DISTANCE LEARNING OPHRM MSC AT BIRKBECK – INTERNATIONAL PROGRAM

SOME KEY AREAS Reading skills Theories, models, constructs, arguments, literature… Forum discussions The key message is…

READING SKILLS Read large quantities of text quickly, accurately and critically. ‘Critical’ means noting the strengths and the limitations of the work you are studying. Through your studies you acquire an understanding of the theories and concepts of your subject. In gaining an understanding, rather than simply ‘learning’ the theories, your thinking develops and you are able to form well-reasoned judgements about the theory.

SOURCES OF READING Textbooks Academic journals Professional journals Grey literature Newspapers and magazines Blogs, opinion pieces, interviews etc

TECHNIQUES IN READING? Selection: Google Scholar; Web of Science; etc. – what is the canon? (ie. what works would you be expected to know? Usually identified by high numbers of citations). Also, review articles especially in the review journals (e.g. Annual Review). And, look for reviews of books to get a sense of the key message of the book. [Horizon] Scan – Relevance? Provenance? Obsolete? Skim – abstract, summary, conclusions? First and last paragraph of each section? Gut – 1. establish and evaluate the value of the text by looking at its aims, introduction, contents and index (in a book) 2.identify passages that are important to your aims 3.skim read these sections, as well as the ones before to get an idea of context 4.read the chosen sections in depth.

WHAT TO EXTRACT FROM READING? Begin with a set of questions (from the forums, the handbooks, the lectures…your own…) Look for the answers in the text Check the use of the literature (references) the theories and models, the methodology and the inferences from the analysis. Draw your own conclusions.

THE ANSWER/THE TRUTH There are traditions, conventions, paradigms and so on. Within a particular part of a particular discipline there are traditions and conventions As an experimental psychologist I would generally assume a postivist or post-positivist position, collect quantitative data, do statistical analysis to test the null hypothesis. As a social constructionist perspective I might be more interested in how people construct a set of taken for granted axioms and how they operationalise these. To do this I might employ a range of qualitative methods from observation through interview to numerical survey. Key differences are in how I interpret my findings

SOME KEY TERMS Theory Model Paradigm Concept Construct Variables measures Evidence Critical Method Approach

THEORY; MODEL; PARADIGM Theory; Model; Paradigm These terms can all be used to mean the same thing and they are interchangeable We tend to use ‘paradigm’ to refer to the ontological and epistemological position being adopted (e.g. positivist, post- posivitist, feminist…) A model is usually used to refer to the assumption of a fixed relationship between a set of variables (e.g. the job satisfaction model…) A theory is usually used to refer to the set of fixed assumptions relating to a coherent and comprehensive description and explanation of a set of observed phenomena (e.g the theory of perceived self-efficacy; the theory of perception…) and/or a set of models and other theories (e.g. career theory) BUT bear in mind that these terms can be used interchangeabley

CONCEPT; CONSTRUCT; VARIABLES; MEASURES Concepts are, in simple terms, bounded ideas. They are ways of creating objects which we can study. Constructs are similar to concepts and more or less the same thing. We can distinguish between these two things if we want a long philosophical debate. Variables are units that represent constructs which can ‘measure’ We cannot measure a construct so we develop variables as measures of the construct. The variables are also objects which we can manipulate in experimental trials and in causal models Measures are units that represent the variables. So we count the number of units that make up the variable to get an idea of the strength of representation of the construct.

EVIDENCE; CRITICAL An absence of evidence is NOT evidence of absence! Evidence is the set of arguments, or data points, or observations, and so on that we present to support the argument we are making. Verifying evidence is a complex philosophical undertaking so we tend to rely on tradition and convention as to what counts as evidence. In some paradigms we rely on validity and reliability (and there are several forms of both). In other paradigms we rely on logic and plausibility Being critical is not the same as simply criticising. It means presenting an appropriately and logically reasoned argument that either supports or contradicts an existing set of taken for granted assumptions. For example, Burnes’ critique of Lewin actually supports Lewin’s work.

METHOD; APPROACH An approach is the position one takes in relation to ontology and epistemology. For example, if you assume a positivist ‘paradigm’ you are taking a particular approach to things and accepting a set of assumptions as axioms. If you assume a post-modern approach then you equally accept a set of axioms which constrain the inferences you make. Method, or methodology, has two main parts 1)The use of tools to collect data – these range from laboratory experiments through surveys to participant observation 2)The way in which you analyse your data. To some extent this is driven by type of data you collect and the approach you have taken. Following on from this you will make a series of inferences from the data and these inferences will be guided and constrained by your approach and the set of assumptions you have accepted as axioms. Mixing and matching approaches is dangerous. Mixing and matching methodology requires a degree of skill and experience but for the most part is reasonably safe…but not always…

KEY POINTS FOR SUCCESS Summary Be organised – set aside a fixed amount of time every week/day to do some work Know the syllabus, the structure of the course, and the reading and DO the reading Make use of the online forums to: share ideas; practice your writing; develop your arguments; learn about the topics; and so on. This is your biggest resource if you make good use of it Make sure you know how to get technical help and where to get it from Structure your revision as part of your learning Practice your exam technique. Practice it again. And again. And again…

‘RULES’ FOR GETTING THE BEST OUT OF ON-LINE COLLABORATIVE LEARNING (IE. THE FORUMS) Summary Support your colleagues. Use informal language – have a conversation with the other students. Explore your ideas. Disagree. You do not have to agree with what anybody else says. BUT support your arguments in an appropriate and disciplined way. Use your reading to support your arguments. Summarise; ask questions; answer other people’s questions; don’t take anything for granted. Accept valid criticism and challenges. Accept and appreciate that there will be disagreement about ideas, understandings and so on and it is all about supporting your argument and NOT about being ‘right’

KEY MESSAGE It has all be said before, probably fairly recently. The key to supporting your argument is knowing where to look for supporting ‘evidence’ (including literature etc.) AND finding evidence that fits the paradigm/approach you have adopted