List of tables and figures |
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x | |
Acknowledgements |
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xi | |
About the authors |
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xiii | |
Introduction |
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xiv | |
1 Key concepts for the insider-researcher |
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1 | |
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What makes an insider-led work based project? |
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3 | |
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Engagement with your community of practice |
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5 | |
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Making an impact from the inside |
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5 | |
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Rights and responsibilities of an insider as a researcher |
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6 | |
2 Search and review of relevant knowledge and information |
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8 | |
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Ideas come from many different sources |
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10 | |
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13 | |
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14 | |
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Understanding the project's context |
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14 | |
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Reading and critically evaluating the information that you locate |
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15 | |
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Situation reviews may also be necessary |
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17 | |
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Conventions of referencing |
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18 | |
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20 | |
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Copyright and confidentiality issues |
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20 | |
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Where should knowledge and information be placed in a work based project? |
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21 | |
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Structuring a review chapter |
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21 | |
3 Research ethics and insider-researchers |
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25 | |
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The purpose of a work based project |
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26 | |
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The methodological approach to the work based project |
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27 | |
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Organizational/professional context |
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28 | |
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29 | |
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29 | |
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Literature relating to research ethics and insider-researchers |
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30 | |
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Specific insider-researcher issues |
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31 | |
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Clearly articulating an informed perspective |
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33 | |
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Ownership of your research |
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33 | |
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34 | |
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Conforming to local laws and norms |
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34 | |
4 Privilege, power and politics in work based research |
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36 | |
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39 | |
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Politics - action research |
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40 | |
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41 | |
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A precondition - an ethic of care |
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43 | |
5 Gaining access for the insider-researcher: issues, practices, audiences, ethics and gratitude |
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48 | |
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50 | |
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52 | |
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Selecting research methods and implications for access |
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55 | |
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57 | |
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Leaving the site - gratitude |
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58 | |
6 Learning contracts/agreements and intellectual capital |
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62 | |
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62 | |
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62 | |
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63 | |
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One size does not fit all |
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66 | |
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Not without their detractors |
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67 | |
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Developing a learning agreement or contract |
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68 | |
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72 | |
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Social/intellectual capital: the substance of the learning agreement |
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72 | |
7 Developing a methodology |
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80 | |
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Constructing a methodological framework |
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81 | |
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The topic and aim of the project |
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82 | |
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Your approach to the project |
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82 | |
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83 | |
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Considering a methodological approach |
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86 | |
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Examples of methodologies |
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87 | |
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Developing a methodological approach |
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90 | |
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Methods for data collection |
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92 | |
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Analysing data and information |
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97 | |
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Evaluating and interpreting data and information |
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99 | |
8 Collaborative research |
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102 | |
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103 | |
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Researchers collaborating |
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103 | |
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The benefits and disbenefits of collaborative research |
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104 | |
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A typology of collaborative research - the intervention continuum |
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112 | |
9 A reflection on professional practice |
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115 | |
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Understanding the workplace |
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115 | |
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Practitioners, professionals and politics |
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116 | |
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Reflective practice and ethnography |
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119 | |
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Theory building and conceptual frameworks |
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120 | |
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121 | |
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Dilemmas for the reflective practitioner |
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125 | |
10 Work based research in action |
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130 | |
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Examples drawn from real work based projects |
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130 | |
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157 | |
11 The development of a research proposal |
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159 | |
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Section 1: What is work based research? |
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160 | |
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Section 2: Planning and writing your work based research project |
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167 | |
12 Preparing and evaluating project outcomes and assessing the learning achieved |
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172 | |
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Outcomes from work based projects |
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172 | |
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175 | |
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Criteria for the evaluation of outcomes |
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176 | |
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178 | |
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Assessment of work based learning |
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179 | |
13 Recommendations and presentations arising from the research |
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185 | |
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Setting out your recommendations |
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187 | |
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Considering the practice situation in depth |
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188 | |
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Your insider credibility within your organization or professional community |
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189 | |
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The influence of your organization or professional community |
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191 | |
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Presenting the research project and the art of persuasion |
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192 | |
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Dissemination and diffusion of your recommendations in the professional sphere |
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194 | |
Index |
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197 | |