A quandary in management practice: Academic research or consulting?

This paper compares the practice of academic action research against management consulting. Consulting is founded upon a body of underpinning knowledge drawn from a different perspective than action research. Nevertheless, consulting and action research, in practice, draw from similar methods of investigation. The difficulty in distinguishing action research from consulting adds to unique ethical problems in practice. In this paper, an ethics quandary is identified, defined and explored with implications for research practice. An example of an action research project is presented to highlight the potential ethical dilemma and conflict of interest points of
the investigation, whether as an academic or a consultant. The authors, by crystallising the boundaries of academic action research and consulting posit that, when designed and executed well, risk can be minimised to gather rich and deep insights into management practice.

What’s missing in episodic selfhood? A Kierkegaardian response to Galen Strawson

Galen Strawson has articulated a spectrum of 'temporal temperaments' populated at one end by 'Diachronics,' who experience their selves (understood as a 'present mental entity') as persisting across time, and at the other end by 'Episodics', who lack this sense of temporal extension. Strawson provides lucid descriptions of Episodic self-experience, and further argues that nothing normatively significant depends upon Diachronicity. Thus, neither temperament is inherently preferable. However, this last claim requires a non-reductive phenomenology of Diachronicity that Strawson does not supply. I offer Kierkegaard's account of 'contemporaneity' as a candidate for this missing phenomenology of Diachronic self-experience. Kierkegaard offers a compelling description of Diachronic self-experience that offers more parsimonious explanations for certain puzzling features of Episodicity than Strawson's account does. Yet Kierkegaard's account is irreducibly normative in character; if Strawsonians reject this account of Diachronicity, they must either provide another, normatively-neutral one, or abandon neutrality between Episodicity and Diachronicity.

‘Interest’ in Kierkegaard’s structure of consciousness

Kierkegaard’s identification of “consciousness” with “interest” (interesse) in his unfinished work Johannes Climacus adds a distinctive dimension to his phenomenology of subjectivity. Commentators, however, have largely identified interesse with lidenskab (“passion”), a conflation I argue to be mistaken, or have otherwise failed to note the structural implications of interesse for Kierkegaard’s account of cognition. I draw out these implications and argue that the Climacan account of interest as the experience of finding ourselves in-between ideality and reality implies, in the context of Kierkegaard’s trichotomous ontology of consciousness, a form of non-thetic self-referentiality built into cognition itself. This self-referentiality also has the intriguing implication of making consciousness itself inherently teleological.

Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry

This paper draws upon the methodological aspect of my thesis project completed in June 2007. At the center of the research problem was the question: How do history teacher educators (HTEs) in Bahir Dar University comprehend the sources and nature of historical knowledge? Phenomenological approach to research was employed in an attempt to explicate invariant structures of their epistemic assumptions of history as a school subject. Accordingly, with six purposefully selected educators as research participants, in the two-month time field work, in- depth interview and essay questions for personal text were used to gather qualitative data. Then, the data were analyzed thematically using an adapted six-phase model and interpretive themes emerged as findings of the study. And it was learnt that the educators have a very muddled conception and unquestioned assumptions on the nature and sources of historical knowledge. With this, also phenomenological enquiry, with difficulties and rewards of its own, was found to be an appropriate strategy to understand personal meaning and beliefs of the educator with regard to disciplinary knowledge of history. The paper, therefore, describes the way I employed phenomenological research approach to understand the case, and presents my personal experience of it as a beginner education researcher.

A comparison of schizophrenia, schizoaffective disorder, and bipolar disorder: results from the second Australian national psychosis survey

Introduction It remains uncertain whether schizoaffective disorder (SAD) is a discrete diagnostic entity, is a variant of either a psychotic mood disorder such as bipolar disorder (BDP) or schizophrenia (SCZ), or exists on a spectral continuum between these disorders. The present study examined whether SCZ, SAD, and BDP differed qualitatively on demographic and clinical variables based on a large Australian dataset.

Early career teacher attrition: new thoughts on an intractable problem

Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants’ common experiences through semi-structured interviews and unprompted written narratives. Data were examined for trustworthiness by reference to the literature. Key words from the narratives were synonyms, or broadly synonymous with, optimism, arrested development or disillusionment. The process of leaving involved entry, characterised by optimism; early experiences, characterised by arrested development; pre-exit, characterised by disillusionment; and exit.

BI-based organizations : a sensemaking perspective

Business intelligence (BI) offers opportunities for managers to master vast data resources for operational and strategic gains, and allows BI-based organizations to generate significant business value. While several researchers emphasized the importance of BI to assist making quality decisions, no study explored the use of BI for improved understanding of business before such decisions are made and assessing the impact of the actions derived from these decisions. To fill this gap we use the theory of organizational sensemaking. The presented research uses hermeneutic phenomenology to study the experiences of decision-makers in using BI-generated insights to guide their actions while altering business processes, structures and information. The study emphasizes the necessity of using BI in the creation and maintenance of individual and organizational identity, as well as, enactment of this identity on the business and its environment, which need to be molded in response to changing circumstances.

Discovering meanings in research with children

Drawing on a qualitative research study this paper explores the aspect of ascribing meanings in research. It presents an example of research with young children which illustrates a 'meaning-seeking' experience. Ascribing meaning is an external realisation of an inner thought, with the emphasis on the uniqueness of children's own voices and the researcher's commitment to seeking information from children's sociocultural contexts. A strong rationale for the importance of meaning in human experiences can be located in phenomenology. The idea of meaning as having its basis in social interactions has been manifested in the sociocultural paradigm. It is argued here that the phenomenological and sociocultural emphasis on 'meaning' as the core of life experiences constitutes a useful conceptual perspective which can guide research with children. This emphasis encourages researchers to explore research issues from research participants' perspectives, grasp their interpretive frame, and understand the meanings that participants bring to them. This in turn provides a means for reaching a profound understanding of human actions, experiences and existence.

Merleau-Ponty and Embodied Cognitive Science

What would the Merleau-Ponty of Phenomenology of Perception have thought of the use of his phenomenology in the cognitive sciences? This question raises the issue of Merleau-Ponty’s conception of the relationship between the sciences and philosophy, and of what he took the philosophical significance of his phenomenology to be. In this article I suggest an answer to this question through a discussion of certain claims made in connection to the “post-cognitivist” approach to cognitive science by Hubert Dreyfus, Shaun Gallagher and Francisco Varela, Evan Thompson and Eleanor Rosch. I suggest that these claims are indicative of an appropriation of Merleau-Ponty’s thought that he would have welcomed as innovative science. Despite this, I argue that he would have viewed this use of his work as potentially occluding the full philosophical significance that he believed his phenomenological investigations to contain.

A phenomenological analysis of the experience of security and contentment for latency aged children in shared-time parenting arrangements

This study explored the lived experience of security and contentment, and their absence, for latency-aged children (aged 8-12) living in shared-time parenting arrangements following their parents' separation. A descriptive phenomenological methodology was utilized (Giorgi, 1985, 2009; Giorgi & Giorgi, 2003, 2008). Sixteen children living in shared-time were interviewed about their experiences of two phenomena: "feeling secure and content living in shared-time" and "not feeling secure and content living in shared-time." The eight richest protocols were selected for analysis. The two resultant general structures and their core constituents are presented, and individual variations discussed. Central to each phenomenon is the parent/s' capacity, or incapacity, to create and sustain a physical and emotional space in which the child feels secure and held in the mind, feels the arrangements are responsive to their needs, feels free to access the "absent" parent, and experiences integration between the two parental homes. Implications for phenomenological human science research are considered, including the use of descriptive phenomenology with children.

Our Sherlockian eyes: the surveillance of vision

or this inter-disciplinary article, we undertook a pilot case study that eye-tracked the ‘Holmes Saves Mrs. Hudson’ sequence from the episode, A Scandal in Belgravia (Sherlock, BBC, 2012). This small-scale empirical study involved a total of 13 participants (3 males and 10 females, mean age was: 27 years), comprised of a mixture of academics and undergraduate students at La Trobe University in Melbourne, Australia. The article examines its findings through a range of threaded frames – neuroscience, forensics, surveillance, haptics, memory, performance-movement, and relationality – and uniquely draws upon the interests of the authors to set the examination in context. The article is both a reading of Sherlock and a dialogue between its authors. We discover that the codes and conventions of Sherlock have a direct impact on where viewers look but we also discover eyes emerging in the periphery of the frame, and we account for these ways of seeing in different ways.

The naked self: Kierkegaard and personal identity

The Naked Self explores Kierkegaard's understanding of selfhood by situating his work in relation to central problems in contemporary philosophy of personal identity: the role of memory in selfhood, the relationship between the notional and actual subjects of memory and anticipation, the phenomenology of diachronic self-experience, affective alienation from our past and future, psychological continuity, practical and narrative approaches to identity, and the intelligibility of posthumous survival. By bringing his thought into dialogue with major living and recent philosophers of identity (such as Derek Parfit, Galen Strawson, Bernard Williams, J. David Velleman, Marya Schechtman, Mark Johnston, and others), Stokes reveals Kierkegaard as a philosopher with a significant--if challenging--contribution to make to philosophy of self and identity.

Literacy in and for the 21st century

 This research project explores teachers’ beliefs about what constitutes 21st century literacy learning environments, what they perceive to be the literacy practices Year 6 students need to be exposed to now, compared to what they may require in the future, how this learning is enacted, and some of the factors that influence their pedagogical practices and decision-making. The thesis employed both narrative inquiry and hermeneutic phenomenology approaches to collect, interpret and present the stories from the research participants. The findings offer insights into teacher practices and decision-making concerning literacy in and for the 21st century.