Undertaking commissioned research in education: do research paradigms matter?

Livingston, K. (2016) Undertaking commissioned research in education: do research paradigms matter? In: Ling, L. and Ling, P. (eds.) Methods and Paradigms in Education Research. IGI Global, pp. 206-219. ISBN 9781522517382 (doi:10.4018/978-1-5225-1738-2.ch012)

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Abstract

The place and challenges of identifying and working with research paradigms in the context of commissioned research is addressed in this chapter. The characteristics of commissioned research and commissioned evaluation are discussed. The role of Invitation to Tender (ITT) documents in commissioned research is explored using a conceptual continuum from looser to tighter specification of parameters. Consequences for the selection of a research paradigm are considered. The chapter concludes with an imperative: Communication to develop understanding of each other's perspectives needs to be better recognized for its value to all parties in meeting their intended purpose in engaging in a commissioned research undertaking.

Item Type:Book Sections
Status:Published
Glasgow Author(s) Enlighten ID:Livingston, Professor Kay
Authors: Livingston, K.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Publisher:IGI Global
ISBN:9781522517382

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