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Journal Issue
Volume 10 Issue 2, ECRM / Dec 2012  pp53‑153

Editor: Ann Brown

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Editorial for the ECRM 2012 Special Issue of EJBRM  pp53‑53

Ann Brown

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Integrating Sustainable Development into Research Ethics Protocols  pp54‑63

Anthony Stacey, Julie Stacey

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A Multi‑Methodological Framework for the Design and Evaluation of Complex Research Projects and Reports in Business and Management Studies  pp64‑76

Hendrik Marais

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Looking at the Past to Enrich the Future: A Reflection on Klein and Myers’ Quality Criteria for Interpretive Research  pp77‑88

Ana Cardoso, Isabel Ramos

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A Proposal and Evaluation of a Design Method in Design Science Research  pp89‑100

Francis Gacenga, Aileen Cater-Steel, Mark Toleman, Wui-Gee Tan

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A Technical Guide to Effective and Accessible Web Surveys  pp101‑109

Greg Baatard

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Generating a new Interview Method by using Sensing Technology to Assess Human Emotions  pp110‑120

Yayoi Hirose, Kiyoshi Itao, Tomohiro Umeda

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The Educational Scorecard: The Start of our Journey  pp121‑131

Vivienne Griggs, Michelle Blackburn, Joanna Smith

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Research Philosophy Debates and Classifications: Students’ Dilemma  pp132‑140

Marcia Mkansi, Edwin Asiamah Acheampong

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Abstract

Research philosophy classifications such as ontology, epistemology, and anxiology and their conflicting applications to the ‘quantitative‑qualitative’ debates, are a major source of dilemma to research students in establishing their relevance to subjects areas and discipline. A number of studies have used different descriptions, categorisations and classifications of research paradigms and philosophies in relation to research methods with overlapping emphasis and meanings. This has not only resulted in tautological confusion of what is rooted where, and according to whom; but raises a critical question of whether these opposing views are enriching knowledge or subtly becoming toxic in the field? . This paper puts forth a student voice towards these debates and aims to provoke research advocates from their peripheral standpoint to become concerned about this subtle but deepening concern of students and their future impacts. A concerted effort in this direction should eventually result in the development of a planned, systematic framework and procedure that show some consensus to bail research students from these bewildering classifications and debates. The paper briefly reviews, discusses, and analyses these research philosophy classifications and debates and provides a mapping thereby through literature. Then, assesses how they impact on research students through case studies based on three North West Universities in the UK. Responses were elicited using structured interview questionnaires where students fall into different faculties and subject groupings for comparison purposes. Although the findings paint a grim picture of research, they are not conclusive to all UK students as the sample studied is skewed geographically. Future studies must survey the impact from other geographical locations. It is the conglomeration of these studies that will provide the ‘real’ magnitude of the impact on research students. This paper contributes to discussions on research methods and calls for a consensus in the field of research. 

 

Keywords: research philosophy, debates, students, dilemma

 

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Eating our own Cooking: Toward a More Rigorous Design Science of Research Methods  pp141‑153

John Venable, Richard Baskerville

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