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dc.contributor.authorBillett, S
dc.contributor.editorD.W. Livingstone
dc.date.accessioned2017-05-03T12:12:09Z
dc.date.available2017-05-03T12:12:09Z
dc.date.issued2010
dc.date.modified2011-04-20T07:46:57Z
dc.identifier.isbn9780203853160
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent17924 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_AU
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.publisher.urihttps://www.routledge.com/Lifelong-Learning-in-Paid-and-Unpaid-Work-Survey-and-Case-Study-Findings/Livingstone/p/book/9780415619837
dc.relation.ispartofbooktitleLifelong Learning in Paid and Unpaid Work
dc.relation.ispartofchapter12
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom222
dc.relation.ispartofpageto233
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.title‘Not just another survey’: reflections on researchers’ working and learning through investigating work and lifelong learning
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
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.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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