Summary Learning In Organizations () - Educational Sciences
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Course
Learning In Organizations
Institution
Universiteit Utrecht (UU)
Samenvatting van alle artikelen en hoorcolleges van het vak Learning in Organizations () gegeven in de master Educational Sciences aan de UU. De samenvatting is geschreven in het Engels.
Aantekening LiO
Guba & Lincoln ‘94
1994_Guba_Lincoln_Paradigms_Quali_Research_chapter.pdf (miguelangelmartinez.net)
Critiques on quantification:
1. internal (intraparadigm) critiques
Context stripping, exclusion of meaning and purpose, disjunction of grand theories with local
contexts, inapplicability of general data to individual cases, exclusion of the discovery
dimension in inquiry
2. external (extraparadigm) critiques
Theory-ladenness of facts, underdetermination of theory, value-ladenness of facts, the
interactive nature of the inquirer-inquired into dyad
Paradigms (framework): basic belief systems based on ontological, epistemological and
methodological assumptions. Represents a worldview. Coexist. Both qualitative and quantitative
methods may be used appropriately with any research paradigm. Essential difference between
paradigms: belief about the nature of the relationship between the researcher and the phenomenon
of research. Inquiry paradigms: define for inquirers what it is they are about.
Ontology: what is reality?
Epistemology: what is knowledge and how is it obtained?
Methodology: how does one produce valid knowledge?
Positivism (conventional): received view, natural sciences, precise variables that can be quantified,
hypothesis-driven (predictions), unbiased and objective
Ontology: realism
Epistemology: dualist and objectivist
Methodology: experimental and manipulative
Post-positivism: efforts of the past few decades to respond in a limited way to the most problematic
criticisms of positivism
Ontology: critical realism
Epistemology: modified dualist/objectivist
Methodology: modified experimental and manipulative
, Critical theory: a set of alternative paradigms (post-structuralism, post-modernism, combination)
Ontology: historical realism
Epistemology: transactional and subjectivist
Methodology: dialogic and dialectical
Constructivism: alternative paradigm, ontological realism ontological relativism, multiple realities,
researcher is inseparable from the research, descriptive, cause and effect shape each other
Ontology: relativist, socially constructed
Epistemology: transactional and subjectivist
Methodology: hermeneutical and dialectical , different perspectives, context
Participatory/cooperative paradigm: reality is subjective, role of researcher is different compared to
the constructivist paradigm
Ontology: humans part of whole
Epistemology: experiential encounters with the presence of the world is the ground of our
being and knowing
Axiology (values): humans have (moral) obligations to other being – inextricably linked
Nielsen & Randall ‘13
Full article: Opening the black box: Presenting a model for evaluating organizational-level
interventions (tandfonline.com)
Organizational-level occupational health interventions are often recommended when improvements
in working conditions, employee health, and well-being are sought within organizations. Research
has revealed that these interventions result in inconsistent effects despite being based on theoretical
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