This presentation formed part of the HEA-funded workshop 'Reflexive learning for the researching professional'.
This workshop explored the importance of reflexivity in professional learning, particularly in the context of doctoral research. From an understanding of reflexivity as critical self-awareness of our ways of being, knowing and doing, concepts such as identity, reflexive dialogue, liminality and transformation will be explored. Reflexivity will be illustrated from practitioner perspectives.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/K8twPT
For further details of HEA Social Sciences work relating to teaching research methods please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ResearchMethods
Compression and transfer molding are processes used primarily for thermosetting plastics. In compression molding, the plastic charge is placed directly into a heated mold cavity and formed under pressure. Transfer molding injects melted plastic into molds through narrow channels. Both processes form parts like dishware, pot handles, ski components, and rubber shoe soles under heat and pressure in heated molds.
This document discusses common defects that can occur during plastic molding processes and their potential causes and remedies. It describes seven types of molding defects related to the molding process: flow lines, burn marks, warping, vacuum voids, sink marks, weld lines, and jetting. Remedies include adjustments to injection speed and pressure, material and mold temperatures, gate locations, and mold design. The document also covers three defects related to material use or storage: discoloration, delamination, and two defects from poor mold design or maintenance: short shots and flash. The conclusion emphasizes the importance of designing molds properly to avoid defects.
This document provides an overview of plastic mould design and the injection moulding process. It discusses the importance of plastic parts in modern industries and advantages of plastics over metals. Key topics covered include design considerations for plastic parts, common plastic materials, types of moulds, injection mould components like the cavity and core, and the six main steps of the injection moulding process: mould closing and clamping, injection, dwelling, cooling, plasticizing resin, and mould opening and ejection. The document also provides a brief overview of injection moulding machines.
Loads can be tensile (pulling) or compressive (pushing) forces. Common types of loads include dead loads from structural weight, live loads from moving objects, impact loads from vibrations, and cyclic loads from repeated forces. When loads are applied, they cause stress in materials. Stress is the internal resisting force per unit area. Stresses can be tensile (pulling), compressive (pushing), or shear (tangential). Corresponding strains are the changes in dimensions from stresses. Hooke's law states that within the elastic limit, stress is proportional to strain by a constant modulus of elasticity.
This document provides troubleshooting guidance for various defects that can occur in the injection moulding process. It describes defects such as short shots, flash, sink marks, jetting, blush marks, burn marks, and others. For each defect, it explains the possible causes and recommends checks or adjustments that can be made to the injection speed, temperatures, pressures, venting, gate size and location, and other processing parameters to address the defect. The overall goal is to identify the root cause of any issues rather than arbitrarily adjusting conditions.
The document provides an overview of injection moulding, including:
- The history of injection moulding beginning in the 1870s.
- The injection moulding process which involves injecting molten plastic into a closed mould.
- The main types of injection moulding machines: hand, plunger, and reciprocating screw types.
- Key machine components like the screw and their functions in plasticizing and injecting the material.
- Common materials used for injection moulding like ABS, nylon, polypropylene.
Extrusion is a high-volume manufacturing process where plastic material is melted and forced through a die to create a continuous profile. There are various types of extrusion processes depending on the final product, such as sheet/film extrusion, tubing extrusion, and wire coating. Extruders use either single or twin screws to melt, mix, and convey the plastic material. The processing section of the extruder subjects the material to different conditions like melting, mixing, venting and homogenization. Wear of extruder components can reduce efficiency over time. Final products are cut into pellets using various pelletizing systems after exiting the die.
This document discusses advances in injection moulding technologies, including multi-component injection moulding, in-mould labelling, gas assisted injection moulding, thin wall injection moulding, and micro injection moulding. It provides information on each technology, including their classification, processes involved, advantages, applications, and introductions. The document aims to present new developments in injection moulding that provide benefits such as reduced costs, increased functionality and quality, and new design possibilities.
Compression and transfer molding are processes used primarily for thermosetting plastics. In compression molding, the plastic charge is placed directly into a heated mold cavity and formed under pressure. Transfer molding injects melted plastic into molds through narrow channels. Both processes form parts like dishware, pot handles, ski components, and rubber shoe soles under heat and pressure in heated molds.
This document discusses common defects that can occur during plastic molding processes and their potential causes and remedies. It describes seven types of molding defects related to the molding process: flow lines, burn marks, warping, vacuum voids, sink marks, weld lines, and jetting. Remedies include adjustments to injection speed and pressure, material and mold temperatures, gate locations, and mold design. The document also covers three defects related to material use or storage: discoloration, delamination, and two defects from poor mold design or maintenance: short shots and flash. The conclusion emphasizes the importance of designing molds properly to avoid defects.
This document provides an overview of plastic mould design and the injection moulding process. It discusses the importance of plastic parts in modern industries and advantages of plastics over metals. Key topics covered include design considerations for plastic parts, common plastic materials, types of moulds, injection mould components like the cavity and core, and the six main steps of the injection moulding process: mould closing and clamping, injection, dwelling, cooling, plasticizing resin, and mould opening and ejection. The document also provides a brief overview of injection moulding machines.
Loads can be tensile (pulling) or compressive (pushing) forces. Common types of loads include dead loads from structural weight, live loads from moving objects, impact loads from vibrations, and cyclic loads from repeated forces. When loads are applied, they cause stress in materials. Stress is the internal resisting force per unit area. Stresses can be tensile (pulling), compressive (pushing), or shear (tangential). Corresponding strains are the changes in dimensions from stresses. Hooke's law states that within the elastic limit, stress is proportional to strain by a constant modulus of elasticity.
This document provides troubleshooting guidance for various defects that can occur in the injection moulding process. It describes defects such as short shots, flash, sink marks, jetting, blush marks, burn marks, and others. For each defect, it explains the possible causes and recommends checks or adjustments that can be made to the injection speed, temperatures, pressures, venting, gate size and location, and other processing parameters to address the defect. The overall goal is to identify the root cause of any issues rather than arbitrarily adjusting conditions.
The document provides an overview of injection moulding, including:
- The history of injection moulding beginning in the 1870s.
- The injection moulding process which involves injecting molten plastic into a closed mould.
- The main types of injection moulding machines: hand, plunger, and reciprocating screw types.
- Key machine components like the screw and their functions in plasticizing and injecting the material.
- Common materials used for injection moulding like ABS, nylon, polypropylene.
Extrusion is a high-volume manufacturing process where plastic material is melted and forced through a die to create a continuous profile. There are various types of extrusion processes depending on the final product, such as sheet/film extrusion, tubing extrusion, and wire coating. Extruders use either single or twin screws to melt, mix, and convey the plastic material. The processing section of the extruder subjects the material to different conditions like melting, mixing, venting and homogenization. Wear of extruder components can reduce efficiency over time. Final products are cut into pellets using various pelletizing systems after exiting the die.
This document discusses advances in injection moulding technologies, including multi-component injection moulding, in-mould labelling, gas assisted injection moulding, thin wall injection moulding, and micro injection moulding. It provides information on each technology, including their classification, processes involved, advantages, applications, and introductions. The document aims to present new developments in injection moulding that provide benefits such as reduced costs, increased functionality and quality, and new design possibilities.
This presentation formed part of the HEA-funded workshop 'Reflexive learning for the researching professional'.
This workshop explored the importance of reflexivity in professional learning, particularly in the context of doctoral research. From an understanding of reflexivity as critical self-awareness of our ways of being, knowing and doing, concepts such as identity, reflexive dialogue, liminality and transformation will be explored. Reflexivity will be illustrated from practitioner perspectives.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/K8twPT
For further details of HEA Social Sciences work relating to teaching research methods please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ResearchMethods
Shape Memory Polymers (SMPs) - Theory, Properties and ApplicationsNithin Thomas
The presentation deals with a basic overview regarding the Theory, Properties and Applications of Shape-memory Polymers (SMPs).
It also discusses concepts such as Shape memory effect, Programming of Polymers and Practical applications of SMPs.
The document discusses the injection molding process used at Sharp Electric industry in Gujranwala, Pakistan. It describes how plastic parts like chairs, tables, and religious items are manufactured. The process involves melting plastic raw materials like polypropylene and injecting them into molds under high pressure to form the desired shapes. The document outlines the key steps, equipment, materials used, and advantages of the injection molding process.
Blow molding is a manufacturing process that uses air pressure to form hollow plastic parts like bottles. There are three main blow molding processes: extrusion blow molding where a tube of molten plastic (parison) is captured in a mold and inflated, injection blow molding where a preform is first injection molded and then blown, and stretch blow molding where preforms are first made via injection molding and then reheated and blown into shape. Blow molding can make parts from various plastics like PET, HDPE, and PP. It is used widely to make containers and bottles for foods, drinks, chemicals and more.
Here are some key industries and products that rely on blow molding for packaging:
- Beverage industry: Water bottles, soda bottles, juice bottles
- Food industry: Milk jugs, yogurt and butter tubs, condiment bottles
- Personal care industry: Shampoo, lotion and cosmetic bottles
- Household products industry: Cleaning product bottles, trash bins
- Automotive industry: Automotive fluid containers like oil and antifreeze bottles
- Medical industry: Saline solution bags, IV bags and tubing, medicine bottles
This document discusses shape memory polymers, specifically shape memory polyurethanes (SMPUs). It summarizes that SMPUs can recover from deformations up to 400% through heating above their glass transition temperature, due to their network structure of hard and soft blocks. It then describes experiments making shape memory fibers through both melt spinning and wet spinning. The melt spun fibers had higher strength and shape memory effects than wet spun fibers due to better phase separation in the melt spinning process.
Extrusion molding is a process that uses heat and pressure to form plastic into continuous lengths with uniform cross-sections like pipes, rods, or sheets. The plastic is fed into an extruder which heats and melts it before forcing it through a die. The shape of the die determines the shape of the extruded plastic. Common products made through extrusion molding include pipes, hoses, siding, fencing, deck railings, and plastic bags.
The document discusses the design of blow moulded parts and blow moulds. It covers blow moulding applications and considerations for part design such as volume, openings, closures, attachments. It also discusses material selection, parison programming, pinch-off design, neck finishing, venting, and provides a blow mould design checklist. The key factors in blow moulded part and mould design are the material, part size and shape, wall thickness uniformity, openings, and special structural or mechanical requirements of the part.
Extrusion is a process that uses pressure to force a billet through a die opening to create an object with a constant cross-section. Most metals are hot extruded due to the large forces required. Extrusion can produce complex shapes, especially for more readily extrudable metals like aluminum. Common extruded products include automotive and construction parts. Factors like temperature, pressure, and lubrication affect the extrusion process and properties of the final product. Defects can occur due to non-uniform deformation or temperatures that cause cracking.
This presentation includes basics of mold design, important aspects of molds and mold design that will be useful for understanding design, material aspects, and theoretical aspects of mold making and mold engineering. ProE mold design module known as Pro/MOLDESIGN is also briefly explained in the slide.
This document discusses different types of research designs, specifically experiments. It covers key components of experimental designs like independent and dependent variables, experimental and control groups, pre-testing and post-testing. Various threats to internal and external validity are explained, such as history, maturation, testing, instrumentation. Different experimental designs are presented like one-group pre-test post-test, static-group comparison. Strengths and weaknesses of experiments are that they allow manipulation and control but can lack generalizability and be expensive. Validity is important to evaluate whether conclusions can be supported.
This document summarizes and analyzes 13 common injection molding defects seen in automotive parts, providing the causes and solutions for each case. The first case discusses ejector impressions on car door panels caused by excessive ejector force. The solution was to optimize the mold structure and process to reduce ejector pin force. The second case shows flower-like cold material on car bumpers due to leaks in the hot nozzle needle valve. Increasing the needle valve air pressure solved the problem. Subsequent cases discuss other defects such as peeling, bulging, size deformation and tiger stripes; analyzing the causes such as material issues, mold design problems, and improper process parameters. Optimized solutions generally involved adjustments to the material, mold design
This is also called as moulding of plastics into articles. To give shapes to plastics, several methods of fabrication are used. They are
1. Compression moulding
2. Injection moulding
3. Transfer moulding
4. Extrusion moulding
Compression molding involves placing plastic material into a heated mold cavity, closing the mold, and applying pressure and heat to compress the material into shape. It is commonly used to make electrical components. Transfer molding similarly uses pressure to mold thermoset plastics, but involves transferring the material from a heated pot into the mold cavity. This document discusses these processes, providing details on their working principles, pros and cons, and an example of using compression molding to fabricate a microlens array from polycarbonate and glass for optical applications.
Mechanics of Solids or Solid mechanics is the branch of mechanics which studies about the behavior of solid materials under the action of Forces and Temperature changes.
This document summarizes plastic injection molding. The process involves liquefying plastic and injecting it into a mold under high pressure. Common plastics used include polystyrene, ABS, nylon, and polypropylene. The injection molding machine has components like a hopper, barrel, screw, and nozzle. Molten plastic is injected into the mold cavity, held until solidified, then ejected. Injection molding allows for high production rates and design flexibility but requires significant equipment investment.
Mechanical properties describe how materials deform and fail when subjected to stress. This document outlines key mechanical properties including elastic deformation, plastic deformation, ductility, resilience, toughness, hardness, and design/safety factors. Elastic deformation is reversible, following Hooke's law, while plastic deformation permanently deforms materials. Yield strength marks the transition between elastic and plastic deformation. Ductility, resilience, and toughness measure a material's ability to deform plastically without fracturing. Hardness tests measure resistance to localized deformation. Design stresses and safe stresses are calculated using yield strengths and factors of safety/design to prevent failure under working loads.
Triaxial compaction provides improved green density and strength over other compaction methods like unidirectional pressing and isostatic pressing. Applying both axial pressure and confining pressure during triaxial compaction allows independent control of stresses and improves density uniformity. Higher confining pressures and shear stresses lead to higher green densities and strengths for powder compacts.
Qualitative Research Methods Doctoral Course in Management 2012 OutlineGanesh Prabhu
This document provides information about a 30-hour, 3-credit doctoral level course on qualitative research methods offered at the Indian Institute of Management Bangalore from June to August 2012. The course objectives are to introduce the research process, theoretical foundations of qualitative methods, and several types of qualitative research methods used in management research. Requirements include class participation, conducting an ethnographic interview and developing a conceptual paper, and a methodology critique of a published qualitative research output. The course consists of 12 sessions covering topics like theorizing, theory building, qualitative approaches, ethnography, and analyzing/evaluating qualitative data.
Ann Cunliffe - IAM 2013 - Reflexive PracticeIAMIreland
This document discusses integrating theory, practice, and learning through reflexive practice. It defines theory as statements about concepts and relationships, and practice as goal-oriented activities. It notes a widening gap between these that draws people to academia but away from original passions. Integrating can occur through impact case studies, engaged scholarship, insider/outsider research teams, action research, and reflective and reflexive practice. Reflective practice rationally makes sense of experience, while reflexive practice questions taken-for-granted theories and perspectives through dialogue. Reflexive practice examines assumptions and encourages discussion of competing interests to shape understanding and relations in more thoughtful, relevant ways.
This presentation formed part of the HEA-funded workshop 'Reflexive learning for the researching professional'.
This workshop explored the importance of reflexivity in professional learning, particularly in the context of doctoral research. From an understanding of reflexivity as critical self-awareness of our ways of being, knowing and doing, concepts such as identity, reflexive dialogue, liminality and transformation will be explored. Reflexivity will be illustrated from practitioner perspectives.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/K8twPT
For further details of HEA Social Sciences work relating to teaching research methods please see http://www.heacademy.ac.uk/resources/detail/disciplines/Soc_Sci/Strategic_2013/ResearchMethods
Shape Memory Polymers (SMPs) - Theory, Properties and ApplicationsNithin Thomas
The presentation deals with a basic overview regarding the Theory, Properties and Applications of Shape-memory Polymers (SMPs).
It also discusses concepts such as Shape memory effect, Programming of Polymers and Practical applications of SMPs.
The document discusses the injection molding process used at Sharp Electric industry in Gujranwala, Pakistan. It describes how plastic parts like chairs, tables, and religious items are manufactured. The process involves melting plastic raw materials like polypropylene and injecting them into molds under high pressure to form the desired shapes. The document outlines the key steps, equipment, materials used, and advantages of the injection molding process.
Blow molding is a manufacturing process that uses air pressure to form hollow plastic parts like bottles. There are three main blow molding processes: extrusion blow molding where a tube of molten plastic (parison) is captured in a mold and inflated, injection blow molding where a preform is first injection molded and then blown, and stretch blow molding where preforms are first made via injection molding and then reheated and blown into shape. Blow molding can make parts from various plastics like PET, HDPE, and PP. It is used widely to make containers and bottles for foods, drinks, chemicals and more.
Here are some key industries and products that rely on blow molding for packaging:
- Beverage industry: Water bottles, soda bottles, juice bottles
- Food industry: Milk jugs, yogurt and butter tubs, condiment bottles
- Personal care industry: Shampoo, lotion and cosmetic bottles
- Household products industry: Cleaning product bottles, trash bins
- Automotive industry: Automotive fluid containers like oil and antifreeze bottles
- Medical industry: Saline solution bags, IV bags and tubing, medicine bottles
This document discusses shape memory polymers, specifically shape memory polyurethanes (SMPUs). It summarizes that SMPUs can recover from deformations up to 400% through heating above their glass transition temperature, due to their network structure of hard and soft blocks. It then describes experiments making shape memory fibers through both melt spinning and wet spinning. The melt spun fibers had higher strength and shape memory effects than wet spun fibers due to better phase separation in the melt spinning process.
Extrusion molding is a process that uses heat and pressure to form plastic into continuous lengths with uniform cross-sections like pipes, rods, or sheets. The plastic is fed into an extruder which heats and melts it before forcing it through a die. The shape of the die determines the shape of the extruded plastic. Common products made through extrusion molding include pipes, hoses, siding, fencing, deck railings, and plastic bags.
The document discusses the design of blow moulded parts and blow moulds. It covers blow moulding applications and considerations for part design such as volume, openings, closures, attachments. It also discusses material selection, parison programming, pinch-off design, neck finishing, venting, and provides a blow mould design checklist. The key factors in blow moulded part and mould design are the material, part size and shape, wall thickness uniformity, openings, and special structural or mechanical requirements of the part.
Extrusion is a process that uses pressure to force a billet through a die opening to create an object with a constant cross-section. Most metals are hot extruded due to the large forces required. Extrusion can produce complex shapes, especially for more readily extrudable metals like aluminum. Common extruded products include automotive and construction parts. Factors like temperature, pressure, and lubrication affect the extrusion process and properties of the final product. Defects can occur due to non-uniform deformation or temperatures that cause cracking.
This presentation includes basics of mold design, important aspects of molds and mold design that will be useful for understanding design, material aspects, and theoretical aspects of mold making and mold engineering. ProE mold design module known as Pro/MOLDESIGN is also briefly explained in the slide.
This document discusses different types of research designs, specifically experiments. It covers key components of experimental designs like independent and dependent variables, experimental and control groups, pre-testing and post-testing. Various threats to internal and external validity are explained, such as history, maturation, testing, instrumentation. Different experimental designs are presented like one-group pre-test post-test, static-group comparison. Strengths and weaknesses of experiments are that they allow manipulation and control but can lack generalizability and be expensive. Validity is important to evaluate whether conclusions can be supported.
This document summarizes and analyzes 13 common injection molding defects seen in automotive parts, providing the causes and solutions for each case. The first case discusses ejector impressions on car door panels caused by excessive ejector force. The solution was to optimize the mold structure and process to reduce ejector pin force. The second case shows flower-like cold material on car bumpers due to leaks in the hot nozzle needle valve. Increasing the needle valve air pressure solved the problem. Subsequent cases discuss other defects such as peeling, bulging, size deformation and tiger stripes; analyzing the causes such as material issues, mold design problems, and improper process parameters. Optimized solutions generally involved adjustments to the material, mold design
This is also called as moulding of plastics into articles. To give shapes to plastics, several methods of fabrication are used. They are
1. Compression moulding
2. Injection moulding
3. Transfer moulding
4. Extrusion moulding
Compression molding involves placing plastic material into a heated mold cavity, closing the mold, and applying pressure and heat to compress the material into shape. It is commonly used to make electrical components. Transfer molding similarly uses pressure to mold thermoset plastics, but involves transferring the material from a heated pot into the mold cavity. This document discusses these processes, providing details on their working principles, pros and cons, and an example of using compression molding to fabricate a microlens array from polycarbonate and glass for optical applications.
Mechanics of Solids or Solid mechanics is the branch of mechanics which studies about the behavior of solid materials under the action of Forces and Temperature changes.
This document summarizes plastic injection molding. The process involves liquefying plastic and injecting it into a mold under high pressure. Common plastics used include polystyrene, ABS, nylon, and polypropylene. The injection molding machine has components like a hopper, barrel, screw, and nozzle. Molten plastic is injected into the mold cavity, held until solidified, then ejected. Injection molding allows for high production rates and design flexibility but requires significant equipment investment.
Mechanical properties describe how materials deform and fail when subjected to stress. This document outlines key mechanical properties including elastic deformation, plastic deformation, ductility, resilience, toughness, hardness, and design/safety factors. Elastic deformation is reversible, following Hooke's law, while plastic deformation permanently deforms materials. Yield strength marks the transition between elastic and plastic deformation. Ductility, resilience, and toughness measure a material's ability to deform plastically without fracturing. Hardness tests measure resistance to localized deformation. Design stresses and safe stresses are calculated using yield strengths and factors of safety/design to prevent failure under working loads.
Triaxial compaction provides improved green density and strength over other compaction methods like unidirectional pressing and isostatic pressing. Applying both axial pressure and confining pressure during triaxial compaction allows independent control of stresses and improves density uniformity. Higher confining pressures and shear stresses lead to higher green densities and strengths for powder compacts.
Qualitative Research Methods Doctoral Course in Management 2012 OutlineGanesh Prabhu
This document provides information about a 30-hour, 3-credit doctoral level course on qualitative research methods offered at the Indian Institute of Management Bangalore from June to August 2012. The course objectives are to introduce the research process, theoretical foundations of qualitative methods, and several types of qualitative research methods used in management research. Requirements include class participation, conducting an ethnographic interview and developing a conceptual paper, and a methodology critique of a published qualitative research output. The course consists of 12 sessions covering topics like theorizing, theory building, qualitative approaches, ethnography, and analyzing/evaluating qualitative data.
Ann Cunliffe - IAM 2013 - Reflexive PracticeIAMIreland
This document discusses integrating theory, practice, and learning through reflexive practice. It defines theory as statements about concepts and relationships, and practice as goal-oriented activities. It notes a widening gap between these that draws people to academia but away from original passions. Integrating can occur through impact case studies, engaged scholarship, insider/outsider research teams, action research, and reflective and reflexive practice. Reflective practice rationally makes sense of experience, while reflexive practice questions taken-for-granted theories and perspectives through dialogue. Reflexive practice examines assumptions and encourages discussion of competing interests to shape understanding and relations in more thoughtful, relevant ways.
This lesson plan introduces Spanish reflexive verbs to beginning students. It uses an illustrated reading about daily routines to first expose students to familiar activities described in Spanish. Students then learn about reflexive verb vocabulary, structure, and usage through direct instruction, partner work asking about routines, and a charades game. Supplementary online videos and exercises provide additional practice and cultural context about routines in Spanish-speaking cultures.
The analysis of qualitative data 22nd Oct 2015Matthew Maycock
The document discusses analyzing qualitative data. It begins with an introduction to analyzing qualitative data, including objectives to understand principles, processes, and tools like NVivo. It then provides examples of the speaker's research, such as fieldwork in Nepal and research on prison masculinities in Scotland. The rest of the document outlines key aspects of analyzing qualitative data, including identifying themes, coding data, content analysis techniques, and preparing data for analysis.
Adult learning is self directed learningMhmd Aljeemaz
The purpose of this paper is to explore a critical analysis of adult learning strategies, which emphasize the use of adult learning and represents a reflexive effort to look at hypothetical and educational basis of adult learning.
The document discusses critical reflective writing in social work. It defines critical reflection as analyzing experiences by considering various contexts and assumptions. Critical reflective writing demonstrates deeper critical thinking on experiences by incorporating experience, theory, and academic content. It differs from typical essays through its use of first person and experience as evidence. Structural models for critical reflective writing generally move from describing an experience to analyzing it to articulating implications. The document provides examples of language and structure used in academic critical reflective writing.
Data analysis – qualitative data presentation 2Azura Zaki
The document discusses qualitative data analysis techniques such as coding, developing themes from qualitative data, and conducting content analysis. It provides examples of coding processes like developing initial codes and focused coding, as well as summarizing data and identifying themes and relationships across data sources. Qualitative data collection techniques mentioned include observation, interviews, and analyzing documents.
This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
The document discusses the negotiation of language, relationships, and power dynamics between researchers and participants in a multilingual research context. It notes that both parties must negotiate the language used, their relationship where the researcher holds more power, and getting or providing the desired data or experience. Researchers should seek to minimize power distances, build trust, and accommodate bilateral reflexivity to encourage participant engagement. The document concludes that multilingual researchers need to understand participants' language needs, recognize their responsibility to participants, and problematize language use regarding abstract concepts.
The document discusses different types of interviews and procedures for conducting interviews. It defines an interview as a meeting between two people to exchange information and ideas through questions and responses. There are several types of interviews, including structured interviews which have explicit research goals similar to a survey, and unstructured interviews which have an implicit research agenda and allow questions to emerge from the conversation. When conducting interviews, it is important to establish trust and make the interviewee feel comfortable, while also using an interview schedule or guide to cover relevant topics. The goals are to understand the interviewee's perspective and interpret their responses in the proper context.
The document summarizes a lunchtime talk on "the art of not knowing" given by Marian Timmermans. Some key points:
- Cultural beliefs tell leaders they must always know what to do, but not knowing can be an opportunity for learning and innovation.
- When faced with not knowing, typical reactions are to flee to the known or give automatic responses, but this avoids discomfort and growth.
- The state of not knowing can create a "liminal space" where new possibilities emerge if approached with "cheerful apprehensiveness."
- This involves noticing feelings and thoughts, taking deep breaths, asking open questions, and exploring discomfort rather than fleeing to the known.
Some techniques, tools and tips for the Empathy phase of Design Thinking.
Content created by Stanford D.School
This work is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/
Biographic narrative: a taster workshopdebbieholley1
Participants are warmly invited to take part in a practice interview, work on coding a short extract from a 'real' interview and carry out a sample analysis. BNIM draws upon the German school of thought from the early 20th century, and is a particular method used to draw out the 'stories' or narratives from interviewee's lives. What is of interest to the researcher is what the interviewee selects to tell us, and the way in which the story is told. The interview is structured such that the interviewee has the time and space to develop their own contribution. This approach is useful as it can in part challenge the criticism of the research interview, which can assume that an interview is an unproblematic window on psychological or social realities, and that the 'information' that the interviewee gives about themselves and their world can be simply extracted and quoted (Wengraf 2001).
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
The target audience for the Esa Pekka iPad ad is music lovers and composers who will appreciate seeing the iPad being used as a creative tool for music. It also aims to appeal to potential iPad customers by highlighting how the iPad can enhance a musician's workflow and creative process. The relaxed and inspiring tone of the ad aims to position the iPad as an accessible and easy-to-use device for musicians of all skill levels and genres.
This document provides an overview of conducting interviews for research purposes. It discusses the steps involved, which include designing the study, conducting interviews, ensuring quality and ethical standards, and analyzing the data. Key aspects covered include developing interview questions, creating an engaging dialogue with participants, addressing confidentiality and consent, and using different analytic approaches such as having participants validate interpretations. The overall aim is to understand participants' perspectives in a rigorous yet empathetic manner.
Reflective practice in the professional contextTrish Bradwell
Reflection has its origins in ancient philosophy and is an important part of human development and learning. The purpose of reflection is to improve professional practice by critically examining experiences. It requires skills like self-awareness, open-mindedness, and honesty. Reflection leads to personal and professional growth as practitioners gain insight, make changes, and improve their competence over time. Different models emphasize aspects like critical analysis, planned change, and reflecting both during and after experiences. Overall reflection is a valuable tool for practitioners to continuously learn and enhance their skills.
The document discusses key concepts in qualitative research methods for studying culture and social reality. It contrasts subjectivist and objectivist approaches and notes that researchers occupy positions along the spectrum between these extremes. Four common qualitative methods are described - observation, textual analysis, interviews, and transcripts. The document also discusses some principles of ethnography, including a preference for natural data collection over experiments, understanding meanings from participants' perspectives, and acknowledging the researcher's role in knowledge production.
COMM5600 Interviews & Focus groups TO SHARE (1).pptRashiRashi21
The document provides an overview of how interviews and focus groups can be used as research methods in media and communications research. It discusses how they can provide personal accounts and interpretations, understand beliefs and behaviors in context, and generate frameworks for further research. It notes the types of interviews, issues of power dynamics and identity, and practical considerations for conducting interviews and focus groups such as developing an interview guide, sampling, logistics, ethics, and analyzing the data.
This document provides an overview of an English teacher's classroom and teaching philosophy. It discusses:
1) The teacher has taught English for 23 years and his classroom has improved from a small, dark room to a new, large, well-ventilated classroom with computers.
2) The school has 500 students from 10th to 12th grade from a variety of social backgrounds near Mayaguez, Puerto Rico.
3) The teacher's philosophy is for students to learn by doing hands-on activities like brainstorming, writing, and sharing their work.
This document outlines a personal identity project for students. It includes four main components: a proposal, a personal narrative, an identity exhibition, and a reflection paper. The personal narrative asks students to express their identity and what has shaped it in a format of their choosing. They will then present their work at an identity exhibition for classmates and family. A reflection paper will allow students to reflect on what they have learned about identity and themselves through this project. The teacher provides guidelines and rubrics for each component to help students structure and complete the assignment.
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. Who am I? ... becoming
The context of this presentation in relation to
my main teaching, learning and research
interests
Processes of learning and research, e.g. social
learning, reflexivity
Identity – at the individual level
Managers and professionals, and manager
development
3. Key premises of relational social
constructionism
We construct knowledge about the world, our
experiences within it and our selves “in our
everyday interactions and conversations” (Cunliffe,
2002, p.37)
Therefore, “there can be no meaning attached to
anything [including reflecting and learning] that is
not derived from aspects of dialogue and
relationship” (Fletcher and Watson, 2007, p.13)
The importance of narratives/narrating, stories/
storying, dialogue
4. Making meaning of experience
is a social act of telling stories and referencing these
• to ongoing narrative (Beech et al., 2010; Sims,
2003) to make text-running text relations
(Ramsey, 2005; Dachler and Hosking, 1995).
• to ‘practical theories’ and explicit knowledge
(Cunliffe, 2002, 2003) or concepts (Watson,
2006), to provide a ‘frame of reference’ (Watson,
2006) or to make text-context relations (Dachler
and Hosking, 1995)
5. Challenging ‘bounded’ meaning
making
We take for granted and, therefore, limit
particular descriptions of realities (Hosking
and Morley, 1991)
Need to be aware of how we use language to
‘constitute and maintain’ our realities
(Cunliffe, 2002:38)
Engaging critically and reflexively (Cunliffe, 2002,
2008; Fletcher and Watson, 2007) with our
stories and conversational practices
6. Learning as a critical self-reflexive dialogic
process
becoming aware of our ways of talking, acting and
being (Cunliffe, 2002, 2008; Fletcher and Watson,
2007)
questioning the bases of our interpretations, our
ways of doing and, thus, of self (Hibbert et al.,
2010)
‘“becoming otherwise” to some degree’ (Fletcher
and Watson, 2007: 11) by constructing different
knowledge, different ways of knowing
7. ‘Real-time’ reflexivity in dialogue: ‘Sticky’
and ‘Striking’ moments
participant-centred reflexivity in the research
interview (Riach, 2009) – ‘sticky moments’
similar to Cunliffe’s (2002: 42) notion of ‘striking
moments’ and being ‘struck’ by ‘something
important we cannot quite grasp in the moment’
(Cunliffe, 2002: 42)
8. Research as a dialogic process of learning
Creating
order
Engaging in
critical selfreflexivity
Making
meaning
Being struck
Storying
experience
Becoming aware
of and changing
use of language
Becoming
otherwise
9. Research Questions
What is the research participant ‘struck’ by?
How may the researcher and participant
recognize a ‘striking’ moment?
10. Research Design
Original study:
Data from PhD study of eight public-sector
professionals’ experiences of becoming managers
The PhD project comprised two stages of semistructured interviews (in 2005, and 2006), using
critical incident technique
This study:
Five participants took part in a third interview (in
2009) and asked ‘what struck you as you read
and reflected on the report?’
11. Referencing time: Changes in past and
present selves
John: some of the examples that you were drawing from was when I
used to work in the libraries and that seems so many years ago
now, and they were the experiences of a very young manager
Interviewer: yea they were because they were those early career
transitions, weren’t they and first becoming manager experiences
John: which seem an awful long time ago now, and have I changed
in that time? Well yea, absolutely, so when I was looking at that I
was thinking yea I remember that now but it was almost
something I’d forgotten, valuable experiences but they were
experiences of a guy in his 20s and 30s who simply found
himself in a manager position, so I’m looking at that and thinking
that’s a long time ago, and probably with perspectives now might
be different
examples
12. Referencing time: Similarities in past and
present selves
Wendy: that sort of resonates with what’s happening at the
moment with [the staff member who has just resigned] ...
that’s the same issue that I’ve got with [another staff member]
... I’ve done the same with [him] in a way, haven’t I? (slight
laughter)
Interviewer: well that’s how you see it ... what does that now
make you think, now that you’ve sort of seen that pattern
there?
Wendy: I’m not listening to people ... I’m thinking they’re quite
keen to do this and they’re not (slight laughter) … this current
situation being so similar to that (slight laughter) means that
in my head I’ve learnt nothing from that
13. Remembering an incident: evoking strong
emotions
Edward: it’s funny I mean I had almost kind of forgotten
about the thing with the guy that committed suicide, it’s
bizarre you know because I mean god at the time that was
probably such a hugely painful memory for me, and it’s kind
of almost reassuring that I’ve kind of like I’ve put that behind
me and I’ve moved on … I mean I suppose it shows the extent
to which I’ve had to take on new responsibilities and I’ve not
really had much of a chance to reflect actually, I mean of
course I do remember but it was only when I went through it
and you referred to it I thought ‘yea, bloody hell’ (interview
2)
14. Critical self-reflexivity
Edward: it was also interesting I suppose in terms of sometimes you
can kid yourself on, can’t you?, do you know what I mean?, so one of
the things you said [in the research report] was you talked about me
having said I’d forgotten about the coroner, I hadn’t forgotten about it
but I suppose that, with the press of new things that had come on, you
push some things to the back of your mind but I do know in the current
role that I’m in a number of similar challenges have come along and
it’s kind of resonated for me ... the situation I’m in at the moment,
there’s an awful lot that’s wrong with the organisation and that’s really
tested me and I suppose then to read back on a situation where you
think blinking heck you know (Interviewer: yes) I suppose what it
makes you think is (pause) you know, am I up to the challenges that
are being faced, do you know what I mean? (interview 3)
15. What is the participant struck by?
• Time – narrated differences and similarities
of selves over time
• Recall of a particular incident – performance
in narrative
• the extent of remembering an incident
• being reminded of something similar
• bringing back thoughts and emotions
relating to the incident: emotional
closeness as well as distance
16. Recognizing a striking moment?
How may the researcher and participant recognize a
striking moment?
•Ways of talking – directly through particular
expressions (such as ‘resonated’, ‘fascinating’,
‘funny’, ‘bizarre’), switching pronouns, use of
rhetorical questions
•Ways of acting – pauses, laughter, challenging or
engaging directly with the researcher
17. Implications
For your research practice …
•understanding storying as both an interview
technique and the dialogic process of making
meaning of experiences
•providing opportunities for participants to reengage
in the research process
For your teaching and learning practice …
•Engaging in dialogue with self and other(s)
We have been talking about the researcher engaging in self-reflexivity and building this into their research practice and/or research design. I am going to give a slightly different focus, and discuss the potential of research interviews as reflexive dialogue and as sites for research participant reflexivity. I’m also going to emphasize the value of participating in research for participant learning and highlight the importance of striking moments for reflexivity.
This approach assumes a relational social constructionist perspective that learning is a reflexive dialogic process involving becoming aware of, and changing, the way we use language in making meaning of our experiences (Cunliffe, 2002, 2008; Watson, 1994; Fletcher and Watson, 2007). During the presentation I’ll briefly discuss this.
Who am I?
Lecturer, teaching in areas such as Developing Self,, Qualitative Research Methods, including Reflexivity.
Researcher, interested in identity at the individual level
PhD completed in 2009 – Genesis of this paper – in follow interviews from PhD after submission but prior to viva, I was struck by the value of engaging in my research project for the participants’ management learning, through having conversations with me (as a colleague). Clearly related to notions of the value of coaching but there is little written about research participant’s experiences of reflexivity
A relational social constructionist perspective (Cunliffe, 2002, 2008; Watson, 2008; Ramsey, 2005; Watson and Harris, 1999; Dachler and Hosking, 1995) on research and learning means that we construct knowledge about the world, our experiences within it and our selves “in our everyday interactions and conversations” (Cunliffe, 2002, p.37). In other words, knowing is an emergent dialogic process of meaning making, performed in ongoing relations (Fletcher and Watson, 2007; Ramsey, 2005; Cunliffe, 2002; Dachler and Hosking, 1995).
“there can be no meaning attached to anything [including reflecting and learning] that is not derived from aspects of dialogue and relationship” (Fletcher and Watson, 2007, p.13). Therefore, reflecting, learning and knowing are not, therefore, ‘mind stuff’ (Dachler and Hosking, 1995) or cognitive-only processes occurring ‘in the head’ (Fletcher and Watson, 2007) but rather are ever evolving outcomes of dialogic processes taking place in multiple, interwoven conversations with others and ourselves.
The focus on dialogic meaning making in conversations emphasizes the process of narrating (Smith and Sparkes, 2008; Ramsey, 2005; Sims, 2003: Dachler and Hosking, 1995). For instance, rather than the realist perspective of ‘having’ a ‘concrete’ experience (Kolb, 1984), from a relational social constructionist perspective, we narrate a story of our experiences (Ramsey, 2005).
The story of any given experience will change as we narrate it to different audiences (Ramsey, 2005; Riessman, 1993) or to the same audience in different settings or at different times.
Making meaning of experience, then, is a social act of telling stories and referencing these to ongoing narrative (Beech et al., 2010; Sims, 2003) or making text-running text relations (Ramsey, 2005; Dachler and Hosking, 1995).
As well as cross-referencing stories to others, we make sense of our experiences by constructing ‘practical theories’ and applying explicit knowledge (Cunliffe, 2002, 2003) or concepts (Watson, 2006). These theories and concepts, as discursive resources, provide a ‘frame of reference’ (Watson, 2006) or context (Dachler and Hosking, 1995) for our meaning making.
If we accept meaning making as a social act of creating theorized stories, then how we use language in shaping our stories and in constructing and potentially limiting what we know becomes of central importance. We may fail to notice what we say or do in any given moment because our ways of speaking and acting are so central to who we are (Cunliffe, 2008). Also, because the discursive resources we use come from the particular social and cultural settings in which we interact, we may take for granted, and therefore limit, particular descriptions of realities (Hosking and Morley, 1991). In other words, we ‘bound’ our meaning making processes by co-constructing, with others, limits to what are alternative descriptions of realities and to the sense of order we create (Hosking and Morley, 1991, p.70). However, as these limits are discursively produced, they are potentially open to change (Hosking and Morley, 1991). Therefore, we create possibilities for change by becoming aware of how we use language to ‘constitute and maintain’ our realities (Cunliffe, 2002:38) and by exploring different ways of interpreting situations (Cunliffe, 2002, 2008). Becoming aware then involves engaging critically and reflexively (Cunliffe, 2002, 2008; Fletcher and Watson, 2007) with our stories and conversational practices to reveal and change how we use language to create particular ways of knowing (Cunliffe, 2008) and being.
Engaging in critical self-reflexivity to become aware of our ways of talking, acting and being is central to learning (Cunliffe, 2002, 2008; Fletcher and Watson, 2007). Being self-reflexive is more than reflecting (Hibbert et al., 2010; Riach, 2009; Cunliffe, 2008) on an event or an experience; it involves ‘thinking more critically about ourselves, our actions, the types of conversations we engage in and the language we use’ (Cunliffe, 2008: 135). The critical self-reflexive process of questioning the bases of our interpretations, our ways of doing and, thus, of self (Hibbert et al., 2010) has ‘epistemological consequences’ (Riach, 2009: 358). In other words, through the process we construct different knowledge, different ways of knowing and change our selves or ‘“become otherwise” to some degree’ (Fletcher and Watson, 2007: 11).
My understanding of dialogue, then, is not as a particular form of conversation (Raelin, 2001) or social process to be ‘applied’ to management learning (Gray, 2007) but rather as the social and relational processes through which learning occurs (Fletcher and Watson, 2007).
When learning is reconstructed as a critical self-reflexive dialogic process, enacted in conversations with others (Cunliffe, 2002, 2008), then it can occur in any social interaction. Participant-focused learning through research-context social and relational processes has received limited attention
Riach’s (2009) research, on participant-centred reflexivity in the research interview, proposes that participant reflexivity occurs in an interview’s ‘sticky moments’, where the situatedness and assumptions of interview protocol and research context are actively questioned or broken down. (Riach’s research explored organizational age inequalities and ageing identities within the workplace. Upon analysing the interviews, possible reflexive moments were often signalled by participants ‘stepping outside’ traditional interview protocol (Mason, 2002). For Riach, it became apparent that the reflexive considerations were participant-led. Whilst the duration of such moments varied significantly, it appeared important that they were often accompanied by either long pauses or one person talking over the other. Riach (2009) used the term ‘sticky moments’, understood as participant-induced reflexivity, to represent the temporary suspension of conventional dialogues that affect the structure and subsequent production of data. In the context of Riach’s project, these were often triggered by the research theme itself or the embodied nature of the research interaction. CONFLATING THE RESEARCHER AND THE RESEARCH In Riach’s case participants commented on her (perceived) age as being unusual given the research topic of ageing identities - Comments ranged from ‘How old are you? I’m only asking as you look so young!’ to ‘Goodness, I was expecting someone much older’ – comments such as ‘it would be hard for you to understand …’ .
Riach’s sticky moments are similar to Cunliffe’s (2002: 42) notion of ‘striking moments’ in which we are spontaneously ‘struck’ by an emotional, physiological or cognitive sense of ‘something important we cannot quite grasp in the moment’ (Cunliffe, 2002: 42). Like Weick’s (2002: 897) call for researcher ‘real-time reflexivity’ in a ‘moment when something unexpected occurs’, a striking moment may heighten awareness of learning because we are ‘moved to reflect on and/or reflexively question our ways of being and understanding’ (Cunliffe, 2002: 42).
There are two main aspects to the ‘research as learning’ dialogic process. First, as the researcher and participant interact and talk, learning evolves through multiple, interrelated dialogic processes. For analytical clarity I show these as discrete phases involving storying experience (Ramsey, 2005), making meaning (Cunliffe, 2002, 2008; Dachler and Hosking, 1995), creating order (Cunliffe, 2002), engaging in critical self-reflexivity (Cunliffe, 2002; Fletcher and Watson, 2007; Hibbert et al., 2010), becoming aware of and changing use of language (Cunliffe, 2002) and becoming otherwise (Fletcher and Watson, 2007). Second, the physiological, emotional, or cognitive sense of being ‘struck’ (Cunliffe, 2002) is key to critical self-reflexivity and learning because it moves us to question our ways of understanding and being (Cunliffe, 2002). ‘Striking’ (Cunliffe, 2002) moments, as potential triggers for critical self-reflexivity, are unpredictable and are shown in figure 1 as happening at different phases.
To illustrate these emergent and mutually dependent processes and to provide further insight into the interplay of being struck, participant self-reflexivity and learning, I draw from an empirical study.
I’m going to illustrate the interplay of ‘being struck’ (Cunliffe, 2002) and participant self-reflexivity and management learning, through examples from the data. In particular, the research will explore what the research participant is struck by, and how the researcher and participant may recognize a ‘striking’ moment.
The data for this study are drawn from a wider empirical study of eight public-sector professionals’ experiences of becoming managers. The participants were selected because they had significant professional and managerial experience, with some ‘first’ becoming manager around twenty years before the first interview with them. The original project’s research design comprised two stages of semi-structured interviews, with the second interview taking place approximately 12-15 months after the first one. Both interview stages involved using critical incident technique (Chell, 2004) to prompt the telling and re-telling of significant events or issues identified by the participant. The first interviews included: the individuals’ professional backgrounds and how they had ‘ended up’ in their current managerial roles; what ‘being’ a professional and a manager meant to them, and examples of dealing with professional and managerial ‘challenges’ they had faced. In the second interviews, participants gave accounts of managerial incidents which had happened after the first interview, were reminded of the ‘incidents’ discussed in the first interview and were asked to select and elaborate upon one incident.
The research report, in the form of a doctoral thesis (Corlett, 2009), included the researcher’s interpretations of selected narratives from the two interviews with the eight research participants. In the spirit of giving the research participants ‘something in return’ (Essers, 2009: 167), all were offered the final research report and invited to take part in a third interview. This interview aimed to seek participants’ views on the resonance (Ellis and Bochner, 2000) of the researcher’s interpretations and the practical utility (Potter and Wetherell, 1987; Riessman, 1993; Watson, 1995) of the findings. Five participants took part in a third interview, held in 2009. Although undertaken before the development of this paper, a key guiding question in this third interview was ‘what struck you as you read and reflected on the report?’.
Being reminded of earlier stories of incidents and experiences, by discussing them in the research interviews and/or by reading about them in the research report, encouraged participant reflexivity.
The longitudinal dimension of the research design, with participants giving accounts of both their early and contemporary experiences of managing, meant that some of the incidents they had discussed in the first interview had occurred a long time ago. John reflected on his personal changes over a managerial career of over 20 years
READ QUOTE
Reading the research report reminded John of experiences from when he was ‘a very young manager’. John seemed to be struck by the passing of time and conveyed this through juxtaposing the past and the present (‘an awful long time ago now’). Furthermore, John’s impersonal storying (‘they were the experiences of a very young manager...of a guy in his 20s and 30s) conveys dramatically the comparison of past and present selves. The implied distancing of self from past experiences and selves suggests John’s awareness of becoming otherwise.
In the first part of the second interview, Wendy talked about an incident involving a member of staff who had just resigned unexpectedly. Later in the same interview, when reminded of the incidents narrated in the first interview, Wendy was REMINDED OF A CURRENT SIMILAR EVENT
Wendy’s slight laughter, on three separate occasions in this extract, seems to indicate that she was ‘struck’ by the connection between the two incidents and the lack, in her view, of becoming otherwise. This is supported by Matoesian’s (2005: 184) observation that laughter may accomplish an array of actions, including ‘affiliat[ion] with or disaffiliat[ion] from a position’. Wendy engaged the researcher in making meaning: ‘I’ve done the same with [him] in a way, haven’t I?’. Following my probing, Wendy drew on practical theories, for instance relating to listening to people and reading body language and drew on cognitive concepts of learning (‘in my head I’ve learnt nothing’) in reaching her conclusion.
THE RECALL OF STRONGLY FELT EMOTIONS seemed to create a heightened sense of being ‘struck’.
Edward indicated being struck through his use of language, such as ‘it’s funny ... it’s bizarre’ and more dramatically through his repetition of exclamations of surprise with an intensive adjective - ‘bloody hell’ which is reiterated in the next extract as ‘blinking heck’. Like John, and Wendy he commented on the extent to which he had ‘forgotten about the thing’. Through the retelling, he is reliving the painful memories of the incident. This alternative interpretation fits with the way Edward challenged, in the third interview after reading the research report, my interpretations of his forgetting the incident
Edward’s challenge of my interpretation (‘you talked about me having said I’d forgotten about the coroner, I hadn’t forgotten about it’) supports Riach’s (2009) finding that participant-induced moments of reflexivity occurred when a research participant challenged her. The final sentence includes a pause, which also supports Riach’s (2009: 361) finding that striking moments were ‘often accompanied by long pauses’.
Edward’s repetition of ‘I suppose’ might be a speaking mannerism or might indicate his questioning of the bases of his interpretations (Hibbert et al., 2010) and his tentative sense-making. Edward switched pronoun use from ‘I’ to ‘you’, for instance ‘sometimes you can kid yourself on’ and ‘you push some things to the back of your mind’ indicating practical theories for explaining his forgetting about the incident. The final switch to ‘you’ in the last sentence shows Edward engaging in critical self-reflexivity by questioning his ways of doing, of self (Hibbert et al., 2010).
There is a temporal dimension of being struck. This is to be expected given the connection between time and reflexivity (Antonacopoulou and Tsoukas, 2002). The temporal dimension, and its relationship to self-reflexivity, is conveyed by the way in which participants narrate experience. In some storying, the juxtapositioning of the past and the present, as in John’s acknowledgement of his experiences as ‘an awful long time ago now’, supports Worthington’s (1996: 14) view that ‘historical narrative contextualisation is crucial to human understanding’. The comparison of experiences and selves over time also provides a ‘long view’ (McLeod, 2003) sense of ‘becoming otherwise’ (Watson and Fletcher, 2007). However, as well as supporting notions of the ‘temporal disjuncture of the self’ and ‘contrasting epistemological standpoints’ (Riach, 2009: 365) at different life points, as in John’s case, this research also found participants were struck by similarities of self narrated over time. For instance, Wendy was struck by the lack of learning and becoming otherwise when comparing a previously narrated incident with a current similar one.
Being taken back to (and aback by) a previously narrated experience encourages critical self-reflexivity. There are three dimensions to this recall: the extent of remembering an incident; being reminded of something similar; and bringing back thoughts and emotions relating to the incident. For all these dimensions, it is important to appreciate that we remember in narrative (Hardy, 1968) and make memorable our experiences by transforming them into stories told over time (Kearney, 2002). Furthermore, when telling stories about experiences, we reference to a limited number of past, present and future happenings in our life (Harré and van Langenhove, 1999: Golden-Biddle and Locke, 2007). Therefore, it may seem likely that the participants may have ‘almost ... forgotten’ them (John and Edward). However, this may have ‘nothing to do with ‘memory’’ (Harré and van Langenhove, 1999: 72). Rather, what is interesting is why people draw on the particular experiences they do as part of their storytelling in any given situation (Harré and van Langenhove, 1999) and how they tell the story. Therefore, the ‘almost forgotten’ or newly ‘remembered’ events are part of the performative effect of the storying, for the audience and the self, which allow the individual to form connections and construct meanings in particular ways. The performance of recall could be said to heighten the sense of ‘being struck’ and may stimulate critical self-reflexivity or make more apparent one’s becoming (or, in some participants’ view, not becoming) otherwise.
Making a connection between two similar incidents enables research participants to reflect on incidents and to engage in critical self-reflexivity. The third aspect of recall, of thoughts and feelings evoked, contrasts with McLeod’s (2003) view that the passing of time between research interviews encouraged reflexivity through an ‘emotional distance’ from previously narrated events. Rather, this research has illustrated the recall of previously narrated events and emotional closeness, in this case of pain as expressed by Edward.
Engaging reflexive dialogue requires both the participant and researcher to be sensitive to their ways of talking, acting and responding in-the-moment of being ‘struck’. As one of the participants not cited (Barbara) observed, engaging in critical self-reflexivity is difficult ‘when you’re in it’, that is the incident or moment. Acknowledging and responding to ‘being struck’ moments in the course of research relations and dialogue might be challenging but this research has extended understanding of how to recognize these. This research has illustrated direct and indirect ways of talking and acting in which the participant may demonstrate being struck. Complementing Riach’s (2009: 361) finding that these moments were ‘often accompanied by long pauses or one person talking over the other’, this research suggests striking moments may be indicated by challenging or engaging directly with the researcher, using rhetorical questions, switching pronoun use and slightly laughing.
Implications for our research practice include understanding storying as both an interview technique and the dialogic process of making meaning of experiences, and providing direct and indirect opportunities for participants to reengage in the research process, for instance through designing individual or group conversations over time or by involving participants as co-producers of data interpretation. As this research has illustrated, these research practices also create opportunities in which participants may be struck and engage in critical self-reflexivity and learning.
For Teaching:
for instance by designing opportunities for reflexive dialogue, particularly in striking moments. Dialogue may include with self, for instance through reengaging with written stories of experiences; with another, for instance through supervision, coaching and mentoring conversations; and with others, for instance, in action learning groups. In addition to these special forms of conversation, we need to appreciate that dialogical opportunities for learning are present in any context and may be seized if we are able to recognize and respond to striking moments.