Need to get to grips with some of those words that are being flung around – validity, reliability, generalisability, authenticity, rigour, replicability, triangulation. At the moment they seem a bit of a blur of contested concepts – it’s about time I pursue an inquiry to get to grips with these concepts, the debates around them and more importantly – their relevance to MY particular research project. Continue reading
Tag Archives: TU870
If not a Project, then what?
I’ve got a feeling that this is going to be quite a long post because I have spent the last two weeks grappling in my head with something that concerns me.
I’ve never been one for Programmes and Projects – with capital ‘P’s – with all the trappings of templates and documentation and traffic light reports but recently I’ve found myself yearning for more structure and more shape to what I am doing. I’ve started to wonder if – in my wholesale rejection of Project methodologies, I have thrown the baby out with the bathwater.
True it has been a bit of a extra messy time with particular big fluxes of events and issues over time. Lots and lots of uncertainty – maybe the woolliness is getting to the point when I am lost – and if I’m lost then others around me probably are too. I have started taking action at work to change this but I do want to explore – if not a Project, then what? Continue reading
The practice of valuing…and doing evaluation
Ison* (2010, chapter 13) discusses a systems view of valuing and evaluation. Before, I try and summarise these views, I thought it would be good to take stock of where my understanding is starting from. Continue reading
The nature of change
I use the word “change” a lot but never really stopped to think about my understanding of the concept. Just had a few minutes fun looking up “change” on http://www.visualthesaurus.com/ (the trial version). It has loads of connections so it is obviously quite a rich word.
So what are the foundations of my understanding of “change” and how has that changed (!) as I have got more into systems practice. Continue reading