Are you ready to amplify your academic presence and connect with a global network of researchers? Join the Scholar Indexing Society and elevate your research to new heights!
The Role of Reflective Practitioner Heuristic Inquiry in Institutional learning and Research
Article Number: SIS217940AI201222
20th December, 2022
Author(s):
Edward Sek Khin Wong
Abstract:
In this paper, the authors reports on a critical and reflective practitioner heuristic inquiry that
investigates a case study concern a post-modern approach in enhancing institutional teaching
and research involving adult learning. In addition, the authors investigate the research process
itself and their own professional academic practices. Of particular interest is that this paper
offers practitioners and teachers a new way of thinking about and pursuing concerns about a
foray into many different disciplines, among these are sociology, education, business, strategic
decision making, knowledge management, organisational theory, and current critical schools
of thought, such as the work of Michel Foucault. The paper aims to bring out inner dialogues
and open discourse responses in one-on-one interviews within a phenomenological, reflective
practitioner methodology. The authors seek to explain why these roles are experiencing
increased interest in the nature of critical institutional research. This approach assumes that any
learning situation has the potential to yield new ideas for enhancing the researcher’s learning,
provided we do the kinds of thinking that opens up new possibilities. That is, the researcher
offers an account of this innovative thinking, suggesting a framework of questions, which
practitioners can use, and then drawing upon their existing knowledge in order to generate new
insights and possibilities for practice. One area of controversy between critical institutional
research and the traditional research is the role of “reflective practice," which remains
under-developed. In this paper is explored the importance of reflective practice employing the
term "living thesis paradigm" as a means of developing expert research methods.