The course focuses on managing the early growth of newly established businesses, and covers the needs of businesses. The course employs theoretical concepts and models from an international business perspective and is designed to help students to develop their own leadership potential in preparation for managerial roles. Students will make use of theoretical concepts, paradigms and frameworks in actual cases and learn to use analytical and innovative thinking to determine solutions and recommendations to issues relating to performance management and control.
Science's "objective" world "is but an interpretation of the world of our immediate experience" ANGEN,p. It limits itself and restricts the possibility of gaining knowledge of what cannot yet be known because it is beyond the legitimated ways of knowing. Its institutional control operates throughout research development and reaches not only researchers, by determining their options, but also their objects of analysis, by specifying what is "valid" to be known.
So called "knowledge" is, therefore, none other than the result of current convention in the world of science, usually associated with the ontology and epistemology characteristic of positivism.
Nevertheless, the latter is just one among various possible means of knowledge production. Are the so called qualitative research legitimacy and representation crises not related, then, to the survival of a realistic ontology in the construction of the "other" in scientific texts?
How do qualitative researchers sort out the tension between the supposed "objectivity" that so-called scientific knowledge requires and both the participant actors' and their own "subjectivity"? Is it possible to have access to the participant's identity in qualitative research without calling for an ontological rupture?
How are researchers' ontological and epistemological assumptions related to the quality of their research? As with Research paradigms and meaning making other form of knowing, rather than being exclusive, it complements the Epistemology of the Knowing Subject in which I place such paradigms.
The Path of Epistemological Reflection Epistemology raises many questions including: It makes up a persistent, creative activity that is renewed time and again. Such reflections, that are present in scientists' practical activity, even though they may not be named as such, are closely linked with the elucidation of the paradigms in force in the production of every discipline.
The answers to questions arising from epistemological reflection in the context of a given science do not constitute the kind of a priori knowledge scientific research employs in the remaining sciences. These questions result from the knowledge heritage of each discipline in relation to daily research practice.
Epistemological reflection is what enables us to elucidate the different paradigms which give different answers to the questions raised by epistemology.
Such paradigms, emerging from established theoretical perspectives, have different ontological, epistemological and, consequently, methodological assumptions; so much so that evolution or reflection produced in one of them is not applicable as such to the others.
Likewise, those paradigms are, more often than not, at the basis of the interpretive models used by the speakers to describe social reality. Accumulation, reformulation, improvement and updating of such theories is produced within each paradigm and their appearance is associated with the presence of relevant social events, such as the industrial revolution, which the two, so far, most forcefully established paradigms in these sciences, i.
The acceptance of such co-presence develops hand in hand with the need for different methods, set in those various paradigms, to grasp "the complex and multi-faceted" nature of reality rather than to guarantee findings validity MORAN-ELLIS et al.
This kind of epistemology focuses on subjects that know, spatially and temporally located in their theoretical-epistemological background and methodological tools.
These subjects, supplied with those cognitive resources, approach the subjects that are being known and the situations they are in. Those subjects may be understood by assuming, or not, that their characteristics are identifiable with those of an external, objective and objectifiable element, depending on whether the knower's perspective is close to or far away from the positivist paradigm.
So, the closer the knowing subjects' orientation to the interpretive paradigm, the shorter the distance between them and those other subjects who are being known. Nevertheless, a distance between the knower and the known, rendering the former "an impartial observer and the other to be subject to the observer's gaze" SAVAGE,p.
|Paradigm - Wikipedia||Focuses on the positive only. Focuses on both the positive and the negative.|
|The Next Chapter in Story Development||Paradigm experimental and Scientific consensus The Oxford English Dictionary defines a paradigm as "a typical example or pattern of something; a pattern or model".|
The Epistemological Proposal The Epistemology of the Known Subject I propose does not stem from pure speculation, but from an attempt to approach, with the theoretical-methodological contributions of the three mentioned coexisting paradigms, the study of extreme poverty in the city of Buenos Aires, with a focus on people who define their home address as "on the streets," comparing them to that group of families with precarious accommodation who run the risk of losing it and being also left homeless or "on the streets" 1.I have put together this post to explain what a research paradigm is, which includes ontology, epistemology, theoretical framework and methodology, and why it is important for your research or PhD.
Featured. Click on the "gear" button at the bottom of the video to view presenter notes. The most quoted definition of paradigm is Thomas Kuhn's (, ) concept in The Nature of Science Revolution, i.e.
paradigm as the underlying assumptions and intellectual structure upon which research and development in a field of inquiry is based. In science and philosophy, a paradigm (/ ˈ p ær ə d aɪ m /) is a distinct set of concepts or thought patterns, including theories, research methods, postulates, and standards for what constitutes legitimate contributions to a field.
Finally, some examples from the literature of how meaning can be constructed and organized using a qualitative data analysis approach are provided. The paper aims to provide an introduction to research methodologies, coupled with a discussion on how meaning .
Abstract. This chapter critiques positive psychology (PP) and PP interventions (PPIs) at three levels.
First, it identifies the fundamental problems of elitism and scientism, which permeate and negatively impact PP research and applications.