This teaching initiative addresses three matters which pertain to qualitative methodology courses. Firstly, courses should equip students to conduct qualitative research through cognitive apprenticeship, cooperation, and hands-on participation in the research process. The critical thinking capabilities of students should also be engaged simultaneously. Secondly, students who are new to research might not be prepared to actively spot and resolve issues that occur during the research process. Continuous feedback from multiple parties is required to sensitize students to the issues and consequences of their methodological choices. Lastly, methodology courses often fail to provide students with necessary skills to assess the research work of others. Students should be taught not only to conduct research, but also to not take the quality of any research for granted. This initiative is therefore implemented as part of the qualitative methodology courses offered to final year Bachelor/first year Master students in management and related social sciences. During these courses, the students work in small groups on qualitative projects. This initiative involves providing each such student project group with a peer group. The peer group dyads meet weekly, discuss the progress on the project work, and provide feedback reciprocally. The professor provides guidelines, listens to peer group discussions, and holds plenary sessions during which the main review takeaways and concerns are discussed collectively in the classroom. The initiative thus provides students with weekly opportunities to receive continuous feedback from the professor, peer groups, and other classmates.

The power of many: Teaching qualitative management research through peer group reviews / Balachandran Nair, Lakshmi. - (2022), pp. 13-22.

The power of many: Teaching qualitative management research through peer group reviews

LAKSHMI BALACHANDRAN NAIR
2022

Abstract

This teaching initiative addresses three matters which pertain to qualitative methodology courses. Firstly, courses should equip students to conduct qualitative research through cognitive apprenticeship, cooperation, and hands-on participation in the research process. The critical thinking capabilities of students should also be engaged simultaneously. Secondly, students who are new to research might not be prepared to actively spot and resolve issues that occur during the research process. Continuous feedback from multiple parties is required to sensitize students to the issues and consequences of their methodological choices. Lastly, methodology courses often fail to provide students with necessary skills to assess the research work of others. Students should be taught not only to conduct research, but also to not take the quality of any research for granted. This initiative is therefore implemented as part of the qualitative methodology courses offered to final year Bachelor/first year Master students in management and related social sciences. During these courses, the students work in small groups on qualitative projects. This initiative involves providing each such student project group with a peer group. The peer group dyads meet weekly, discuss the progress on the project work, and provide feedback reciprocally. The professor provides guidelines, listens to peer group discussions, and holds plenary sessions during which the main review takeaways and concerns are discussed collectively in the classroom. The initiative thus provides students with weekly opportunities to receive continuous feedback from the professor, peer groups, and other classmates.
978-1-914587-35-1
The power of many: Teaching qualitative management research through peer group reviews / Balachandran Nair, Lakshmi. - (2022), pp. 13-22.
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