Methodologies for undergraduates doing practitioner investigations at work

Abstract

Purpose

Development activities at work require the use of abilities that include a range of methodological knowledge. This research seeks to develop and promote these abilities into the curriculum.

Design/methodology/approach

The paper analyses information from a variety of subject areas about the teaching and learning of practitioner‐led research and development projects. An action research approach was used in which staff across one university were asked to draw on best practice and expertise.

Findings

Differing approaches to practitioner‐led research were identified. A web‐based resource to facilitate the understanding of methodology in the practitioner‐led projects of students on work‐based and work‐related university programmes was developed.

Research limitations/implications

It is difficult to learn how to become a successful practitioner researcher outside of the “real‐time” contexts of the work environment.

Practical implications

To manage successful developments at work, students need to become “practitioner‐researchers”. The web‐based resource provides searchable examples of projects undertaken at work in placements and by part time students in their full time work. Practice‐based project information on a generic template cuts across the disciplines and uses a range of different methodologies. The practitioner‐led projects result in change or recommendations for change in professional practice.

Originality/value

This paper focuses especially on the methodological approaches used by undergraduate students. This kind of understanding is normally expected in the postgraduate curriculum where students are more likely to have work‐based experience. Data represented various and differing standpoints regarding research paradigms, different disciplinary practices and different practices between the Professions.

Citation

Costley, C. and Armsby, P. (2007), "Methodologies for undergraduates doing practitioner investigations at work", Journal of Workplace Learning, Vol. 19 No. 3, pp. 131-145. https://doi.org/10.1108/13665620710735611