Methodological Innovations

Realistic Evaluation is an approach derived from program theory-based evaluation. Its relevance lies, among other things, in the fact that it is appropriate for studying complex interventions implemented in dynamic contexts that escape the constraints of experimental methods. Despite this relevance, the operationalization of the Realistic approach to studying or evaluating programs faces methodological challenges for which researchers have somehow provided solutions. But the question remains unexhausted in African contexts where programs and public policies generally financed by International Aid are deployed under a narrative of development or innovation whose structuring terms do not necessarily have the same meaning. Based on a narrative literature review, this article suggests digging into the social representations and daily practices of actors or stakeholders.  It ultimately supports combining the Realistic Approach with other complementary approaches or theories, in this case, the theories of Social Representations and Ethnomethodology for a better programs and public policies’ evaluation in the framework of sustainable development goals in Africa.

D’Antoine H1*, Abbott P2, Sherwood J3, Wright M4, Bond C5, Dowling C6, Lehmann D7, Eades A8, Bessarab D9 (2019) 1. Menzies School of Health Research, 2. Western Sydney University, 3. The University of Sydney, 4. Curtin University, 5. The University of Queensland, 6. Curtin University 7. Wesfarmers Centre of Vaccines and Infectious Diseases, Telethon Kids Institute, University of Western Australia 8. University of Western Australia 9. The George Institute for Global Health

We are three researchers within the field of mental health. For the past 3 years, we have collaborated with colleagues in Greece on evaluating the pilot project Refugee Outreach Mental Health Team. Part of our role has been to evaluate how refugees and asylum seekers experience the treatment and support offered by the team. The findings from the evaluation have been presented in a published research report and we have thereby “completed our task.” However, following the completion of the formal obligations, we have continued to dwell on the less outspoken dialogues and inner voices. Not only those of the participants, but also the ones of the researchers that are present before, during and after research interviews. Inspired by relational autoethnography, we share some “other stories” about how the research processes touched us deeply and how it has left traces in our minds and bodies long after the project completion. We reflect on how relational processes of polyphonic meaning-mak...

This article draws on yarning (reciprocal Indigenous storytelling) with 15 Aboriginal and Torres Strait Islander social service providers to explore the question of how we can support change in decoloniality and antioppressive practice in social work. The methodology foregrounds the voices and world views of Indigenous people in order to disrupt Western thought and to dialogue with and extend antioppressive social work theory, knowledge, and practice. The yarning (qualitative) data were collected in five agencies providing Indigenous social services in close conjunction with Indigenous communities, and produced three strong themes: neo-liberalism and funding challenges; working from a new model; and nurturing and sustaining longterm relationships. The findings present recommendations for decoloniality including decentring Western foundational concepts and practices; providing space for cultural practice(s); Indigenous yarning or the cocreation of new narratives; centring Indigenous ways of knowing, being and doing (cultural safety and cultural humility); collective and individual critical reflexivity; visioning for all; and connection to Country. The article ends with further reflections on Indigenous resilience and healing, reclaiming sovereignty, and nurturing resistance. . Neo-liberal funding policies slow and disrupt decolonising efforts in social service organisations. . Decolonisation of social service practices and policies involves patient, long-term relationship building and close attention to ongoing flexible and respectful collaboration with Indigenous Peoples and communities at all levels. . Critical reflexivity among frontline workers and across social service agencies can help maintain decolonising efforts and support new options for social work practice and policy.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

This commentary responds to C. S. Unnikrishnan's critique of the PBR theorem and the ontological status of the quantum wavefunction. While agreeing with his rejection of the PBR argument's foundational assumptions, we propose a deeper resolution: the dichotomy between ψ-ontic and ψ-epistemic interpretations dissolves when one adopts a structural ontology in which information, energy, and structure form a substantial triad. In this view, the wavefunction is neither a physical eld nor a mere catalogue of knowledge, but a structural invariant encoding the dynamical organization of a system. This perspective transcends the epistemic-ontic divide and oers a unied ontological framework applicable across physics, biology, and complex systems.

En el contexto de la formación en educación superior en Ciencias de la Salud, la enseñanza de la ética ha sido frecuentemente relegada al ámbito teórico, desprovista del dinamismo que caracteriza los desafíos y las exigencias éticas de la práctica profesional real. Sin embargo, la praxis clínica demanda algo más que conocimiento transmitido abstractamente: requiere discernimiento moral, juicio crítico y una capacidad estocástica para integrar principios éticos en decisiones complejas. Ante este panorama, proponemos una metodología para fomentar y evaluar la ética aplicada denominada “Casos Éticos en Escena Clínica en el Aula” (CEECA). Una metodología de aprendizaje innovadora y participativa que combina la experiencia pedagógica de tipo cualitativo con la dramatización, el análisis bioético y la simulación realista, diseñada para trasladar la ética del papel al corazón de la toma de decisiones en la práctica profesional médica.
Esta propuesta, fruto de un análisis de las limitaciones pedagógicas actuales y las demandas profesionales emergentes, tiene como objetivo abordar tanto pedagógico como filosóficamente la brecha entre la teoría y la práctica, permitiendo a los/as estudiantes no solo comprender los principios bioéticos, sino también incorporarlos en un entorno de aprendizaje inmersivo.

This paper provides valuable insights into the use of disaster video games in museums. It contributes not only towards a better understanding of disasters within popular culture but also in fostering greater museum visitor participation in learning about disaster and disaster risk reduction (DRR). The theoretical background of this study draws on various scholarships from video game research, constructivist learning theory, and the museum learning environment. This research was undertaken in two New Zealand museums (Te Papa in Wellington and Quake City in Christchurch) which housed the disaster video game Quake Safe House (QSH). The research findings and associated discussion considers the potential of QSH to build disaster awareness based upon participants' gameplay. Ultimately, it is demonstrated that the use of 'serious' disaster video games, such as QSH, cannot be a stand-alone item for the purpose of learning within a museum space. Instead, such video games require better integration within the museum's environment and educational disaster displays to encourage and foster the participation of museum visitors in learning about disaster and DRR through multiple mediums.

In recent times, Indigenous scholars have recommended transforming the existing social work curriculum in ways that decolonise its dominant Eurocentric foundations. This article is a critical reflection on the work of two non-Indigenous social work educators and our attempts to decolonise our teaching practice at Western Sydney University (WSU). We sought to value Aboriginal and Torres Strait Islander knowledges and expertise, and to embed Aboriginal and Torres Strait Islander ways of knowing, being and doing into our practice. Firstly, we situate our efforts to decolonise our teaching and practice within the Australian historic and contemporary contexts and we then review and reflect on our own struggles and experiences of decolonising the social work curriculum. Al-Natour discusses his decolonisation efforts in teaching Indigenous and non-Indigenous students. Mears explores her efforts to integrate Aboriginal and Torres Strait Islander knowledges into her research, engagement and ...

90. Para ello, en primer lugar, se hace referencia a la formación docente universitaria pampeana en el terreno neoliberal y a posibles modelos de formación atendiendo a diferentes tradiciones; luego se analizan los rasgos que les son propios a dichos planes: por un lado, el perfil profesional y el área de conocimiento -haciendo hincapié en la adecuación de las titulaciones a las normativas vigentes, la duración de carreras y la cobertura disciplinar-y por el otro, los propósitos y la organización curricular, para posteriormente, en un sentido interpretativo, rescatar el sentido y las tensiones en el marco de la autonomía universitaria. Se reflexiona brevemente, a modo de cierre, sobre las controversias a las que se han enfrentado dichos planes de estudios en el contexto de la Reforma Educativa.

This phenomenological study investigates the lived experiences of Filipino gay seafarers working onboard commercial vessels. Ten (10) self-identified, unmarried Filipino gay men, all professional seafarers were selected through purposive sampling and participated in in-depth interviews. Data were analyzed using Hycner’s (1999) Data Explication Process as cited by Groenewald (2004) to capture the essence of their shared experiences. Four core themes emerged: (1) “A Distress Signal: Discrimination and the Burden of Stigma Onboard” – uncovering persistent prejudice, exclusion, and microaggressions onboard; (2) “Shipshape and Bristol Fashion: The Arduous Masculine World of Seafaring” – highlighting the pressure to conform to rigid standards of masculinity within a hypermasculine culture; (3) “Sailing Close to the Wind: Love and Vulnerability in the High Seas” – exploring the complex emotional landscape of romantic attachments and feelings amid taboos; and (4) “Stem the Tide: Professional Excellence Beyond Sexual Identity” – revealing how participants anchored their worth in professional competence, transcending biases tied to sexual orientation. Based on these findings, the study recommends the institutionalization of a Social Diversity Program across the maritime sector. This initiative would be endorsed to the Maritime Industry Authority (MARINA) and integrated into the curriculum and training frameworks of Maritime Higher Educational Institutions (MHEIs) in the Philippines. Such a policy aims to foster a safer, more inclusive environment onboard and promote equality for LGBT seafarers aligning with global standards of diversity and human rights in the maritime industry.

We analyse environmental correlations using mark clustering statistics with the mock galaxy catalogue constructed by Muldrew et al. (Paper I). We find that mark correlation functions are able to detect even a small dependence of galaxy properties on the environment, quantified by the overdensity 1 + δ, while such a small dependence would be difficult to detect by traditional methods. We then show that rank ordering the marks and using the rank as a weight is a simple way of comparing the correlation signals for different marks. With this we quantify to what extent fixed-aperture overdensities are sensitive to large-scale halo environments, nearest-neighbour overdensities are sensitive to small-scale environments within haloes and colour is a better tracer of overdensity than luminosity.

When American troops withdrew from Vietnam in April 1975, they left behind a large number of children fathered by American GIs and born to local Vietnamese women. Although there is some documentation of experiences of GI children who immigrated to the United States, little is known about the life courses of Amerasian children who remained in Vietnam, and no comparative data has been collected. To address this knowledge gap, we used an innovative mixed qualitative – quantitative data collection tool, Cognitive Edge’s SenseMaker®, to investigate the life experiences of three specific cohorts of GI-fathered children from the Vietnam War: (1) those who remained in Vietnam, (2) those who immigrated to the United States as babies or very young children and (3) those who immigrated to the United States as adolescents or adults. The current analysis reflects on the implementation of this mixed-methods narrative data collection and self-interpretation tool as a research methodology in Vietna...

The importance of the place of the researcher is widely acknowledged and there is work which examines the implications for research undertaken by an 'insider' (Rogers, 2003; Sikes and Potts, 2008; Perryman, 2011; Letherby and Scott, 2013). The literature often focuses on ethical issues such as access; relationships; trust; empathy; and also on shared knowledge and understanding between the researcher and participants. This paper will explore the significance and impact of the motivation and evolving feelings of the 'insider' researcher, through reflections on my own research experience. The doctoral process was very challenging and I felt surprise at my levels of resilience and commitment to completing the research. I reflected on many occasions during the process what it was that sustained me, but was never able to provide myself with a 'satisfactory' explanation. It is only recently, when undertaking further work in this area with newly qualified teachers, that I have started to gain insight into this 'personal trouble' (Mills, 1959). The insight has come as a result of unexpected emotional responses during the research process. I have come to understand through reflection that these feelings relate to my motivation for the research and its development over time. Through this particular case, I will consider the implications of researchers using their feelings as a basis for reflection in order to develop an enhanced understanding of their motivation and use this to the benefit of their research.

Aims & Scope "Lifelong Learning" has become a central theme in education and community development. Both international and national agencies, governments and educational institutions have adopted the idea of lifelong learning as their major theme for address and attention over the next ten years. They realize that it is only by getting people committed to the idea of education both life-wide and lifelong that the goals of economic advancement, social emancipation and personal growth will be attained.

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, ad...

COVID-19 exacerbated challenges that already existed in the policing of Gender-Based Violence (GBV) in remote and rural northern Scotland. Victims' direct access to the police and third-sector organisations was impeded by social distancing while the pandemic exacerbated extant issues relating to staffing, particularly in relation to female police officers. On the positive side, the flexibility that already characterised rural and remote policing continued, and police officers and third-sector organisations worked together to support victims. The move to videoconferencing was hailed as a positive move in an area where travel to meetings or court can be difficult and expensive. A lack of training for officers with no specific GBV role was identified as particularly problematic during the pandemic when officers on the ground in rural and remote Scotland had to take over work usually undertaken by specialist task forces.

In this article, we introduce Item Pool Visualization. It is an illustration system that locates items and item pools (scales) from multiple psychological instruments regarding their commonality and distinguishability along several dimensions of nested radar charts. The application of Item Pool Visualization creates illustrations that represent different item pools by different circles that do not overlap. Item Pool Visualization illustrates a comparison of different structural equation models that are estimated with the same data. It combines the advantages of general and correlated factor models when evaluating psychological instruments. Furthermore, in contrast to other visualization methods, Item Pool Visualization provides an empirically driven categorization of psychological constructs and their subconcepts (facets) that is suited to provide professionals with help in comparing psychometric constructs, questionnaires, and selecting tests.

4. ¿En qué medida se fomenta la cooperación y la construcción conjunta del conocimiento entre las personas participantes? "Hicieron una entrevista a los responsables del centro, conserje, equipo directivo, profesores, a mí lo que me ha llamado la atención han sido las preguntas, que salen de ellos aunque algunas habrán estado dirigidas por Estrella y eso,….. alguna de ellas, son:

Journalism has both contributed to shaping and been shaped by colonialism and has reproduced the status quo at the expense of those on the margins. Considering this reality, this study explores how journalism education and practice can be unlearned through a decolonising, Indigenous standpoint. It does this through an Indigenous co-led approach that brings together journalism students, journalism academics, and working journalists with family connections to, or extensive experience working with, 10 distinct Indigenous people groups. The participants provided provocations to journalists interested in unlearning the standard way that journalism is learned and practised.

This research, focusing on “academic literacy” as the problem we face these days relating to reading and in higher education, reviewed strategies used by students to understand the meaning of texts. The object of study is methodologically centered on students, texts and pedagogical and didactic proposals. Focus groups brought light to students perceptions, beliefs and representations of activities related to interpretation and comprehension of scientific and academic texts; conceptions considered in connection with the university culture, studying its emergence and its role in legitimating the dominant model of current education. It could be argued that the different approaches to texts, reading, interpretation and the level of comprehension are ruled by patterns, criteria, uses and habits which are explicitly and implicitly established in pedagogic and didactic options. Here, in the institutional everyday life, where the interpretation, as a hermeneutical activity and the comprehen...

Focusing on three case studies of novel approaches about which claims of innovation have been made, this paper explores the process of methodological innovation and the response of the social science community to innovations. The study focuses on three specific innovations: 'netnography', 'child-led research' and 'creative methods' and draws on interview data with researchers who have developed these approaches and those who have engaged with them. Data are explored through the lens of the social context of contemporary qualitative research methods and specifically what has been referred to in the UK as the 'impact' agenda. We argue that while methodological innovation may be viewed by researchers as important for the continued success of social science disciplines, the processes whereby new methods are developed and marketed, within the context of contemporary social research and the impact culture, may limit their acknowledgement and acceptance within the broader social science community. This culture increases the speed at which innovations are developed and marketed, encourages the dissemination of codified or procedural approaches to innovations which limit the craft of qualitative research and encourages early career researchers to adopt approaches without being reflexive about the affordances these methods might provide.

This article discusses the theoretical models and trends underlying university teacher education programs and proposes to define systemic approaches at the supra-university level, in order to contribute to professionalizing the role of teachers and improve the quality of higher education. This paper aims to describe the models, trace trends and suggest improvements in teacher training after the implementation of the Bologna process. To do so, it reviews the literature and discusses new perspectives from a critical reflection.

El presente artículo explicita los modelos teóricos y las tendencias que subyacen a los programas de Formación del Profesorado Universitario (FPU) y propone definir planteamientos sistémicos del ámbito supra-universitario, con el fin de contribuir a profesionalizar el rol docente y mejorar la calidad de la enseñanza universitaria. Este trabajo tiene como objetivos describir los modelos, trazar las tendencias de la FPU y proponer mejoras tras la implantación del plan Bolonia. Para ello, profundiza en la literatura y aborda nuevas perspectivas desde la reflexión crítica

Una de las acciones que caracteriza a los docentes es el diseño del aprendizaje de los alumnos. Los docentes continuamente estamos tomando decisiones que de una u otra forma afecta lo que los alumnos aprenden y la forma como lo hacen. Generalmente este proceso se desarrolla en contextos de privacidad. Hasta la entrada en vigor del Espacio Europeo de Educación Superior, la visibilidad del diseño del aprendizaje que el profesorado realizaba era limitada. La información filtrada públicamente acerca de nuestros diseños de aprendizaje se limitaba a breves descripciones de lo que se denominaban "programas de asignaturas", que poco o nada describían acerca de qué era realmente lo que hacíamos en el aula, así como qué hacían nuestros estudiantes para aprender. En este artículo describimos una investigación que ha analizado los procesos de enseñanza en la universidad a través del estudio del diseño de secuencias de aprendizaje. Tras analizar una variedad de docentes de diferentes universidades y ramas de conocimiento, constatamos que existen diseños de aprendizaje innovadores que pretenden promover en el alumnado una alta comprensión de lo aprendido a través de su implicación en procesos de indagación. Pero sin embargo, también constatamos cómo permanecen constantes tareas que denominamos asimilativas y que configuran la mayor parte de las tareas de aprendizaje del alumnado.

Research matters, not a little but a lot. But is it the 'discovery and knowing' that matters or is it when that knowledge is disseminated, carried forward and has impact that it really matters. For me, this frames the debate around research impact measures, both the why and the how.

The Melbourne Declaration on Educational Goals for Young Australians (2008) and the Early Years Learning Framework for Australia (Department of Education, Employment and Workplace Relations 2009) (DEEWR) prescribe that Indigenous Knowledges and perspectives be included in the curricula of early education and care services (EECS), to effectively value and support Indigenous families. However, the literature suggests there are substantial gaps in non-Indigenous teacher educator understandings and engagement with Indigenous Peoples and cultures. As a result, early childhood education too often includes stereotypically defined curricula interpreted from the dominant Western standpoint, which fails to value the complexity and diversity of Indigenous Knowledges. Using Indigenous research methodology, in a qualitative inquiry, this study sought to privilege the voices of Indigenous Peoples in identifying and exploring successful inclusion of Indigenous Knowledges in formal early learning settings. The study included thirteen Indigenous educators and parents/carers of Indigenous children, and eight non-Indigenous educators, who shared their views and experiences of Indigenous inclusion in the EECS with which they were engaged. Indigenous educators and parents/carers of Indigenous children identified and acknowledged positive approaches and examples of inclusion as well as sharing their views on additional needs and requirements to improve on the efforts of inclusion. Non-Indigenous educators demonstrated commitment to effective inclusion; however, the dominant positioning of Western worldviews over Indigenous epistemologies remained evident. In response, a relational model of inclusion iii grounded in Indigenous Knowledges is proposed. The model illustrates the diversity, complexity and value of Indigenous Peoples and our Knowledges. Critically, the model relieves the burden on non-Indigenous educators to be the authorities on Indigenous inclusion by positioning Indigenous Peoples as the experts and owners of Indigenous Knowledges, and the custodians of the lives and interests of the Indigenous children. Finally, the model champions ongoing respectful and meaningful collaboration between Indigenous Peoples and non-Indigenous educators as paramount to attaining genuine inclusion of Indigenous Knowledges in Western-based EECS. It has only been possible to meet the requirements of my PhD candidature and to complete this thesis with the support, guidance, love and care from all of the following people.

This article introduces and critically reflects upon the development of CiviAct – a multi-agency project that partners six anti-racist activist organisations and two universities in the North of England. CiviAct seeks to support and realise the benefits of youth and community-led civic action. It does this by: (i) financially resourcing the work of six anti-racist activist organisations; (ii) connecting those organisations with each other to create new opportunities for co-learning; and (iii) exploring new models of community-led university partnership. Based on insights derived from a 12-month development period (conducted throughout the first wave of the Covid-19 pandemic) we examine points of tension, manifested at the intersections between community partners, universities and project funders. Extending Strier’s discussion of university-community partnerships (UCP) as ‘fields of paradox’, we outline the complexities of collaborative working within a UCP that seeks to adhere to th...

In the last 5 years, more than 600 articles using respondent-driven sampling has been published. This article aims to provide an overview of this sampling technique with an update on the key questions that remain when using respondent-driven sampling, with regard to its application and estimators. Respondent-driven sampling was developed by Heckathorn in 1997 and was based on the principle of individuals recruiting other individuals, who themselves were recruited in previous waves. When there is no sampling frame, respondent-driven sampling has demonstrated its ability to capture individuals belonging to “hidden” or “hard-to-reach” populations in numerous epidemiological surveys. People who use drugs, sex workers, or men who have sex with men are notable examples of specific populations studied using this technique, particularly by public agencies such as the Centers for Disease Control and Prevention in the United States. Respondent-driven sampling, like many others, is based on a ...

This article examines the ethical considerations and broader issues around access to digitised historical medical images. These illustrations and, later, photographs are often extremely sensitive, representing disability, disease, gender, and race in potentially harmful and problematic ways. In particular, the original metadata for such images can include demeaning and sometimes racist terms. Some of these images show sexually explicit and violent content, as well as content that was obtained without informed consent. Hiding these sensitive images can be tempting, and yet, archives are meant to be used, not locked away. Through a series of interviews with 10 archivists, librarians, and researchers based in the UK and US, the authors show that improved access to medical illustrations is essential to produce new knowledge in the humanities and medical research, as well as to bridge the gap between historical and modern understandings of the human body. Improving access to medical illustration can also help to address the "gender data gap", which has acquired mainstream visibility thanks to the work of activists such as Caroline Criado-Perez, the author of Invisible Women: Data Bias in a World Designed for Men. Users of historical medical archives are therefore a diverse group, which includes researchers in medicine, history, and medical and digital humanities, as well as artists, journalists, and activists. Medical Heritage Library (UKMHL), as well as significant archival collections across the UK, US, and Canada, this article considers some of the broader issues facing the cultural heritage sector and the challenges medical images present.

This article focuses on the use of a participatory social network mapping method with family carers. This is one of a suite of methods developed in a 5-year qualitative multi-centre project exploring how neighbourhoods support, enable or disable people with dementia and their families to live well in their communities. The article considers how mapping provides insights into family support networks, revealing the fluidity of support and care within relationships as well as providing opportunity for individuals to represent the complexities of their relationships with more and less significant others. However, the potential offered by the approach goes beyond those of visual representations of networks and contacts. Paying attention to the co-production process, as well as the reflexive dialogue that emerges in the exchange between researcher, participants, and the maps themselves, we consider how the maps emerge as affective artifacts, weighted with emotion.

This article presents the description of an educational experience, which implemented an innovative proposal for using ICT in the classroom. The experience was realized in the year 2010 in the subject-matter denominated Teaching Practice in the degree career of Training Teachers of Mathematics of the National University of Rosario (Santa Fe - Argentina). We used the site of Google docs to facilitate the construction of a practice community where the future teachers interacted and narrated about the activities in the superior and secondary educative levels.

One of the biggest developments in mixed methods research has been the conceptualization of one or more analysis types associated with one tradition (e.g., qualitative analysis) being used to analyze data associated with a different tradition (e.g., quantitative data)—what Onwuegbuzie and Combs (2010) called crossover mixed analyses, or, more simply, crossover analyses. A hallmark of crossover analyses is the notion of quantitizing, which, in its simplest form, involves converting qualitative data into numerical forms that can be analyzed statistically. The focus on quantitizing has been on descriptive-based quantitizing approaches such as counting the occurrence of emergent themes. Unfortunately, scant guidance exists on inferential-based quantitizing, which refers to the quantitizing of qualitative data for the purpose of prediction or estimation (Onwuegbuzie, in press). Although recent literature has emerged on a few inferential-based quantitizing approaches (i.e., multiple linea...

This study aims to identify the educational methodology used in the European Space of Higher  Education (ESHE). 207 Erasmus students, from different countries and fields of study, assessed,  via an on-line questionnaire, the frequency of use of different Organizational and Teaching  methods, Evaluation strategies and IT. The answers showed a significant variety and a first  analysis revealed that no unique teaching methodology existed in the ESHE, typical of Bologna  (Tuning Project). A more detailed analysis showed that this methodology appears to be focused on  theory (e.g., Presentation method), followed by Practice (e.g., Seminars and Practical’s), rather  than on Projects (e.g., Group and autonomous studies, Project-based learning), which would  appears to indicate a lack of consolidation of the intended paradigm from teaching to learning.

El objetivo de este estudio fue identificar la metodología docente utilizada en el Espacio Europeo de Educación Superior (EEES). 240 estudiantes ERASMUS, de diferentes países y áreas de conocimiento, evaluaron, mediante un cuestionario (vía web), la frecuencia de utilización de distintas: (a) Modalidades Organizativas; (b) Métodos de Enseñanza; (c) Estrategias de Evaluación; y (d) Tecnologías de la Información y la Comunicación (TIC). Las respuestas mostraron una notable dispersión y un primer análisis reveló la inexistencia de una única metodología docente en el EEES, típica de Bolonia (Proyecto Tuning). Un análisis más pormenorizado reveló que esa metodología parece estar centrada más en la Teoría (e.g., Método Expositivo), seguida por la Práctica (e.g., Seminarios y Clases Prácticas), que en los Proyectos (e.g., Estudio y Trabajo, tanto grupal como autónomo, Método del Aprendizaje Orientado a Proyectos), lo que parecería indicar la falta de afianzamiento del pretendido cambio de paradigma desde la enseñanza al aprendizaje.

This chapter aims to address the scant attention that has been paid to time and temporalities in re-entry and re/integration research. Drawing on data from the ‘Distant Voices—Coming Home’ project, which used creative methods to explore re/integration after punishment—we illustrate and analyse three ‘travails’ of penal time. We use the term travails here to stress the significant, difficult and active work involved in addressing these temporal challenges. Respectively, these travails concern the struggles caused by ‘de-synchrony’ between time inside and outside of prison and the problems of ‘re-synchrony’ that it creates; the contestation of ‘readiness’ for progression and release; and the problem of living with the paradox of ‘enduring temporariness’. In our conclusion, we argue that tackling these three challenges requires people re-entering society to travel not just through spaces and to places but also through time, both backwards and forwards. These journeys are fraught with b...

Embarking upon empirical qualitative research can be a daunting and emotional task, particularly for those who are new to research and for those who research vulnerable groups and emotive topics. Doctoral criminological researchers transect these realms, often making their research experiences acutely emotional and challenging. In addition, researchers must be able to perform emotional labour as an important part of their professional practice. Based on 30 semi-structured interviews, this is the first study to explicitly explore the emotional labour of criminological researchers. Using the lens of emotional labour, the performance and impact of undertaking qualitative data collection in doctoral research is examined. From the interview data, three main themes are discussed: emotional labour, the consequences of performing that emotional labour and coping mechanisms to deal with those consequences. The article concludes with recommendations around support and training for PhD candida...

This paper reports how we used a realist review, as part of a wider project to improve collaborative mental health care for prisoners with common mental health problems, to develop a conceptual platform. The importance of offenders gaining support for their mental health, and the need for practitioners across the health service, the criminal justice system, and the third sector to work together to achieve this is recognised internationally. However, the literature does not provide coherent analyses of how these ambitions can be achieved. This paper demonstrates how a realist review can be applied to inform complex intervention development that spans different locations, organisations, professions, and care sectors. We applied and developed a realist review for the purposes of intervention development, using a three-stage process. (1) An iterative database search strategy (extending beyond criminal justice and offender health) and groups of academics, practitioners, and people with l...

There has recently been a tremendous growth in systematic literature review methods in social science, which may create confusion as to the role of researchers and reviewers. I argue that the tale of the Blind men and the elephants is a metaphor that illuminates the elusive nature of reality and the work of both primary researchers and various types of reviewers. The value of the metaphor is illustrated with a case drawn from the field of policy and program evaluation. Despite its limitations, this metaphor may lead social scientists to reflect upon the rigor of their literature review practices.

One method for causal analysis in the social sciences is structural modeling. Structural models, as used in this article, model the (causal) mechanism for a social phenomenon by recursively decomposing the multivariate distribution of the variables of interest. Often, however, one does not achieve a complete decomposition in terms of single variables but in terms of “blocks” of variables only. Papers giving an overview of this issue are nevertheless rare. The purpose of this article is to categorize distinct types of block-recursivity and to examine, in a multidisciplinary perspective, the implications of block-recursivity for causal attribution. A probabilistic approach to causality is first developed in the framework of a structural model. The article then examines block-recursivity due to the presence of contingent conditions, of interaction, and of conjunctive causes. It also discusses causal attribution when information on the ordering of the variables is incomplete. The articl...

Enquêtes quantitatives auprès des populations difficiles à joindre : l'expérience de l'Observatoire français des drogues et des toxicomanies Agnès Cadet-Taïrou a , Catherine Reynaud-Maurupt b , Jean-Michel Costes a , et Christophe Palle a a Observatoire français des drogues et des toxicomanies, France b Groupe de recherche sur la vulnérabilité sociale, France Résumé Cet article décrit la conception du dispositif de connaissance des pratiques de consommation de drogues chez des usagers dits « difficiles à joindre », mis en oeuvre par l'Observatoire français des drogues et des toxicomanies (OFDT). L'OFDT a pour objectif de proposer une vision cohérente et précise des phénomènes d'usages de drogues et d'en suivre les évolutions dans une perspective nationale, en dépit des disparités régionales. Le champ d'étude a été segmenté en espaces d'usage, d'observation et/ou de contacts possibles avec les usagers de drogues. L'analyse au fil du temps de données quantitatives et qualitatives a permis de segmenter également l'ensemble théorique et hétérogène formé par les usagers de drogues (UD), en types de populations et en sous-populations. Celles-ci présentent des caractéristiques et adoptent des pratiques différentes, qui n'évoluent pas toujours de la même manière. Elles sont parfois géographiquement instables. L'expérience de l'OFDT concernant les études probabilistes menées auprès des UD ou de populations à forte prévalence d'usage de drogues est évoquée à travers une étude « capture-recapture » visant à estimer des prévalences d'usage problématique dans 6 agglomérations françaises et une enquête quantitative menée à partir d'un plan de sondage ethnographiquement raisonné en milieu festif orienté vers la musique « électro ». Ces études à échantillonnage complexe s'avèrent indispensables, notamment pour la mesure de prévalences d'usages de drogues au sein de populations non exclusivement composée d'UD. Cependant, il nous semble qu'elles ne peuvent assurer à elles seules, la mesure d'un phénomène ou le suivi de ses évolutions, du fait des nombreuses sources de biais attachées à l'échantillonnage et au recueil des données dans les enquêtes en population difficile à joindre. La mise en perspective de leurs résultats avec des données quantitatives issues d'autres sources, notamment les séries temporelles recueillies auprès des usagers des structures dédiées aux UD, mais également des données ethnographiques, nous apparaît indispensable au suivi des tendances.

To prepare students for multicultural environments and understand consumers from different backgrounds, marketing educators must incorporate diversity into their curricula and recognise the importance of decolonisation by considering First Nations' perspectives to promote reconciliation and better outcomes. This paper reports on a novel approach of students working directly with First Nations businesspeople to gain an applied understanding of Indigenous cultural learning. The study examines the influence of this approach on students' learning and cultural understanding, as well as how the teaching approach and authentic assessment design within the unit improve the confidence of students to apply these learnings and engage in culturally informed practices, both presently and in their future careers. Through embracing an applied learning experience and critical self-reflexivity, students gained a greater appreciation and respect for First Nations peoples resulting in a transformational shift in their attitudes, leading to greater empowerment, respect, competence and confidence in their cultural awareness to work with First Nations. The paper fills a gap in the literature by highlighting a teaching and learning approach that engages and builds students' Indigenous cultural competencies within the marketing discipline through a strength-based approach, thus promoting cultural sensitivity and effective communication with diverse populations.