Show simple item record

dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorD.W. Livingstoneen_US
dc.date.accessioned2017-05-03T12:12:09Z
dc.date.available2017-05-03T12:12:09Z
dc.date.issued2010en_US
dc.date.modified2011-04-20T07:46:57Z
dc.identifier.isbn0415565642en_US
dc.identifier.urihttp://hdl.handle.net/10072/34662
dc.description.abstractReflecting on researchers' work and learning through their participation in a large, multi-part and long-term research project seems particularly apt when that project focuses on work and learning. Hence, this chapter seeks to provide such a reflection, albeit from the perspective of a researcher with his own preferences for conducting inquiry and conceptions of work and learning through work, and who had particular kinds of engagement with that project. This engagement was across the entire network project: from early meetings about its proposal, the process of assessment, and then through participation across its enactment, most notably through attending the annual meetings as an international adviser. In addition, the author has participated in and led multi-member research teams, and experienced and learned from some of the complexities of completing projects on time, with the available funds, and to satisfy participants' and sponsors' needs and aspirations. However, none of those projects has approximated the scale of the Work and Lifelong Learning (WALL) network, which was extraordinary in terms of its scope, complexity and extent of funding. However, before advancing such a reflection, some acknowledgement is required of issues associated with using different disciplines and methodologies within such a research network. Most notable are those issues that arise between researchers adopting qualitative and qualitative orientations and procedures. The orthodoxies that underpin these distinct methodologies are long-standing, frequently contested, and have been eloquently and extensively debated. Moreover, the disciplines within the social sciences are founded on distinct premises, conceptions and starting points (e.g. the individual or social systems and factors), hence issues of disciplinary orientations can also make problematic the conduct of such a network.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent17924 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttps://www.routledge.com/Lifelong-Learning-in-Paid-and-Unpaid-Work-Survey-and-Case-Study-Findings/Livingstone/p/book/9780415619837en_US
dc.relation.ispartofbooktitleLifelong Learning in Paid and Unpaid Worken_US
dc.relation.ispartofchapter12en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom222en_US
dc.relation.ispartofpageto233en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.title‘Not just another survey’: reflections on researchers’ working and learning through investigating work and lifelong learningen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2010 Routledge. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link to access the publisher's website.en_US
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


Files in this item

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record