Paul Duckett, David Fryer, Rebecca Lawthom, Brona Nic Giolla Easpaig and Harriet Radermacher
The purpose of this paper is to answer the question “what is good research?” from the perspective of critical researchers working in the discipline of psychology.
Abstract
Purpose
The purpose of this paper is to answer the question “what is good research?” from the perspective of critical researchers working in the discipline of psychology.
Design/methodology/approach
The authors first look at what it means to be “good”, then what it means to be critical and then interlink these two as a means of providing a context to understand why there appears to be so little critical research around. Findings– The authors have put together a narrative that they hope is readable but that still pulls on the different ways each of them have approached the topic of defining good research and thinking about critical research.
Originality/value
The authors have personally witnessed the disappearance‐ing of critical activists, anti‐psychiatry activists, disability rights activists, trades unionists, critical scholars; and put forward a reason (among others) as to why there is so little good critical research, which is that the status quo is implacably ferocious in its efforts to close it down wherever it occurs. Indeed, if the status quo is not doing its damnedest to close down the research you are doing, you can be reasonably sure it is not good critical research.
Details
Keywords
Sarah Preedy, Paul Jones, Gideon Maas and Hilary Duckett
This study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades…
Abstract
Purpose
This study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.
Design/methodology/approach
The study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.
Findings
Findings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.
Originality/value
The existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.
Details
Keywords
The experiences of people with disabilities can only be understood through the use of the disability paradigm. As in any developing area, there are a number of versions of the…
Abstract
The experiences of people with disabilities can only be understood through the use of the disability paradigm. As in any developing area, there are a number of versions of the disability paradigm, each one of which is presented. Together they lead to the version of the disability paradigm in which disability is understood as discrimination, with equal protection and due process as means for countering this discrimination. Finally, a composite disability paradigm is elaborated.
Abstract
Details
Keywords
Abstract
Details
Keywords
Abstract
Details
Keywords
As a teenager, and beyond, I benefited greatly from the philosophy shelves of my local public library. Later, as a philosophy undergraduate, the local library was useful in…
Abstract
As a teenager, and beyond, I benefited greatly from the philosophy shelves of my local public library. Later, as a philosophy undergraduate, the local library was useful in different ways. Later still, as a subject specialist librarian, I was responsible for the selection and management of the philosophy shelves in two different library systems. And latterly, as a middle‐manager in an era of reduced prosperity, it has been my sad task to reduce stocks on the philosophy shelves. Such varied experience: as user and provider, as graduate and freewheeler, as bibliophile and hatchet man, has caused me to think much on the subject. What philosophy books should the public library have on its shelves?