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Article
Publication date: 8 September 2014

Alexander Simpson, Natasha Slutskaya, Jason Hughes and Ruth Simpson

The purpose of this paper is to detail how the ethnographic approach can be usefully adopted in the context of researching dirty or undesirable work. Drawing on a study of refuse…

547

Abstract

Purpose

The purpose of this paper is to detail how the ethnographic approach can be usefully adopted in the context of researching dirty or undesirable work. Drawing on a study of refuse collectors, it shows how ethnography can enable a fuller social articulation of the experiences and meanings of a social group where conventional narrative disclosure and linguistic expression may be insufficient.

Design/methodology/approach

Viewing ethnography as no one particular method, but rather a style of research that is distinguished by its objectives to understand the social meanings and activities of people in a given “field” or setting, this paper highlights aspects of reproductive and “dirty” work which may be hidden or difficult to reveal. Combining the methods of participant observation, photographic representation and interviews, we add to an understanding of dirty work and how it is encountered. We draw on Willis and Trondman's (2002) three distinguishing characteristics namely, recognition of theory, centrality of culture and critical focus to highlight some meanings men give to their work.

Findings

By incorporating these issues of theory, culture and reflexivity throughout the research process, this paper highlights how Willis and Trondman's (2002) approach aids the ethnographic objective and is crucial to the understanding of representation and experience.

Originality/value

As such, the value of this paper can be understood in terms of developing a further understanding of dirty work, which incorporates an ethnographic process and interpretation, to achieve “rich data” on the dirty work experience.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 9 no. 3
Type: Research Article
ISSN: 1746-5648

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Article
Publication date: 1 July 2005

Laura Servage

The purpose of this work is twofold. First, the vagueness of e‐learning terminology is explored as a premise that the uncritical use of language reflects uncritical approaches to…

6538

Abstract

Purpose

The purpose of this work is twofold. First, the vagueness of e‐learning terminology is explored as a premise that the uncritical use of language reflects uncritical approaches to e‐learning. North American practitioner literature is then reviewed to examine the way(s) in which e‐learning vocabulary and metaphors reveal the attitudes and values that executive decision‐makers and analysts bring to bear on organizational e‐learning strategies.

Design/methodology/approach

Trade and industry publications related to e‐learning in the workplace are written both by and for executives and e‐learning analysts. A swath of these publications and web sites, along with three major white papers from the OECD, Canada Conference Board and NGA/ASTD were analyzed for major themes.

Findings

This review finds practitioner literature dominated by concerns about cost and technology in strategizing and implementation to the near exclusion of learner considerations. It is argued that a broader conceptualizing of e‐learning's impact is required for effective analysis.

Originality/value

This review lends perspective to the values and priorities of executive decision makers in practice, showing that a broader understanding of workers' learning and affective needs is required if e‐learning is to be applied effectively toward developing creative, productive, satisfying and sustainable learning organizations. Organizational decision makers should seek the input and perspective of multiple stakeholders to ensure that e‐learning strategies are appropriate not only in terms of financial and technological feasibility but also in the interests of lasting positive effects on employees and organizational culture.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

5222

Abstract

Purpose

To illustrate how the interdependence among four championing factors, five antecedents, and four moderators affect companies' efforts in valuing the adult learner in e‐learning.

Design/methodology/approach

A literature review was conducted to identify the championing factors, antecedents, and moderators that can assist teams in designing e‐learning that values the adult learner. A conceptual model was designed based on the identified factors. The paper provides a description of each factor and provides insight on how the championing factors, antecedents, and moderators are interdependent in valuing the adult learner.

Findings

Engagement, learning, and transfer are major outcomes that can be achieved via e‐learning if desirable championing factors, antecedents, and moderators are adhered. Championing factors include leadership, learning culture, technology infrastructure, and finance. Influencing antecedents include needs assessment, learning analysis, work setting analysis, work analysis, content analysis, and task analysis. Moderators include return on investment, learning theory application, technology, and creativity.

Practical implications

The antecedents, moderators, and outcomes discussed reflect a conceptual model that can be used to guide e‐learning teams in their attempts to value adult learners in their e‐learning designs.

Originality/value

While educational theorists and practitioners have provided a body of literature related to valuing adults in school settings, little investigation has been done in corporate contexts. This conceptual model is important to e‐learning teams within corporate settings as it provides an opportunity for critical reflection on how the adult learner can be valued in their e‐learning efforts.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 7 December 2015

Natasha Slutskaya, Jason Hughes, Alexander Simpson and Raffaella Valsecchi

The purpose of this paper is to offer an account of the personal experiences of being involved with the journal of Qualitative Research in Organizations and Management, to review…

155

Abstract

Purpose

The purpose of this paper is to offer an account of the personal experiences of being involved with the journal of Qualitative Research in Organizations and Management, to review the themes and issues stemming from the work that the authors think most pertinent, and to highlight those topics that the authors consider to contain the greatest future promise and potential.

Design/methodology/approach

Reflective piece.

Findings

The piece demonstrates how the discussion pursued in this journal has prompted a rethink of what qualitative research entails, how it might be assessed and evaluated, how it might be extended and reimagined, and of its enduring value to the development of knowledge about organisations and management.

Originality/value

The paper offers an account of personal experiences of being involved with the journal of Qualitative Research in Organizations and Management.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 10 no. 4
Type: Research Article
ISSN: 1746-5648

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Article
Publication date: 4 May 2012

Natasha Slutskaya, Alexander Simpson and Jason Hughes

The purpose of this paper is to explore the possibilities of incorporating such visual methods as photoelicitation and photovoice into qualitative research, in order to retrieve…

1849

Abstract

Purpose

The purpose of this paper is to explore the possibilities of incorporating such visual methods as photoelicitation and photovoice into qualitative research, in order to retrieve something that, as a result of particular group socialisation, has been hidden, unspoken of or marginalised.

Design/methodology/approach

The research design combines 40 in‐depth verbal interviews with male butchers, with the use of photoelicitation and photovoice, in order to increase participant control of data generation.

Findings

Results suggest that photoelicitation enabled working‐class men to engage with themes which are rarely reflected on or discussed; which may sit uneasily with desired presentations of self; and which challenge traditional notions of gendered work. It prompted participants to elaborate and translate their daily experiences of physical labour into more expressive and detailed accounts. This provided room for the display of positive emotions and self‐evaluation and the surfacing of the aesthetics and the pleasures of the trade – aspects that might have been otherwise concealed as a result of adherence to identity affirming norms. Photoelicitation also evoked powerful nostalgic themes about the past: a lament for the loss of skills; the passing of the time of closer communities and more traditional values.

Originality/value

The use of photovoice and photoelicitation in the exploration of a class and gendered “habitus” has highlighted the power of visual methods to offer a closer look at what participants considered important, to open space for the emergence of unexpected topics and themes and to allow for more comprehensive and reflective elaboration on specificities of personal experiences and emotions.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 7 no. 1
Type: Research Article
ISSN: 1746-5648

Keywords

Available. Content available
2166

Abstract

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 9 no. 3
Type: Research Article
ISSN: 1746-5648

Keywords

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Article
Publication date: 1 July 2005

Suzie Moon, David Birchall, Sadie Williams and Charalambos Vrasidas

This paper reports on the development of a workplace‐based e‐learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed…

4399

Abstract

Purpose

This paper reports on the development of a workplace‐based e‐learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed to address the specific needs of SME managers who, it has been noted, represent a significant proportion of the EU workforce but often experience difficulty in finding time or resources to undertake relevant training. The aim of this paper is to present the design principles developed to underpin the programme. These principles were developed specifically to address the need for greater pedagogic structure in the design of e‐learning courses.

Design/methodology/approach

The course design was informed by a literature review of e‐learning and management learning and by a set of focus groups conducted to identify the specific concerns of SMEs with regard to accelerating their learning in the workplace. The course structure was further refined through trial workshops in all five partner countries.

Findings

The paper presents a pedagogic framework and a structured set of design features, both of which were built into the course as a result of the research undertaken. It also provides reflections on the efficacy of the design process that resulted in the formation of the design principles, and also the prospects for e‐learning programmes in supporting accelerated learning in the workplace.

Practical implications

The design process and reflections may usefully be extracted to inform other cross‐national or SME‐focused e‐learning programmes.

Originality/value

The paper draws on theory and research data to demonstrate the importance of thorough research in e‐learning course development.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 1 July 2005

Anne Julien

To set‐up a classification of the types of profiles and competencies that are required to set‐up a good e‐learning programme. This approach provides a framework within which a set…

2459

Abstract

Purpose

To set‐up a classification of the types of profiles and competencies that are required to set‐up a good e‐learning programme. This approach provides a framework within which a set of standards can be defined for e‐trainers.

Design/methodology/approach

Open and distance learning (ODL) has been developing in Europe, due to new tools in information technology but the way in which it is carried out varies from country to country. Up until now, the focus has usually been to study technical standards although it is now more beneficial to carry out research on non‐technical standards. The methodology is based on the Isfol methodology, created in Italy in 1998 and adapted for this survey.

Findings

This paper gives the results of a survey that was conducted in four European countries, England, France, Italy and Portugal, and gives an insight into the different professional profiles associated with this new type of learning.

Research limitations/implications

This analysis represents just the first step towards quality and accreditation.

Practical implications

This research highlights the best way to conduct an e‐learning project involving the best participant profiles.

Originality/value

This paper provides a pan‐European approach to ODL and outlines the major professional profiles used in each country. It highlights non‐technical standards.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 1 July 2005

Consuelo L. Waight and Barbara L. Stewart

To investigate how the adult learner is valued in e‐learning corporate settings.

3949

Abstract

Purpose

To investigate how the adult learner is valued in e‐learning corporate settings.

Design/methodology/approach

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Findings

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

Research limitations/implications

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

Practical implications

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Originality/value

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 1 July 2005

Sandra Jones and Jackie McCann

The paper argues that virtual situated learning environments (VSLE), designed as authentic learning experiences, can provide managers with broader learning opportunities while…

991

Abstract

Purpose

The paper argues that virtual situated learning environments (VSLE), designed as authentic learning experiences, can provide managers with broader learning opportunities while also cater for the learning needs of the increasing number of peripatetic managers.

Design/methodology/approach

An action learning methodology, using first person observation of practice, was used. This first person observation is inclusive of the designers and facilitators of the VSLE (the authors), and of the managers participating in virtual professional practice activities as students. This methodology was chosen in recognition of the need to qualitatively demonstrate the effectiveness of the VSLE for management education.

Findings

The findings suggest that on‐line learning environment has, when designed to supplement rather than replace face‐to‐face (F2F) learning, significant advantages for the peripatetic manager.

Research limitations/implications

It is recognised that there are limitations in generalising from particular case studies, particularly when a first‐person action methodology is undertaking. However, this needs to be weighed against the opportunity provided to present the qualitative depth, particularly important when dealing with the intangibility of knowledge.

Practical implications

The implications are that the on‐line learning environment has significant potential for augmenting the F2F environment for managers, particularly in providing the flexibility required by the increasing number of managers working in a global workplace.

Originality/value

The research has significant value for both peripatetic managers seeking to engage in learning environment and universities and academics seeking to provide learning opportunities that are both accessible to, and relevant for, managers, particularly the newly emerging, geographically flexible managers.

Details

Journal of Workplace Learning, vol. 17 no. 5/6
Type: Research Article
ISSN: 1366-5626

Keywords

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