Assumptions Of Paradigm Research Articles

Problematising philosophical assumptions in EE's Invisible College

PurposeThis paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications.Design/methodology/approachThe study’s approach is to purposefully unsettle taken-for-granted assumptions implicit within 44 influential articles which have been said to reveal EE's Invisible College. The authors utilise three heuristic tools offered by problematisation – identifying paradigmatic assumptions, (re)conceptualising subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question “what is EE's underlying philosophy?” but rather ask, “what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?”FindingsWith some notable expectations, EE's Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work.Originality/valueRevealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level – from lack of legitimacy, criticality and taken for grantedness of the field – to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

A 15-Year Progress Report on the Presence of Humanistic/Existential Psychology Principles in Mental Health Outcome Measurement: Thematic Discourse and Summative Content Analyses

Fifteen years ago, Pfaffenberger (2006) applied five implicit paradigmatic assumptions identified by Slife of the dominant positivistic medical model paradigm—hedonism, universalism, atomism, materialism, and objectivism—to psychotherapy outcome research and its practice implications. Her applied theoretical essay revealed critical issues involving hidden power and privilege dynamics therein. Furthermore, Levitt et al.’s (2005) research examined nine then-common outcome instruments to determine the extent to which their item content reflected humanistic psychology principles in nine domains derived from the authors’ systematic review and thematic analysis of the humanistic literature. Their content analysis revealed that the majority of those domains were inadequately represented. In this article, using thematic discourse analysis (aka latent thematic analysis), I first identify how the philosophical and political assumptions summarized by Pfaffenberger are apparent in three outcome instruments that are commonly used in U.S. community mental health settings today: the Adult Needs and Strengths Assessment, the Ohio Mental Health Consumer Outcomes System, and the DSM-5 assessment measures. As part of my analysis, I contrast paradigmatic assumptions of the medical model with those of humanistic/existential psychology as a basis for contextualizing and understanding the implications of measurement-based care as articulated through the two discourses. Then, second, based on a summative content analysis of the three instruments, I report on the progress that both has been and remains to be made in their item content since Levitt et al. noted the general dearth of humanistic principles in mental health outcome measurement. Suggestions for future research and instrument development are discussed.

Paradigm crisis of modern Russian juridical science: Loss of normative unity

In this article the authors analyze the theoretical and methodological bases of modern Russian juridical science as a part of study theoretical principles of humanities as science. The article presents an attempt to apply the concept of T. Kuhn’s scientifical paradigm to the study of the current state of juridical science, norms, and principles of the scientific community of scholars in law. The crisis in science is primarily reflected in the absence of the above-mentioned theoretical and methodological unity at the scientific community. To confirm this idea, the authors studied the content of objects of research and the methodology of graduate thesis in law in 2019. Based on the results of their own research, the authors found that in most graduate theses, the object is formulated using the expression “social relations”. It is borrowed from the theoretical foundations of juridical science of the Soviet period and is completely unrelated to the analysis of class relations, representing a stable and meaningless language stamp. Graduate theses in law have an excessive tendency to use sociological surveys conducted at a low scientific level. There is also a situation of “methodological chaos” — the absence of a core of proper juridical methods, which calls into question the specifics of juridical science. The authors come to the conclusion about the “crisis of reproducibility” of the results of juridical research, as well as the prevailing trend of reducing the methodology to the methodics. Most scholars in their graduate thesis follow an empirical path, basing their conclusions not on a priori paradigmatic assumptions, but on situational experimental data. A negative consequence of the paradigm crisis of modern Russian juridical science is the institutionalization of non-normativity and the process of reproduction of scientific anomie. A negative valuenormative convention is being formed in the paradigm crisis.

THE CHALLENGE OF ANTHROPOLOGY AS HUMANITARIAN SCIENCE IN THE ETERNAL SEARCH OF ORIGINALITY BETWEEN THE CULTURAL DIFFERENCE AND THE SOCIETAL OTHERNESS

For a long time anthropology was defined by the exoticism of its subject matter and also by the distance (mostly cultural than geographic) separating the researcher from the researched group. However, after the coming of the new Millennium many things have been changed radically and many anthropologists imply their old professional ethnographic techniques to study their own cultures using terms as otherness instead of exoticism and reflexivity instead of objectivity. The term of cosmopolitanism also has been too much applied instead of multiculturalism, charged with political connotations of what could be ‘politically correct’ under the western values. In the same time, anthropology is exercised now also by the representatives of these ‘ different cultures’ who exercise by their original ways the inverse influence to the western values. Cultural difference has acquired its most complex meaning nowadays and the scope of this paper is to present through the example of tourism some cases of intercultural meetings under a paradigmatic assumption entailing not only anthropological self-criticism but also the consideration that this self-criticism anthropology prescribes is also morally and originally pointed. Social change has to be analysed objectively and in the same time from all points of view and this consists the challenge of anthropology in our era.

Action Research for Unearthing Paradigmatic Assumptions in a MALL Environment: Reflecting on a WhatsApp™ Intervention to Support Foundation Year Students' Communication

The current study is the first of a two-part action research study to support student's communication using WhatsApp™ at a Foundation Year language program in Saudi Arabia. The study focused on unearthing the assumptions behind the support using factual knowledge gathered from 24 female students. Using a questionnaire that included ten closed-ended questions and a focus on three open-ended questions, the data indicated that the students found the MALL environment and the content agreed with supporting their learning. Some students opined their challenges of remaining in the environment. Others found learning in the MALL environment helpful and improved their reading and writing. Taking an action research approach allowed the two teacher-researchers to unearth the paradigmatic purpose behind supporting students in the MALL environment. The current research falls within the scope of surfacing and linking MALL action with MALL practice, contributing to the active bridging of the paradigmatic purpose of sharing content with students outside their classes in a MALL environment. 

Integration of refugees involving organizational managers’ experiences

Abstract This article investigated the organizational integration of refugees from the experience of company managers in the city of São Paulo, Brazil. A basic qualitative research was developed, based on interpretative paradigm assumptions, and the data were collected through a semi-structured interview applied to five managers in charge of refugees in their workplace. The interviews data underwent qualitative content analysis. The results showed potential integration benefits, such as experience sharing, new talents, gratitude, engagement, improvements in the company’s reputation, productivity, creativity, and organizational development from the inclusion of new languages. However, factors such as language, diploma revalidation, skill limitation, and low schooling levels were seen as obstacles to efficient integration. The research also found that employers are highly dependent on voluntary assistance from organizations for hiring and integrating refugees, which indicates that, without the presence of these mediators, the possibilities of recruiting the refugee workforce may be affected. The study contributes to broadening the discussion on the organizational integration of refugees, a topic that is still little explored in the field of administration. It also intends to awaken in managers a more sensitive view about people in a situation of refuge and how their effective integration can impact their businesses and individuals.

The Rise of Emergent Corporate Sustainability: A Self-Organised View

Escalating climate crisis activism highlights the potential of self-organised approaches in sustainability to address the disconnect between corporate sustainability activities and globally declining ecological systems. This paper argues that corporate sustainability is a co-evolutionary process of emergence which may enable organisations to address this disconnect by creating a context supportive of emergence within the organisation rather than reacting to pressures from outside. An exploratory mixed-methods case study was used to explore how corporate sustainability emerged in two financial services institutions. This article develops the idea of corporate sustainability as a co-evolutionary process of emergence and presents a framework to assist organisations to cultivate sustainability. It adopts a complexity view and posits that reductionism associated with Newtonian thinking has contributed to the sustainability issues faced by humanity. This study suggests that the paradigmatic assumptions that have contributed to the sustainability crisis must be interrogated to create an environment which is conducive to the emergence of corporate sustainability. Through examining corporate sustainability as an emergent process, this paper sheds light on how businesses can foster conditions in which a self-organised response to sustainability challenges is distributed across the organisation whilst being embedded in the containing system.

Re-envisioning paradigms of education: towards awareness, alignment, and pluralism

In this article we introduce a synthesis of education “paradigms,” adapted from a multi-disciplinary body of literature and tailored to health professions education (HPE). Each paradigm involves a particular perspective on the purpose of education, the nature of knowledge, what knowledge is valued and included in the curriculum, what it means to learn and how learning is assessed, and the roles of teachers and learners in the learning process. We aim to foster awareness of how these different paradigms look in practice and to illustrate the importance of alignment between teaching, learning and assessment practices with paradigmatic values and assumptions. Finally, we advocate for a pluralistic approach that purposefully and meaningfully integrates paradigms of education, enhancing our ability to drive quality in HPE.

Comparative analysis of public management models

Purpose. Comparative assessment on the relevance of paradigms that lead to the development of new public administration models. Methodology. A comparative analysis was conducted in the research in order to provide a comprehensive understanding, from occupational and academic viewpoints, on the existing public administration models, which are traditional public administration, new public management and new public governance, spatial features which contribute to new paradigmatic exemplars and viewpoints. Findings. There are some important aspects in the understanding of paradigms in public administration models. To that extent the overall framework of public administration models are paradigms that constantly shift when a crisis occurs. This demonstrates that the new developed public administration models will not always fit in one paradigm, and can exist in a hybrid state where various characteristics of other paradigms overlap the other. Identifying these characteristics aids in determining the applicability of current models to regulating governance and management of public sector entities and functions as well as its designation. Originality. Previous research indicates that numerous attempts in understanding and developing a systematic approach to the order of public administration have been made. To date, the development of public administration as a discipline is perceived as a succession of overlapping paradigms. Notwithstanding this, public administration still remains the single most important aspect of bureaucracies in the world. With the government deciding on all aspects of civil society in capitalist, socialist and democratic states the objectives of public administration are termed to be in a continuous state of paradigm shift. Paradigms provide solutions and determine whether areas of a particular phenomenon are problematic and many public administrative practitioners have often adopted the paradigmatic assumptions that politicians, officials, and citizens are motivated by self-interest, and will perceive the development in public administration in this light. Practical value. The work provides an interpretation on the functions and prospects of public administration as a discipline that lead to the development and transition from traditional public administration (TPA) to new public management (NPM), then new public governance (NPG) and further on to other post-new public management models.

Ranking Art: Paradigmatic Worldviews in the Quantification and Evaluation of Contemporary Art

While numerous studies have shown diverse effects of rankings, rather little is known about their production. This article contributes to a broader understanding of rankings in society, and does so by focusing on underlying worldviews. I argue that the existence of a ranking and its concrete methodology can be explained by the producer’s paradigmatic assumptions about a world-to-be-ranked. Referring to the sociology of knowledge and studies on commensuration, comparisons, quantification and valuation, I provide a general heuristic to analyze this relation between underlying worldviews and observational regimes through which order is constructed systematically. Presenting empirical results on a ranking for the most famous artists in the world, I show how the review device’s initial problem and its construction of order derive from consistent assumptions about contemporary art, its symbolic structures and its social embeddedness. These findings have implications for both research on rankings and sociology of the arts.

A (Re)view of the Philosophical Foundations of Strategic Management

AbstractThis paper aims to review how different approaches to social inquiry (e.g. positivist, postpositivist, interpretive, postmodernist and critical theory) have been used in strategy research and how these main paradigms engage with strategy. In a fragmented domain, debates typically match paradigms to schools of thought and use the paradigm concept, sometimes even promiscuously, to examine the underlying premises of different theories. Thus, scholars tend to overlook the debate on philosophical meta‐theoretical assumptions (ontological, epistemological and methodological) and prefer onto‐epistemological approaches that are considered to be ‘normal science’, which underestimate the contributions of certain less traditional streams of research. This review offers a fresh view of the philosophical foundations of the strategic literature by combining author co‐citation and content analysis of a sample of academic sources and analyses both the meta‐theoretical assumptions and the basic paradigmatic assumptions for central constructs that strategy researchers attach to their frameworks (e.g. strategy, environment, firm and strategist). This endeavour enables scholars who work in a multidisciplinary field to gain a better understanding of the philosophical beliefs, principles and conventions held by different research communities and theoretical approaches. Exposing the underlying assumptions, as is done in this study, is a key step in theory development. Hence, this review can help researchers, young scholars and doctoral students navigate a confusing research landscape, problematize the existing literature and set new research questions.

Erasing the Past: Untangling the Conflicting Journalistic Loyalties and Paradigmatic Pressures of Unpublishing

ABSTRACT Unpublishing, or the act of deleting previously published media content from a news outlet’s online archive in response to an external request, is a growing ethical and practical dilemma for journalists. Adjudicating unpublishing requests leaves each media outlet to wrestle with balancing the ethical tenets of accuracy and objectivity. Amid a substantial rise in scholarly attention to technological challenges associated with digital privacy, research specific to unpublishing is limited and less focused on the ethical foundations from which professional practices might be developed. This study used qualitative interviews with editorial decisionmakers at print, television, and radio news outlets to explore the challenges unpublishing pose to journalists’ work. Results show a struggle to balance competing loyalties to the individuals requesting content to be removed and two fundamental paradigmatic assumptions. Findings identify new complexities to the media-audience relationship and call for refocusing attention toward resolving how unpublishing decisions fit within the journalistic paradigm before tenable newsroom practices can take root.

Aceitabilidade das metodologias ativas de ensino-aprendizagem entre discentes de odontologia

The study has two complementary objectives: to present the Active Teaching-Learning Methodologies (MAEA) applied, guided by constructivist-interactionist educational processes, in a odontology undergrad course of a federal university; and anylise the student acceptability and these methodologies. The research constitutes itself of an observational study with a transversal delimitation. MAEA has been experienced by 175 students who attended two mandatory theoretical disciplines, being 91 of the first (freshmen) and 84 of the last year(veterans). 161 students (92,4%) answered the questionnaire, evaluating the discipline content acceptability, presential and preparatory activities, the professor's didactic, the student/professor empathy and the student commitment. A high student acceptability to the andragogic activities was identified in the evaluated domains: theoretical content (92.4%), presential activities (82.0%) and preparatory activities (69.9%). It was concluded that there was excellent acceptability of the active methodologies by the students who participated of the research, being higher and less didactic-dependents among the veteran students. it was Legitimized the educational paradigm assumptions innovator/active and its introduction since the initial years of undergrad.

Analyzing Instructionally Focused Education Systems: Exploring the Coordinated Use of Complementary Frameworks

ABSTRACT Public school districts have been operating under a decade’s long press to move beyond functioning as engines of access-oriented mass public schooling to functioning as instructionally focused education systems pursuing educational excellence and equity. This press has researchers developing analytic frameworks useful for examining different ways that districts are responding. Even so, limitations in individual frameworks suggest a need to explore the coordinate use of complementary frameworks to support more comprehensive examinations of districts. This analysis explores the coordinated use of a “coupling framework” and a “systems framework” to analyze efforts in two districts to improve educational quality and to reduce disparities. Findings suggests that the coordinated use of the coupling and systems frameworks supports deeper analyses of instructional organization and management than either framework would on its own, and that further incorporating quality and equity frameworks would support still-deeper analyses. From the perspective of this issue of the Peabody Journal of Education (PJE), the implication is that elaborating new institutional theory to capture micro-level variation in response to macro-level dynamics is but one challenge faced by organizational researchers in education, and that the deeper challenge lies in considering alternative world views—paradigmatic assumptions—underlying the use of singular and complementary analytic frameworks.

Construction of a water and game theory for intercultural communication

Through the theoretical lenses of cultural gaming and paradigmatic assumptions of Eastern and Western cultures, this article looks into the interrelationships between game intentions and communication strategies. Through a thematic analysis of the Chinese traditional cultural classics from the pre-Qin (221 BCE–206 BCE) to the Republic of China (1912–1949) from the Chinese Text Project, three featured themes of water including the best and the softest, carrying boats and capsizing boats, and the most violent and the strongest have emerged in correspondence to the positive zero sum, zero sum, and negative zero sum game intentions. Thus, a water and game theory for intercultural communication has been constructed. The theory is applicable to managing intercultural communication barriers, esp. systematic misunderstanding between individuals from China and the West, between Chinese enterprises and their counterparts in other countries, and between China and other countries on various intercultural communication occasions.

Reassessing Global Health Education in the Age of COVID-19.

To the Editor: The COVID-19 pandemic has killed over a million people, stressed health care systems, and disrupted economies and societies globally. It has also created havoc in higher medical education. 1,2 This has been particularly notable in global health, where travel restrictions have brought traditional clinical global health rotations to a halt. These drastic changes in the learning environment offer an opportunity to rethink and improve global health education. The most concrete change is reduced international travel. Despite the possible adverse effects of short-term experiences in global health, 3,4 many academic institutions struggle to ensure that they meet the highest standards of long-term, bidirectional engagement. The pandemic-enforced travel pause may allow medical educators to refocus toward insuring longitudinal and high-quality programs rather than maximizing the number of trainees traveling. We can have a frank reckoning with finances, benefits, and sustainability. As travel is now removed as the “required” activity of global health education, we must rethink how we teach. In fact, many of us structure our curricula based on the fixed point of the trip, the experiential learning experience. Best practices in global health educational programs include robust predeparture training with significant time and energy spent preparing students for the local context. Educators should reconsider appropriate overarching learning objectives for global health. Can distance learning fulfill these requirements? Is it truly a sufficient replacement for in-country rotations? As medical educators, we need to reexamine the paradigmatic assumptions and “ground rules” implicitly built into our belief systems of what constitutes effective global health training. 5 The pandemic has now forced academic global health partnerships to be locally driven in practice rather than often previously only in theory. This has also accelerated innovation in partnering—virtual collaborations, investment in mobile health applications, funding for local activities, and astounding collaboration in global research. While exposing the still existing colonial aspects of global health, the pandemic highlights the critical importance of global health concepts. Disparate COVID-19 infection and mortality rates in underserved or minority communities underscore the importance of social determinants of health. The importance of proper funding for and training in public health is now painfully obvious. Global health education programs must use this opportunity to critically examine our paradigmatic grounding. We are invited to thoughtfully adapt and evolve promising practices and curricula to train the next generation to meet this challenge.

Contextualizing reliability and validity in qualitative research: toward more rigorous and trustworthy qualitative social science in leisure research

Issues of trustworthiness in qualitative leisure research, often demonstrated through particular techniques of reliability and/or validity, is often either nonexistent, unsubstantial, or unexplained. Rather than prescribing what reliability and/or validity should look like, researchers should attend to the overall trustworthiness of qualitative research by more directly addressing issues associated with reliability and/or validity, as aligned with larger issues of ontological, epistemological, and paradigmatic affiliation. In reviewing contemporary qualitative research methodologies, we present a variety of reliability and validity techniques that might lead to increased trustworthiness in analysis and representation of findings. Qualitative leisure scholars are encouraged to align paradigmatic assumptions, theoretical orientations, methodological practices, analytical techniques, and representational practices to engage trustworthiness techniques that can be assessed for quality and credibility. This conceptualization offers a useful pedagogical model and supports common language of qualitative preferred practices, while providing space and openness for growth, development, improvisation, and critique.

Racjonalne modele rozumowania klinicznego

Debate regarding evidence based medicine in current state focuses on basic philosophical as-sumptions of paradigm announced in 1992 by EBM Working Group. One of the topic in this debate is clinical reasoning in light of medical decision-making. Polish literature still lacks of comprehensive presentation in this theoretical fi eld. In current article I present overview of models of clinical reasoning. I begin from the debate of rationality distinguishing two positions called meliorism and panglosianism. Next I proceed to elaboration of three models for clinical reasoning in context of meliorists position. It gives an opportunity to look closer for inferential rules of clinical decision-making and as a result may be precious perspective for future re-search and medical education.

Education principles and practises turned to sustainability in primary school

With the objective to contribute to improving the education practises turned to sustainability, as well as to the training of sustainable individuals, this research has two main goals. The first one concerns the identification of the main EfS guiding principles turned to primary education, which aims at bringing some relevant theoretical contribution to the area through the proposition of an integrating framework. The second goal concerns identifying and analysing how education for sustainability is developed in a primary school, in the light of the framework suggested in the research, and how the EfS practises developed in this school can be improved. The present qualitative research follows the interpretative paradigm assumptions and has a phenomenological approach. Its main research method is the case study. The school which is the subject of study in this research is located in north-eastern Brazil. The research encompasses 2nd, 3rd and 5th graders, as well and Teachers and Principals. At first, the results enabled the proposition of a framework composed of 14 guiding principles from Education for Sustainability turned to primary schools, which, despite being an initial proposition, is believed to be strong enough in order to significantly contribute to the introduction of assertive practises in this area. Then, it becomes evident that, in relation to how Education for Sustainability is developed at the school under discussion, and how it can be improved, the institution is already working fully in accordance with 08 out of the 14 principles of the framework suggested in this study. Four other principles are partly met and 02 others have not been met yet.

Paradygmatyczne punkty widzenia nauk o bezpieczeństwie

Kuhn’s concept of paradigm refers to the distinction between mature and pre-paradigmatic science. Different approaches may compete in the latter stage. In security sciences, there is a discussion on the search for paradigms, which can mean a consensus of views within one discipline or contradictory assumptions. The discussion is a consequence of the evolution of this relatively recently emerged discipline and leads to the definition of its specificity. The paper presents various approaches to the paradigm proposed by representatives of security research in the broad sense of the term, which lead to a multi-paradigm shift. The research problem is an attempt to answer the question whether the presented points of view are the basis for formulating coherent assumptions of paradigms on the grounds of safety sciences and which scientists propose paradigms in this scientific discipline. Establishing one common approach as the most effective one will mean that a paradigm of safety science will emerge. Finally, the concept of personal security was proposed in terms of the system paradigm.