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Journal Article

The Nexus Between Teaching and Research: A Qualitative Study Using two Focus Group on Academic Information Systems Teachers  pp37-56

Kevin Grant, Stuart Fitzgerald

© Sep 2005 Volume 3 Issue 1, Editor: Arthur Money, pp1 - 92

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Abstract

Over the last two decades or so, the discussion of and research into the question of a nexus between teaching and research, has expanded exponentially. Much has been learnt, and said; with a growing rhetoric, with only general insights emerging and being supported by particular empirical evidence. The study of a nexus between teaching and research is not a single coherent field; rather it is beset by epistemological, methodological, political and practical differences. To date, much of the discussion and research on the nexus has arisen due to varying views and alleged agreed consensus as to the nature of the academic profession; the role of the academyuniversity and thus, how the concepts of teaching and research (including scholarship) have been conceptualised and enacted to inform teaching practice. There is a continuing debate as to whether research undertaken by academic staff within the boundaries of a university adds value to the teaching and student learning. The purpose of this paper is to evaluate the usefulness of focus groups as a way of exploring and making sense of the conceptions staff have with regard to the nexus between teaching and research. Two focus groups were held with a sample of IS academic teachers. The merits and limitations of using a focus group are discussed given this area of investigation with some possible research areas highlighted. The paper argues that focus groups for this type of study are not appropriate on their own and should be considered as part of a much wider and multi methods research design when attempting to make sense of a complex, multifaceted and emotional areas of teaching, research, scholarship, administration, management and knowledge transfer; and the identify of IS in Higher Education.

 

Keywords: Focus Groups, Information Systems, Academic Identity

 

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Journal Article

Researchers Beware of Predatory and Counterfeit Journals: Are Academics Gullible?  pp50-59

Shawren Singh, Dan Remenyi

© Sep 2016 Volume 14 Issue 1, Editor: Ann Brown, pp1 - 70

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Abstract

Abstract: Academic standards are being assaulted by cyber criminals who have been introducing fake academic journals, which can look to the uninitiated to be publications that comply with the established standards of the academic community. This new form of cybercrime, predatory and counterfeit journals, has impacted the academic publishing landscape and has resulted in some unsuspecting academics being defrauded and having an indelible black mark on their publishing record. It is critical that the all members of academic community be made aware of these new phenomena in order to avoid being associated with them. It is also critical that universities monitor these developments and keep their staff fully informed of the developments in such criminal activities.

 

Keywords: Keywords: Academic standards, counterfeit journals, predatory journals, fake journals, hijacked journals, academic fraud, cybercrime, gullible academics, paywall, Directory of Open Access, Bealls list, academic publishing, vanity publishing

 

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Journal Article

Towards a Systematic Approach to Reviewing Literature for Interpreting Business and Management Research Results  pp83-97

Kambidima Wotela

© Nov 2016 Volume 14 Issue 2, Editor: Ann Brown, pp71 - 167

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Abstract

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Keywords: Keywords: Literature review, conceptual framework, academic field of study, interpretive frameworks, theoretical frameworks, interpreting research findings

 

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Journal Article

Finding My Intuitive Researcher’s Voice Through Reflexivity: An Autoethnographic Study  pp56-66

Natalie Cunningham, Teresa Carmichael

© Jul 2018 Volume 16 Issue 2, Intuitive Researcher, Editor: Jocene Vallack, pp55 - 102

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Abstract

Using autoethnography as a method and looking back to and writing about my experience (in the first person) as a relatively inexperienced researcher completing her PhD in a business school environment, I share critical moments of my research journey. The context in which I was conducting the research was a business school environment in the subject area of executive coaching. Executive coaching is a relatively new and emerging field in contrast to the many other fields in business, such as finance and economics. We comment on the role reflexivity played in facilitating identity formation as a researcher. Reflexivity is the ability to explore, reflect on and examine social and contextual issues that impact on research. Combining reflexivity with the aim of ethnography, which is to study common and shared experiences for purposes of understanding the cultural implications of these social and contextual issues, I reflect on how the academic structure, systems and processes were an inhibitor to finding my voice. I share how reflexivity was a major contributing factor to increasing confidence in my own identity as a researcher. I examine and analyse the aspects of reflexivity that facilitated this growth in my confidence and how this experience might facilitate the same empowerment in other researchers. The paper looks at approaches to creating a reflexive culture of research drawing on Finlay’s typology of reflexivity. One example of this typology is collective reflexivity in which more than one voice is heard. This paper is co‑authored with my supervisor, and her reflections are included. Collaborative reflexivity assists in addressing some of the validity concerns of only one voice. This paper will assist not only novice researchers but also the practice of research – providing a way of not just “doing” research but “being” a researcher.

 

Keywords: Reflexivity, autoethnography, intuition, academic environment, researcher identity, research supervisor, PhD student

 

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Journal Article

Reflections on Being a Successful Academic Researcher  pp55-66

Shaun Pather, Dan Remenyi

© Jun 2019 Volume 17 Issue 2, Editor: Paul Griffiths, pp55 - 101

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Abstract

Research is central to the life of the career academic. However, the framework in which academic research is conducted is not generally well understood and neither is it often articulated or discussed. The literature tends to rather focus on issues in relation to specific research methodologies and the evaluation thereof. Additionally, previous research argues that it is common for university academics to have little or no formal preparation for their role as teachers. This paper posits that the same applies to that of the academic’s role as a researcher. It cannot be assumed that the mere obtaining of a Doctoral degree, prepares the novice academic for a research career. Early career academics are expected to acquire an understanding of how to survive as a researcher through a process more related to osmosis than to the principles of academic discourse. This paper commences with an overview of the origins of the academic career and the doctoral degree. Thereafter, it introspects the requirements to be a successful academic researcher. Aspects of the academic researcher’s agency in relation to personal values, characteristics, integrity, research uptake skills, as well as the benefits and challenges of a research career are explored. By unpacking the salient elements of what is required to be a successful academic researcher, this paper provides a basis for those who are considering a career in academe to make an assessment if such a pursuit is feasible. In addition, the paper provides a yardstick by which early or even mid‑career academic researchers may judge their progress towards being a successful researcher, thereby identifying areas for improvement.

 

Keywords: Researcher, PhD, Academic, Career, Success, Challenges, Research uptake, Research quality

 

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Journal Article

The Pervasiveness and Implications of Statistical Misconceptions Among Academics with a Special Interest in Business Research Methods  pp107-120

Frank Bezzina, Mark Saunders

© Nov 2014 Volume 12 Issue 2, ECRM 2014, Editor: Ann Brown, pp75 - 167

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Abstract

Abstract: Statistics play a very important role in business research, particularly in studies that choose to use quantitative or mixed methods. Alongside statistical analysis, aspects related to research design (such as sampling, reliability and validity issues) require a good grounding in statistical concepts reinforced by careful practice to avoid potential mistakes arising from statistical misconceptions. Although quite a considerable number of published studies have focused on students⠒ faulty thi nking regarding statistical concepts, little research explores the extent to which these are also held by academics who are their instructors. This empirical study addresses this by answering the following questions: First, are statistical misconceptions pervasive among academics with a special interest in business research methods? If so, second, is there an association between the pervasiveness of statistical misconceptions and the preferred research tradition (qualitative, quantitative, mixed methods) ?. Data were collected via a web questionnaire from a purposive sample of academics with an expressed interest in business research methods. The questionnaire comprised 30 categorical statements (agree, disagree, don⠒t know) focusing on statistical mi sconceptions (and conceptions) relating to descriptive statistics, design strategies, inferential statistics and regression, and five demographic questions. We targeted a critical case purposive sample of 679 potential respondents. Although 166 consente d to take part, only 80 completed the questionnaire and their responses form the basis of the statistical analysis, a response rate of 11.8 %. The study provides empirical evidence of both an absence of knowledge and a high pervasiveness of faulty notions that have infected the thinking of academics relating to both research design and the use of statistics. This is particularly so for academics who prefer quantitative methods, those preferring qualitative methods being more likely to admit that they do n ot know. The study argues that such lack of knowled

 

Keywords: Keywords: research methods, misconceptions, conceptions, statistics, academics, research practice

 

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Journal Article

A Review of Factors and Activities Contributing to Proficient Academic Business Researchers  pp117-127

Adrian France

© Oct 2018 Volume 16 Issue 3, Editor: Ann Brown, pp103 - 172

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Abstract

The role of academic faculty is research, teaching, and service. In an environment that requires research, there appears to be little published discussion of the scholarly activity conducted by proficient researchers. There are few researched and published papers on researcher’s activities and habits to conduct research. The lack of research on the activities of researchers leads to the practice of research viewed as mysticism. An exhaustive search of research into the factors and scholarly activities of academic business researchers is presented in this paper to understand what researchers do to generate and produce research. The review is intended to capture current ‘best research practice’, as guidance for developing researchers who are themselves seeking to become established. A framework of factors and activities impacting on the tertiary institute researcher is developed, and journal papers are reviewed. The review indicates that researchers are influenced by daily activities, personal characteristics, career stages, and institutional environments. A number of environmental factors appear to affect productivity of researchers and personal qualities of researchers are also found to be important. Career, time allocation, and performance assessment impacts are discussed.

 

Keywords: Academic development, research, university, significant research, publication

 

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Journal Issue

Volume 16 Issue 2, Intuitive Researcher / Jul 2018  pp55‑102

Editor: Jocene Vallack

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Editorial

Guest Editor

Dr Jocene Vallack, formerly an actor, writer, director and Drama teacher, she has lectured in Research Methods at universities in Australia, and also as a volunteer in Tanzania. She has held a research fellowship at Central Queensland University, and has worked in Academic Development. She now enjoys teaching Arts Education at James Cook University.

 

Keywords: Reflexivity, autoethnography, intuition, academic environment, researcher identity, research supervisor, PhD student, Human centred design, service design, design research methods, design thinking, arts-informed research, wicked problems, commercial design, arts-based research, mixed-methods, philosophy, triangulation, triage, Arts-Based Research Methods, Theatre as Research Methodology, Qualitative research, Performance Text, Ethnodrama, Poetic transcription, visual displays, visual culture, hermeneutics, narrative inquiry, art education

 

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