Schon's Theory Research Articles

Are low- and middle-income countries profiting from fast fashion?

PurposeIn the last two decades, the fashion value chain traveled to developing parts of the world. To these nations, it paved a path for socio-economic development initially but lately, the aftermath has costed more. This article visualizes the gains and losses of fast fashion to these countries.Design/methodology/approachAn in-depth systematic literature review was performed to analyze the secondary data from academic journals and reports from international organizations. The authors have compiled their empirical journeys in academia, research and industry from low- and middle-income countries (LMICs) based on Schon's (1983, 1990) theory of reflective practice. Further on, the article is structured using the value chain analysis (VCA) method which visualizes the aftermath of mass-producing fashion for the developed countries.FindingsIn this research it was found that LMICs have made substantial economic progress in the past two decades, however at a high social and environmental cost. It is the right time to find a balance between economic development and harm caused to the citizens of these nations.Originality/valueAt the moment the existing academic literature talks about unsustainable practices in the fashion sector around the world. This research precisely targets the LMICs where the aftermath is supposed to be much more severe. Further, it provides solutions and urges these nations to bring a substantial change throughout the value chain for a robust future.

Training in Basic Design Studio: Analysis of Tutor & Novice Students Interactions, Using Linkography Method

In the basic architectural design studio, due to the student being at the novice level and their unfamiliarity with the nature of design knowledge, there are always challenges in the field of learning and teaching. The most important educational activity in the architectural design studio that increases the design ability of novice students is the interaction between tutor and student, around solving the design problem. Therefore, studying and analyzing the correction sessions held by the tutor while solving the design problem can provide complete information about the quality of interactions and the factors affecting them. This set of information can be useful in future studies to facilitate design education for novice students. one of the most recent and also most accurate methods to analyze the way designers think in the situation they face with a design problem is to analyze design sessions using the Linkography method. In this method, what happens aurally during the design critique session between the tutor and the novice student is written down and the resulting text is coded using the FBS method. In FBS coding, codes are design problems and their relationship to each other defines design processes. Linkography is a method that converts the conceptual connection between codes into visual diagrams.in the current research, the interactions of tutors and novice students in three basic design studios have been analyzed and reviewed using the Linkography method. In the next step, citing the results of the analysis of Schon's theory as the most complete written research in the field of studio education, the role of the tutor in a successful studio has been identified. the results demonstrate that to establish successful interactions between tutor and student in the basic design studio, playing the role of the coach by the tutor is necessary. The tutor in the position of coaching has special behavioral characteristics that are introduced in the final research results.

Embedding Reflection and Learning into Agile Software Development

The theoretical underpinnings of agile principles emphasize regular reflection as a means to attain a sustainable development pace and continuous learning. In practice, high iteration pressure can diminish opportunities for ongoing learning and reflection threatening to deprive software teams of learning and reflection and possibly stagnating process evolution. The Reflective Agile Learning Model (REALM) combines insights and results from studies of agile development practices in India, New Zealand, and the US with Schon's theory of reflective practice. Using REALM, agile teams can establish self-organized learning as well as regular process maintenance and opportunities for process evolution to continuously improve practice.

Clinician's Commentary.

Clinician's Commentary.

Organizational development and transformational learning approaches in process innovations

PurposeThe purpose of this paper is to apply the organizational learning framework to the management accounting literature to better understand why management accounting innovations succeed or fail in organizations.Design/methodology/approachA theoretical framework integrating diffusion and organization learning theories is developed. Diffusion theory is used to describe the process whereby the innovation is implemented. Argyris' and Argyris and Schon's theory of organizational learning is used to describe the type of learning – single loop or double loop – required by the innovation. Finally, the works of Attewell, and of Schulz relating to organizational learning, and of Rogers and of Sandberg relating to adoption and diffusion theories, were utilized to identify and understand the potential pitfalls faced by managements implementing an accounting innovation.FindingsThe paper advances the notion that an organization's approach to learning and innovation should be of interest to management accounting researchers. The single‐loop (incremental/organizational development (OD)) and the double‐loop (radical/organizational transformation (OT)) learning influences the adoption (stage one) and diffusion (stage two) strategies that are appropriate for the design and implementation of management accounting innovations.Originality/valueThe paper makes an important contribution to the behavioral accounting literature by integrating sociological diffusion and organizational learning behavior literatures and relating them to management accounting research.

The Use of Practitioners as Part-Time Faculty in Postsecondary Professional Education

Donald Schon’s theory of reflective learning (1983, 1987) has been the model of professional education for decades. Yet little research is done to examine the role of practitioners as part-time teachers in professional education in light of his ideas. This research investigated four programmes of professional education in Hong Kong: (a) a master degree in journalism, (b) a top-up degree in architecture, (c) a professional diploma in architecture, and (d) a higher diploma in visual communication (design). Interviews were conducted with teachers and students. The results confirm Schon’s (1983, 1987) concepts about the experiential and artistic nature of professional education, in which coaching and mentoring in practicum are the most effective pedagogy. As development of Schon's theory, the role of practitioner-educators, in the use of professional experience and knowledge rather than textbook in helping students to develop reflective practice, is critical in bridging the gap between the academic and professional worlds. These findings indicated the importance of a restructuring of curriculum and pedagogy and the institutionalization of the role of practitioners as part-time teachers, in order to improve professional education.

Immunity to transformational learning and change

Purpose – The purpose of this paper is to examine and synthesize Argyris and Schon's Theory of Action and Kegan and Lahey's theory of Immunity to Change in order to produce an integrated model.Design/methodology/approach – Literature discussing Argyris and Schon's Theory of Action (Model I and Model II), single and double‐loop learning, espoused theory and theory‐in‐use; and Kegan and Lahey's theory of Immunity to Change was examined. The two theories were then summarized, analyzed, compared and synthesized into an integrated model.Findings – Within Kegan and Lahey's model of an immunity system, the Argyris and Schon Model I Unilateral Control Model should be considered a competing commitment. Kegan and Lahey's theory identifies a critical causal element (underlying assumption) not previously identified by the Argyris and Schon Theory of Action, thus opening the potential for expanded effectiveness by practioners of Argyris and Schon's theory.Originality/value – Little attention has been given in the lite...

Librarians's reflective practice in electronic reserves: An exploration of sources of copyright knowledge and professional development

Abstracthe research question of this study was what formal and informal sources librarians use in dealing with electronic reserves and in developing their copyright knowledge. The exploration of the sources of copyright knowledge was expected to drive issues and challenges in library practice to emerge, and to influence the design of further in‐depth study. The study employs a qualitative, naturalistic data collection methodology and an inductive data analysis methodology. The study applies Schon's reflection theory as a sensitizing theoretical framework to help understand the processes of librarians' decision about electronic reserves. To date, three librarians have been interviewed. In interviews, librarians thought aloud critical incidents of electronic reserves requests and the sources of copyright knowledge they use. Qualitative analysis was carried out through in‐depth analysis of interview transcripts and follow‐up interviews for clarification and confirmations of the findings. The analysis aimed at formal and informal sources that librarians use and on evidence of reflection‐on‐action. The findings point to both formal and informal sources, and suggest that the sources represent social and institutional cues that undermine practice and decision making. Issues emerged are that librarians and stakeholders debate over copyright fair use guidelines and standards in electronic reserves, and over different meanings of fair use. To better understand library practice, it is important to explore social and institutional cues embedded in the real world.

Revisiting Fromm's passions as presaging contemporary views of affect and dissociation.

Fromm viewed intrapsychic dynamic processes as having their origin in a generalized organic life force that gets transformed into psychic energy called passions. He is acknowledged as one of the most original, creative writers of the mid-20th century whose fertile mind and humanistic sensibilities synthesized the domains of psychoanalysis, social philosophy, and politics. His unyielding belief that the development of the individual psyche is inseparable from its two-way interaction with a lived relational and cultural context presaged the evolution of the relational perspective in psychoanalysis, and his concept of passions foreshadowed contemporary neuroscientific theories of affect and its role in intrapsychic life and self-identity formation. Damasio's theory of emotions is reviewed as a specific example of the current revamping of psychoanalytic theory as bottom-up information processing, that is, the integrating and synthesizing of affective experience and memory (preverbal mentalization) as fueling the creation of a narrative self. Fromm's discussions of dissociation are linked both to Damasio's core self experiences and to Bromberg's conceptualization of psychoanalysis of dissociative experience as a process of "standing in the spaces." And finally, Fromm's descriptions of psychoanalysis as an art are linked to Schon's action-oriented theory of practical knowledge.

Incorporating Educational Theory Into Critical Care Orientation

This article describes the development and implementation of a critical care total education system, which includes an orientation program. The educational process in this unit reflects Benner's model of novice to expert integrated with Schon's theory of reflective practice and Cranton's transformational learning theory. This program reflects an educational philosophy that facilitates learning on entry into the new workplace, and an established continuum of expected acquisition of knowledge, practice skills, attitudes, and critical thinking abilities promoting the transition from novice to expert.

The Effects of an Inquiry-oriented Teacher Education Program on a Faculty Member: some critical incidents and my journey

This paper is a self-study of my work as a professor as I redesigned and implemented an innovative teacher education program at OISE/UT. I begin by providing the background and setting to our program, a one-year, post-baccalaureate B.Ed. program. Since it is cohort-based, 60 students, we had the opportunity to structure the program around action research philosophy and practice. I describe and analyze seven 'critical incidents' from my own work in restructuring of the program. Using Schon's theory of reflective practice as the framework I examine my work in light of key concepts such as repertoire, artistry, reflection on action, reflective conversations, reframing, and so on. I show how my personal development as a reflective practitioner helped me develop the teacher education program to be more consistent with the theory and practice of reflective practice.

The Effects of an Inquiry-oriented Teacher Education Program on a Faculty Member: Some critical incidents and my journey

This paper is a self-study of my work as a professor as I redesigned and implemented an innovative teacher education program at OISE/UT. I begin by providing the background and setting to our program, a one-year, post-baccalaureate B.Ed. program. Since it is cohort-based, 60 students, we had the opportunity to structure the program around action research philosophy and practice. I describe and analyze seven 'critical incidents' from my own work in restructuring of the program. Using Schon's theory of reflective practice as the framework I examine my work in light of key concepts such as repertoire, artistry, reflection on action, reflective conversations, reframing, and so on. I show how my personal development as a reflective practitioner helped me develop the teacher education program to be more consistent with the theory and practice of reflective practice.

Superconductor-Insulator Transition in Two-Dimensional Network of Josephson Junctions

We studied the phase diagram for superconductor-insulator (S-I) transitions in a two-dimensional network of Al/AlO x /Al Josephson junctions by varying the tunneling resistance R n and by varying the junction area of the tunneling junction S from 0.01 µm 2 to 0.09 µm 2 . We observed that the critical tunneling resistance exhibited significant S -dependence and the resultant phase diagram was reminiscent of that of Fazio and Schon's theory. We also observed some differences between the results of theory and experiment at large E J / E C values.