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Instead, Within An Interpretive Axiology, Ontology And Epistemology, It Is ...

Instead, within an interpretive axiology, ontology and epistemology, it is the intent of the inquirer to examine contextual nuances as interpreted by the researcher in concert with others (Piantanida et al, 2002), which is particularly suited to a study such as this where the researcher is exploring aspects of their own place of work. The researcher therefore does not set out to prove that their findings and generated theories are essentially true or factual, but instead, through a series of discursive or interpretive exchanges that constitute the research process set out to challenge or contest established understandings by bringing tacit knowledge to light, with the purpose of understanding the full spectrum of meaning and concepts uniquely brought to encounters within the research context (Piantanida et al, 2002).

Partington (2000) suggests challenging the dominance of the quantitative, deductive, theory-testing research paradigm in research. Douglas (2003) suggests research should take into account the complex processes and contextual issues that affect behaviour, the opportunity for which may be inherent in the Grounded Theory process, with its focus on inductive theory generation. Plus,
the grounded theory approach suits the purpose of transforming tacit knowledge into codified knowledge (Partington, 2000).
Saunders et al (2003) argue that a combination of quantitative and qualitative methods might be best suited to the assessment of human feelings and perceptions. Methodological triangulation has been used as the means of collecting data for this study (Dollard et al 2003). Not only does this avoid the limitations of a single method approach, it enhances validity and reliability (Cohen et al, 2000). Essentially, this will mean that the study type encompasses both descriptive and exploratory elements, but the limited sample size also limits this study's explanatory capability (Grix, 2004).
The ontological position of this research is less difficult to define. By focusing on the human element of experience in relation to the institution and its practices and the expression of its functions, it embraces a constructivist approach whereby the social phenomena under examination are those accomplished by social actors (Grix, 2004). In this instance, the phenomena are the levels of inclusion and the types associated with this inclusion, (ie, the type of SEN children who are present for individuals within the sample group), and the perceived effects of this reality on the social actors. While the development of this model presents a picture of the state of being at this moment in time, the constructivist approach also acknowledges that the categories developed are in a constant state of revision (Grix, 2004).

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