Results 141 to 150 of about 14,680 (284)

Emergent Innovation in Systemic Programme Design: Retrospective Reflections on the Development of a Student‐Centred Masters in Systems Thinking

Systems Research and Behavioral Science, EarlyView.
ABSTRACT Our theory of education, based on a systemic understanding of the subjective and intersubjective construction of knowledge, is that students are motivated to study what is most meaningful to them. Meaningfulness is grounded in the students' prior experiences, which are highly diverse.
Wendy J. Gregory, Gerald Midgley
wiley   +1 more source

Review Essay: A Journey through Grounded Theory

Forum: Qualitative Social Research, 2007
In "Constructing Grounded Theory", Kathy CHARMAZ guides the reader through the research process. Starting with a look back at the history of grounded theory, she explains how to gather rich data, code it, write memos, and compose the first draft. Through
Paula Krüger, Imke K. Meyer
doaj  

Whose main concern? : Constructivist Grounded Theory as a way of gaining closeness to what is important to participants in a study of Swedish school-age educare

One of the objectives of Grounded Theory (GT) is to get close to what is occupying the minds and everyday lives of people participating in research. In this chapter, we explore this aspect of GT – specifically closeness in interpretation and analysis ...
Lago, Lina,, Elvstrand, Helene,
core  

SHAPING A CONSTRUCTIVIST VIEW OF ORGANIZATIONAL DESIGN SCIENCE [PDF]

The so-called rigor–relevance gap appears unbridgeable in the classical view o organization science, which is based on the physical sciences' model.
M.-J. Avenier
core  

Designing Participatory Systems Interventions for Behavioural Change: Integrating Soft Systems Methodology, the Theory of Planned Behavior, and Experiential Learning

Systems Research and Behavioral Science, EarlyView.
ABSTRACT Small and medium‐sized enterprises (SMEs) operate within complex sociotechnical systems where behavioural change is shaped by interdependent cognitive, social and structural factors. This study examines a participatory systems intervention with food and beverage SMEs in a coastal tourism context in Vietnam.
Thanh‐Thao Luong, Minh‐Tuan Tran, Elaine Y. T. Chew, Yunus Khatri, Van Ha Quach   +4 more
wiley   +1 more source

Professionalising the Cybersystemic Practitioner: Five Decades of STiP Education at the Open University (1971–2025)

Systems Research and Behavioral Science, EarlyView.
ABSTRACT This paper draws on over five decades of experience in educating and developing systems thinking practitioners at the Open University (OU) UK to explore the opportunities and challenges in the professionalisation of systems thinking in practice (STiP).
Ray Ison
wiley   +1 more source

Classic Grounded Theory

Grounded Theory Review: An International Journal
Grounded Theory continues to be the most widely used methodology in qualitative research. Although it is based on what people do naturally (to act habitually and a tendency to theorise), it can be confusing for those new to the methodology, particularly
Tom Andrews
doaj  

“Time‐Tripping” and Memory‐Making: A Grounded Theory of Grounded Theory

Symbolic Interaction, EarlyView.
This paper explores the development of grounded theory methodology through the lens of memory studies, introducing the concept of “time‐tripping” as a key generic social process. The paper identifies several sub‐processes of time‐tripping, including “reclaiming,” “resisting,” “retro‐casting,” and “landscaping,” which shape the methodological “imaginary.
Barry John Gibson, Robert Porter, Richard Ekins   +2 more
wiley   +1 more source

The therapeutic value of pilgrimage: a grounded theory study

, 2013
The purpose of this constructivist grounded theory qualitative study was to explore the meaning assigned to pilgrimage experiences, to evaluate the similarities and differences between religious and non-religious pilgrimages, and to elucidate the ...
Warfield, Heather Ann
core  

Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science

Journal of Research in Science Teaching, EarlyView.
ABSTRACT Recent reforms in science education emphasize engaging students in authentic sensemaking practices. Central to this vision is positioning students as epistemic agents who generate questions, negotiate ideas, and co‐construct scientific understanding. Yet, classroom realities reveal persistent tensions in implementing these ideals, particularly
Christine Lee Bae, Erin Hogan, Kathryn N. Hayes   +2 more
wiley   +1 more source