UGB361 Developing the Reflexive Practitioner

Session 5: Method: Collecting Personal Cultural Texts as Data

Dr Paul-Alan Armstrong, VC Teaching Fellow 2018-19

© University of Sunderland, 2019

 Knowledge and Research Design

• ‘Traditionally research has been conceived as the creation of the true, objective knowledge, following a scientific method.
From what appears or is presented as data, facts, the unequivocal imprints of ‘reality’, it is possible to acquire a
reasonably adequate basis for empirically grounded conclusions and, as next step, for generalizations and theory-building’
(Alvesson and Skoldberg, ‘傳統上，研究被認為是遵循科學方法創造出真正，客觀的知識。 從顯示或呈現的數據，事實，
“現實”的明確烙印中，有可能為基於經驗的結論以及下一步的歸納和理論構建獲得合理的適當基礎” 2009: 1).
• Research can be inductive (theory-building) or deductive (theory testing) 研究可以是歸納（理論構建）或演繹（理論測試）
• This research is situated within a qualitative method which is defined as’ qualitative research is a situated activity that
locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible 一組使世
界可見的解釋性物質實踐. These practices transform the world’ (Denzin and Lincoln, 2005: 3).
• Traditionally qualitative research focuses on interviews, focus groups, field notes and observations. However notable
researchers including Ellis (2004) and Finley (2005; 2013) argue about the use of alternative qualitative sources including
arts based artefacts (poetry, lyrics, photographs, dance, sculpture, music, drawings, proverbs). This is further supported by
Gabriel (2016) who made a plea ‘for more imagination in qualitative research’.
• This research is concerned with personal and professional knowledge (see session 4) as;
1. Phase 1: Identification of Personal Knowledge (what you were)
2. Phase 2: Development of Personal Knowledge into Professional Knowledge (Who you are)
3. Phase 3: Transformation into Professional Knowledge – Practical wisdom (who you want to be)
Reflective and Reflexive Research

• According to Alvesson and Skoldberg (2009) reflective research has two basic characteristics
(Careful interpretation and Reflection);
1. The first implies that all references – trivial and non-trivial- to empirical data are the results of
interpretation 瑣碎和非瑣碎的經驗數據是解釋的結果. This has an impact on ‘measurement,
observations where there is a mirroring of the relationship between reality or empirical facts’.
This therefore leads to theoretical assumptions and the need of awareness of the importance of
language and non-language which contribute to interpretation. 這對“反映現實或經驗事實之間
關係的測量，觀察”有影響。 因此，這導致了理論上的假設，並需要認識到語言和非語言的重要
性，而這有助於解釋。
2. The second implies the need to turn attention ‘inwards’ and the consideration of language and
non-language (: 9).
 Data

• Data is spoken by nearly every researcher but understood by few (Remenyi, 2014: 87)
• There is an interesting gap in research methodology discourse by the lack of a convincing and useable definition of
data 由於缺乏令人信服和有用的數據定義，研究方法論方面存在一個有趣的空白 (Remenyi, 2014: 89)
• Definition of data ‘data may be considered to be any sense perception that the researcher receives and which he
or she believes will be helpful in obtaining a fuller understanding of, or answer to the research question’ “數據可能
被認為是研究人員收到的任何感覺，並且他或她認為這將有助於獲得對研究問題的更全面理解或回答” (Remenyi,
2014: 95).
• The use of soft data is referred to as qualitative data and for this research the qualitative data. This is a process of
research which stems from Action Research, Reflexive Dialogic Action Research, auto-ethnographic practices to
develop reflexive consciousness. 軟數據的使用稱為定性數據，在本研究中稱為定性數據。 這是一個研究過程，源
於行動研究，反思性對白行動研究，自動人種志實踐以發展反思性意識 The data sources are known as ‘Personal
Data’ (Armstrong, 2015) and for this module these are personal data sources from learning diagnostics, self
awareness diagnostics and poetics (interpretive poetics) (Rogers, 2000; Armstrong, 2015; Pelias, 2013; Barleet,
2013) which become reflexive accounts of Professional Identity or Professional Self-Image
 Personal Data Sources (Armstrong, 2015)

Learning diagnostics Self-awareness diagnostics Poetics

A learning diagnostic is a ‘tool’ which
identifies learning preferences and
also ‘trigger points’ of learning to
increase self-awareness from a
experiential perspective:
學習診斷是一種“工具”，它可以從學習的角度識
別學習偏好以及學習的“觸發點”，以提高自我意
識：
A poetic is from Aristotle definition of ‘a
A self-awareness diagnostic is
metaphor’ and used as a form of creative
concerned with ‘tools’ which
expression or visual metaphor to explore
increase and open the ‘blind
identity, values and behaviours to understand
self’ and allows the user to
and make sense of emotions, feelings or
consider their affirming values:
自我意識診斷與“工具”有關，“工 increase self awareness:
具”增加並打開“盲人自我”，並允 詩意來自亞里士多德對“隱喻”的定義，被用作創造
許用戶考慮其肯定的價值觀： 性表達或視覺隱喻的一種形式，用於探索身份，價值
觀和行為，以理解和理解情感，感覺或增強自我意識：

Personal Data includes; Personal Data includes: Personal data includes:

-Extracts from Honey and Mumford -Extracts from personality tests -Extracts from lyrics
https://www.businessballs.com/self-
awareness/honey-and-mumfords-learning-styles/ -Extracts from EI tests (EQ -Extracts from poetry
-Extracts from Belbin Team Roles Test (Emotional Intelligence -Photographs, drawings
https://en.wikipedia.org/wiki/Team_Role_Inventories Test) -Extracts from proverbs, religious text
-Extracts from VA(R)K -Extracts from testimonies -Extracts from non-fiction
https://www.verywellmind.com/vark-learning-
styles-2795156
Selecting Personal Data (IMPORTANT)

Research Aim Methodology Personal Data

To increase self- Reflexivity; Reflexive Dialogic Action -EI; Personality; Testimonies;
awareness Research; arts based poetics
To understand triggers Reflexive dialogic action research; arts based Honey and Mumford; Belbin;
VA(R)K; poetics
To understand emotions Arts based; reflexivity; auto-ethnographic EI; SI; Personality; Testimonies;
practices poetics

* Please consider the above suggested methodology and personal data collection approach
based on the topic of the assignment (i.e., self-awareness, triggers and emotions) you
choose.
Analysing Personal Data (IMPORTANT)

Research Aim Methodology Method

To increase self-awareness Reflexivity; Reflexive Dialogic
Action Research; arts based
To understand triggers Reflexive dialogic action
research; arts based
To understand emotions Arts based; reflexivity; auto-
ethnographic practices
JOHARI Window (see Barbara
Bassot’s The Reflective Journal)
https://www.youtube.com/watc
h?v=BWii4Tx3GJk
Gibbs Cycle (see Barbara
Bassot’s The Reflective Journal)
https://www.youtube.com/watc
h?v=5WfnHGq6ztg
Gardner Cycle (see Fiona
Gardner’s Being Critically
Reflective)

* Please consider the above suggested methodology and personal data collection approach
based on the topic of the assignment (i.e., self-awareness, triggers and emotions) you
choose.
 Johari Window Model

• See Barbara Bassot’s The Reflective Journal

• Video:https://www.youtube.com/watch?v=BWii4Tx3GJk

Open
Adjectives that both the subject and peers select go in this cell (or quadrant) of the grid. These are traits that subject and peers perceive.
Blind
Adjectives not selected by subjects, but only by their peers go here. These represent what others perceive but the subject does not.
Hidden
Adjectives selected by the subject, but not by any of their peers, go in this quadrant. These are things the peers are either unaware of, or
that are untrue but for the subject's claim.
Unknown
Adjectives that neither subject nor peers selected go here. They represent subject's behaviors or motives that no one participating
recognizes—either because they do not apply or because of collective ignorance of these traits.
 Gibbs Cycle
• Conclusions (general)
• Gibbs Cycle: see Barbara Bassot’s The • "What can be concluded, in a general sense, from these experiences
and the analyses you have undertaken?"
Reflective Journal • Conclusions (specific)
• "What can be concluded about your own specific, unique, personal
• Gibbs presents the stages of a full •
situation or way of working?"
Personal action plans
structured debriefing as follows: •
•
"What are you going to do differently in this type of situation next time?"
"What steps are you going to take on the basis of what you have
• (Initial experience) learnt?"
• Video: https://www.youtube.com/watch?v=5WfnHGq6ztg
• Description
• "What happened? Don't make judgements yet or try to draw conclusions;
simply describe."
• Feelings
• "What were your reactions and feelings? Again don't move on to analysing
these yet."
• Evaluation
• "What was good or bad about the experience? Make value judgements."
• Analysis
• "What sense can you make of the situation? Bring in ideas from outside the
experience to help you."
• "What was really going on?"
• "Were different people's experiences similar or different in important ways?"
Gardner Cycle

• Gardner Cycle (see Fiona Gardner’s Being Critically Reflective)