- 2.5.3 Teaching drift
- 2.5.4 Research drift
- 2.6 South African Higher Education
- 3. Reaction to change
- 3.1 Flow theory
- 3.2 Lifelong learning
- 3.2.1 Prerequisites for optimal experience
- 3.3 Motivation
- 3.3.1 Challenge
- 3.3.2 Curiosity
- 3.3.3 Fantasy
- 3.3.4 Control
- 3.3.5 Attention
- 3.3.6 Relevance
- 3.3.7 Confidence
- 3.3.8 Satisfaction
- 3.4 Change cycle
- 3.5 Danger zone defined
- 4. Information technology
- 4.1 Barriers to distance delivery
- 4.2 The technology adoption life-cycle
- 4.2.1 The chasm
- 4.3 The media impact
- 5. Staff support/development
- 5.1 What is staff support ?
- 5.2 Mentoring
- 5.3 Further methodologies and approaches
- 6. Dynamics between change and staff support
- 7. Staff development and Information technology
- 8. Conclusion
- Chapter
- 1. Introduction
- 2. Localization
- 2.1 Departmental names
- 2.2 Personal factors
- 3. History
- 3.1 All time staff developmental highlight
- 3.1.1 Institutional focus
- 3.1.2 Unit focus
- 3.1.3 Individual benefit
- 3.1.4 Personal value
- 3.2 Tried but aborted approaches
- 3.2.1 Not best practice approaches
- 3.2.2 Management related
- 3.2.3 Lack of interest/commitment
- 3.2.4 Lack of understanding
- 3.2.5 Time constraints
- 4. Present
- 4.1 Current approach to staff development
- 4.2 Technological involvement
- 4.3 Satisfaction level
- 4.4 Constraints
- 4.5 Biggest advantage
- 5. Future
- 5.1 Ideal envisaged model
- 5.2 Practical envisaged model
- 5.3 No! Never, ever! (Absolute avoiders)
- 5.4 Yes,Yes Yes!! (Vital elements)
- 6. Conclusion
- Chapter
- 1. Introduction
- 1.1 Purpose of the discussion
- 2. Receptivity
- 2.1 Developmental Interventions
- 2.2 Factors influencing receptivity
- 3. Lucidity
- 3.1 Availability
- 3.2 Clarity
- 3.3 Contextualisation
- 3.4 Lucidity as role player
- 4. Dependency
- 4.1 Social learning style preference
- 4.2 Benefits of group work
- 4.3 Dependency impact
- 5. Relationships
- 5.1 Receptivity and lucidity
- 5.2 Receptivity and dependency
- 5.3 Receptivity, lucidity and dependency
- 6. Technology
- 7. Intricacy
- 8. Synthesis
- Chapter
- 1. Introduction
- 2. Research Summary
- 2.1 Description of the research
- 2.2 Methodology overview
- 2.2.1 Description of Instruments
- 3. Tentative answers to research questions
- 3.1 Change
- 3.2 Staff support/development
- 3.3 Information technology
- 4. Conclusion
- 5. Recommendations
- 5.1 Understand your clients
- 5.2 Augment existing resources
- 5.3 Identify similar institutions
- 5.4 Lead by example
- 5.5 Accommodate change by addressing change
- 5.6 Explore technological spectrum – not only forefront
- 5.7 Optimise
- 6. Value of the research
- 7. Limitations of the research
- 8. Recommendations for further research
- 9. Finale
- References
