Lioubov Krasheninnikova, 2013

Practice-based learning and challenges to its effective realization in different

contexts

Why the research?

Dialectic, postmodernist character of changes in the actual business environment requests for

management learning equal to this character New knowledge in form of new concepts and/or new relationships between already known issues tend to

arise in areas closer to praxis

Learning could take place less via transfer of body Learning could take place less via transfer of body of knowledge as it is to another context but rather of knowledge as it is to another context but rather

via permanent implication of theory at a via permanent implication of theory at a managers’ working places with probable managers’ working places with probable

modification of theories to be implied and further modification of theories to be implied and further modification of theory basing on new (alternative) modification of theory basing on new (alternative)

concepts arose at implication.concepts arose at implication.

Objectives

This research is designed to clarify:

• If such practise-based learning really does take place at managers’ working places and

• What are factors probably impacting the process and its results

Key definitions

• PBL (practice-based learning): contrast to 'classroom-' or 'theory-based‘ learning (http://en.wikipedia.org/wiki/Practice-based_professional_learning)

• Qualitative research: an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyses words, reports detailed views of informants, and conducts the study in a natural setting (Creswell, 1998)

• “Traditions” of qualitative inquiry –approaches a qualitative researcher can select and follow

• “Phenomenological tradition” – approach in qualitative research when author provides philosophical perspective of the research, “brackets” preconceptions, studies a single phenomenon (supposed to have an essential structure), data analysis is conducted by special phenomenological steps, at the end author returns to philosophical base of the study (Creswell, 1998)

Theory to base on (what is already known):

• Dialectic character of PBL (application-reconsideration of practice-reconsideration of theory-application…);

• Traditions of qualitative inquiry -John W.Creswell, “Qualitative Inquiry and Research Design, Choosing among Five Traditions” –SAGE Publications, 1998;

• Two metaphors of learning -A.Sfard, “On Two Metaphors for Learning and the Dangers of Choosing Just One”, 1998

• Epistemology of practice;• Critical engagement;• Synthesis of theory and practice;• Tacit knowledge…..

Why phenomenological tradition? Phenomenological study describes meaning of lived experiences for several individuals about a concept of the phenomenon (PBL realization).

Chosen intuitivelyParticipants can be carefully chosen to be individuals who rally experienced the PBL

Bracketing of personal experience of the researcher can be difficult

Major procedural issues in using “Phenomenological” tradition in quality research

• Bracketing my own preconceived idea re what is PBL

• Writing research questions exploring meaning of experience of individuals

• Data collection from individuals who experienced the phenomenon

• Phenomenological data analysis• Writing phenomenological report

showing better understanding of the phenomenon has been achieved (a single unifying meaning of the experience exists).

Questions to be answered

1.What is PBL?

2.What are factors mostly affecting PBL realization in

different cultural etc. settings?

Research design

Research design

Research design

Research design

List of items to be discussed at interview

1. Is there in your practice issues causing feeling of dissatisfaction? Among them could be not satisfactory performance, feeling of lost possibilities to have it improved, wish to do something in another way?

2. Have you ever thought of changes to be introduced into your practice to have it improved?

3. Did you discuss your thoughts with your colleagues?4. Have you ever tried to apply theoretical concepts,

learnt in LINK/OU, to improve your performance?5. Have you ever tried to re-consider theoretical

concepts learnt in LINK/OU in the context of your practice (performance) improving? If yes, why did you think it was relevant?

6. What was reaction of your colleagues and/or your manager to improve your practice basing on the LINK/OU modules theoretical concepts?

7. Do you think that such an attempt (to use apply theoretical concepts to improve practice) caused to changes in its perception by you?

Data collection

•Semi-structures interviews as the key

method•Focus-groups as an

extra method.

Sampling

Name, age Region Experience of PBL

1 M.Sugorgin (36)

Vladimir City (Central Russia)

MBA LINK (2012)

2 F.Cherny (25) Zhukovsky (Moscow Region)

Diploma (DD student), graduated 2012.

3 P.Sokolova (25)

St.Petersburg (North-West)

Certificate, now – Diploma student

4 I.Kasimkina (25)

Novosibirsk City (Western Siberia)

Certificate, now – Diploma student

5 M.Korytny (33)

Zhukovsky (Moscow Region)

Direct Diploma student now

6 A.Krupina (28) Voronezh City (Central Russia)

Certificate, now – Diploma student

7 Focus-group (5 students)

Voronezh City (Central Russia)

Certificate, now – Diploma students

Sampling

Challenges faced at sampling• Number of those interested in

participation appeared to less than it was supposed

• Interviewees allocated in different parts of LINK Network

Using Elluminate - benefits and problems

Interviewee locationMap of federal districts in Russia

3

2

1

46

7

5

3926 km

Data processing

• Interviews were transcribed directly into English

• Transcriptions were read through to find out meanings expressed by the interviewees

• Meanings revealed were grouped by issues/challenges they, most probably, represented

Data processing –search for meanings

Results obtained so farName Experience Relevant issue

48 Cherny F. Motivation to apply theory is higher than its real application Motivation

49 Cherny F. Intrapreneurs in Russia should be ready to be shooted any day Safety

50 Cherny F. Changes can be introduced later than we want them to Motivation

51 M.KorytnyDeficiency of clearness, precision of borders [between areas of responsibility]

Culture

52 M.KorytnyThere is no ideal organizations, people tend to criticise and change [poor social capital]

Culture

53Focus-group Voronezh

Application of theory results in re-consideration of practice

Dialectic character of PBL

Results obtained so far

Meanings relevant to Absolute nuber of comments

1 Culture 1052 Motivation 1023 Tools 604 Safety 33

5Dialectic character of PBL 16

6 Case study 4TOTAL 320

Results obtained so far

Share of total meanings

33%

32%

19%

10%5% 1%

Culture Motivation Tools Safety Dialectic character of PBL Case study

Comments on results

• Phenomenon of Practice-based learning (as it is understood In OU-LINK) exists;

• PBL realization is likely to have place in context (importance of setting);

• Dialectic character of PBL seems to have been confirmed (5% of total meanings);

• Safety, motivation and tools (quantity/quality) are likely to shape realization of PBL

Actions to be done further

• “Textural” and “structural” descriptions of what was experienced

• Writing “Phenomenological Report” to express a single unifying meaning of the experience

• Writing papers• Expanding research partnership

Any questions?

Thanks a lot!