Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- African Languages and Societies (1)
- Anthropology (1)
- Arts and Humanities (1)
- Communication (1)
- Critical and Cultural Studies (1)
-
- Curriculum and Instruction (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Higher Education (1)
- Higher Education Administration (1)
- Higher Education and Teaching (1)
- Other Education (1)
- Social and Behavioral Sciences (1)
- Social and Cultural Anthropology (1)
- Teacher Education and Professional Development (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Tacit Cultural Knowledge: An Instrumental Qualitative Case Study Of Mixed Methods Research In South Africa, Debra Rena Miller
Tacit Cultural Knowledge: An Instrumental Qualitative Case Study Of Mixed Methods Research In South Africa, Debra Rena Miller
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Notwithstanding the dramatic expansion of mixed methods research, research methodologies, methods, and findings are culturally situated. Problematically, studies conducted outside the global north often embrace canonical methodologies aimed at understanding concepts more explicit than tacit. Learning about the needs of researchers and participants in South Africa may bring to light taken-for-granted assumptions in Anglo-American orientations of mixed methods. Hence, the purpose of this study is to explore aspects of tacit cultural knowledge that contextualize mixed methods research in South Africa.
In-person interviews among South African professors as well as a corpus of books, sections, journal articles, and theses informed the …
Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer
Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer
To Improve the Academy: A Journal of Educational Development
Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members’ stated needs. The study draws on mixed methods data from The Initiative for Faculty Development in Liberal Arts Colleges (IFDLAC), including survey andinterview data from the 13 member institutions of the Great Lakes Colleges Association (GLCA).The authors offer future implications for faculty development practice.