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Purpose: Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations' ways of knowing, being and doing. Design/methodology/approach: This manuscript presents two First Nations' perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation's women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000). Findings: The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover. Practical implications: Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing. Social implications: Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research. Originality/value: Writing about poetic inquiry and decolonisation from a First Nations' perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

When researching with or about families in home-based research, there are numerous unexpected ethical issues that can emerge, particularly in qualitative research. This paper is based on reflective accounts of four homed-based research projects, two in the UK and two Australia, which examined ethical dilemmas identified when engaged in home-based research with young children. Using a synergy of ecocultural theory and Foucauldian ideas of Heterotopia as theoretical conceptualisations, the authors employed reflective lenses to guide their approach, and examine dilemmas and complexities when conducting research in the home. We argue that, to address ethical dilemmas, researchers need to problematise and reflect upon the nature of respectful approaches and the ethical implications of their behaviours. We conclude that, although ethical codes are valuable when researching families at home, researchers should plan for and forefront their methodological approaches in ways that are family-centred, whilst also framed by practices that are ethical, respectful and reflective to the situated contexts of family's ecologies and heterotopias.

This paper responds to the need for a deeper understanding of gallery educator practice. Focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists, gallery spaces, and students' needs and interests, gallery educator practice is infused with 'pedagogical tact'. Narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning.

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist tends to view international students as analogous rather than individual students with distinct needs and experiences. The current paper will draw evidence from fourteen (14) international students gathered via interviews. The themes of learning and teaching contexts and relationships; curriculum, pedagogy and assessment; and personal attributes were identified and the conceptual frameworks of internationalisation and professional socialisation were applied in the data analysis. Findings revealed there are some generalisations can be applied to the understanding of international students' experience during practicum however, each student had individual attributes that impacted on the overall experience. There is potential for this research to inform the development of carefully structured and culturally sensitive work placement programs for international students studying education worldwide.

This paper highlights a distinctive way to research and present issues within education using metaphor and the qualitative narrative methodology known as auto ethnography. Auto ethnographic writing links the personal to the cultural and is recognised as a methodology that combines the method with the writing of the text, which in turn explicates the personal story, or journey of the writer, within the culture in which the investigation, or experience, takes place. Although auto ethnography has not been common within education its value and the perception of its worth is changing. This paper uses auto ethnography to investigate and relate a personal encounter occurring within a particular educational and social context. It also presents a framework for perceiving the rise in consciousness, facilitated by the use of metaphor, as one moves through the "Landscape of Action" and the "Landscape of Consciousness", to the "Landscape of Transformation".

Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the 3 letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of "researching up" and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry.

Purpose: The purpose of this paper is to evaluate the extent to which universities' strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/Methodology/Approach: This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University's Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at the institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings: Despite the University having clear strategic aims and initiatives on the incorporation of sustainability within the curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum, it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students' authentic learning experience. A good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure that there is a balance between sustainability and value for money. Originality/ Value: This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management.

This paper presents a reflection on the methodology used for a qualitative longitudinal study of the teaching of Modern Greek (Greek) in Western Australia under the Seconded Teachers from Greece Scheme (STGS). The study, a first of its kind, addressed an area of need in the teaching of Greek, investigating the perspectives of the key stakeholders in teaching Greek as a second language in WA under this particular scheme. The study was located within the interpretivist paradigm, with the theoretical position being that of symbolic interactionism. The methodology used was that of grounded theory and the research methods included document study, semi-structured interviewing, and participant and non-participant observation. The data analysis methods included coding, specifically open-coding and related methods. The reflection reported in this paper sheds light on the positive aspects of the methodology used for this study, as well as the issues that arose along the way, drawing conclusions that will hopefully assist other researchers undertaking this type of study.

Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner.

Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify differences in participants' health beliefs regarding masks. Background: The correct use of face masks and consensus among health professionals across the globe is essential for containing pandemics, and nurses need to act according to policy to protect themselves, educate the public and preserve resources for frontline health workers. Paper masks are worn by health professionals and the general public to avoid the transmission of respiratory infections, such as COVID‐19, but there appear to be differences in health beliefs of nurses within and between countries regarding these. Methods: This qualitative descriptive study used content analysis with a framework approach. Findings: There were major differences in nurse participants' beliefs between and within countries, including how nurses use paper masks and their understanding of their efficacy. In addition, there were cultural differences in the way that nurses use masks in their daily lives and nursing practice contexts. Conclusion: Nurses from different working environments, countries and areas of practice hold a variety of health beliefs about mask wearing at the personal and professional level. Implications for nursing policy and health policy: The COVID‐19 pandemic has sparked much discussion about the critical importance of masks for the safety of health professionals, and there has been considerable discussion and disagreement about health policies regarding mask use by the general public. Improper use of masks may have a role in creating mask shortages or transmitting infections. An evidence‐based global policy on mask use for respiratory illnesses for health professionals, including nurses, and the general public needs to be adopted and supported by a wide‐reaching education campaign. [ABSTRACT FROM AUTHOR]

The editors of a recent special edition of "Qualitative Studies in Education" map a new field of post-qualitative research and raise fundamental questions about core concepts such as "method" and "data." They ask whether qualitative inquiry as we know it is any longer possible if we understand language, the human and the material as completely imbricated. In taking up the relation between language and representation as core to what is proposed as the "new new," the paper examines these questions in relation to data generated in a project called "Love Your Lagoons" conducted with 10 schools and 300 children in Sydney's water catchment. In particular, the paper focuses on data from one secondary school that offered "Regeneration" as a sport option in which the students walked to their local Redbank Creek every week and spent time there. By closely attending to the circumstances of the collection of data and analyzing it through approaches offered within the "new new," insights into the relationship between language, materiality, and the human are offered. Summary comments are made about the politico/ethical project of the post-human I and the relevance of data and method to such post-qualitative inquiry.

The paper draws on a series of Australian Research Council (ARC) projects aimed at understanding better the process of doctoral examination. The early phase focussed on the Australian doctorate, which functions without a Viva, while the later phase was concerned with comparing the earlier findings with analysis of the United Kingdom (UK) and New Zealand (NZ) systems that include a Viva. Results showed some strengths and weaknesses of both systems and so the paper explores the desirability of drawing on the strengths of both examination models to minimize the weaknesses against a backdrop of escalating pressures on universities.

Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research (CER), survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews. Minimal research in CER has examined how to harness technology to synthesize traditionally diverse research approaches to advance the field. This paper presents a novel method for interviewing research participants employing freely available technology to investigate student ideas about the purposes of conducting chemistry outreach, how success of an outreach event is evaluated, and student understanding of the chemistry content embedded in activities facilitated at events. As the outreach practitioner population comes from numerous institutions and is therefore geographically diverse, technology is necessary in order to gain access to these students. To elicit their ideas and remove barriers associated with rapport, interview tasks are adapted and implemented electronically. The description of a novel set of methods is coupled with evidence from the interviews to illustrate the trustworthiness of the data obtained and to support the method as a means to improve qualitative data collection in chemistry education research. These methods create a unique data collection environment for off-site investigations and are applicable to all disciplines, as they shed light on how qualitative research in the 21st century can increase the diversity of samples and improve the transferability of findings.

The qualitative research methodology of phenomenography has traditionally required a manual sorting and analysis of interview data. In this paper I explore a potential means of streamlining this procedure by considering a computer aided process not previously reported upon. Two methods of lexicological analysis, manual and automatic, were examined from a phenomenographical perspective and compared. It was found that the computer aided process--Leximancer--was a valid investigative tool for use in phenomenography. Using Leximancer was more efficacious than manual operation; the researcher was able to deal with large amounts of data without bias, identify a broader span of syntactic properties, increase reliability, and facilitate reproducibility. The introduction of a computer aided methodology might also encourage other qualitative researchers to engage with phenomenography. (Contains 1 table and 6 figures.)

In this paper, some key findings of the Keeping Connected project are discussed in light of the methodological challenges of developing an analytical approach in a large-scale study, particularly in starting with open-ended, participant-selected, digital still visual images as part of 31 longitudinal case studies. The paper works to clarify the methodological and epistemological discussions of the visual data, an issue of great interest in qualitative research and visuality for researchers intent on developing understandings of participatory research methods in the field of youth studies.

Cross-language qualitative research in education continues to increase. However, there has been inadequate discussion in the literature concerning the translation process that ensures research trustworthiness applicable for bilingual researchers. Informed by the literature on evaluation criteria for qualitative data translation, this paper compares two different procedures for incorporating translation in education qualitative research to provide a clear depiction of the complexities involved in translating qualitative data and the strengths and weaknesses of each procedure. To maintain the trustworthiness of the qualitative research, it is necessary to minimise translation errors, provide detailed accounts of the translation process, involve more than one translator and remain open to scrutiny from those seeking to access the translation process. Taking into account the resource constraints often faced by novice qualitative researchers, this paper provides some strategies that can be employed in similar contexts.

Purpose: This paper reports on the adaptation of an existing interpretive and critical research methods course in nursing for postgraduate student health professionals in a School of Population Health and Clinical Practice. Methods: A cyclical approach of inquiry, reflection and planning was undertaken by the teaching team to make changes to the existing course for implementation for the current and following academic year. Critical reflections from two student evaluations during the course contributed to the re-design. Main Findings: Two main findings emerged: (1) cross-disciplinary teaching teams can work successfully if there is true collaboration of stakeholders; and (2) it is feasible to conduct an effective interdisciplinary qualitative research methods course for student health professionals. Conclusions: Interdisciplinary research methods courses need to be structured so that students interact with each other to enhance their knowledge of other disciplines and value learning about other professional viewpoints and issues.

Introduction: This paper reports results of an investigation into the needs of persons with disabilities wanting to participate in the use of virtual communities. The aim was to investigate "how virtual communities for persons with long-term, severe physical disabilities can best be facilitated"? Method: A Grounded Theory approach was adopted to inform the investigation. In- depth interviews were conducted with twelve persons with paraplegia, quadriplegia or other severe, long-term physical or mobility disabilities and six health care professionals, service providers, information personnel and policy advisers who were involved in their well-being. Analysis: Rich explanations were derived about the information and communication technology (ICT) usage and the technologies' contributions towards restoration of sense of control over their lives. Results: The primary outcome of the investigation is a theory regarding the character of virtual communities for the disabled. The theory is represented as a Virtual Community Model. The model identifies: the need for "a sense of control" as the foundation element of virtual communities for the disabled; the key domains in which disabled people participate in virtual communities; and the barriers and enablers to their participation. Conclusion: The model provides a framework which can be used by interest groups and other organizations to facilitate the development of virtual communities for persons with severe physical disabilities. The six key types of community need to be represented in such virtual communities if a full "sense of control" is to be achieved by disabled persons.

The participation of older adults in computer learning environments is a recent phenomenon. Older adults of the twenty-first century have not grown up with information and communication technologies and are not likely to have used computers in their working lives. They may even feel alien in the world of technology. The purpose of this paper is to present a narrative description, and tentative analysis, of one person's learning journey in this world. The interpretative analysis is guided by the principles of qualitative research, using case studies, and focusing on the individual experience of the learner. This article represents current findings in the early stage of a PhD thesis.

Purpose: The purpose of this paper is to explore the effectiveness and pedagogical implications of integrating wikis into the curriculum and the subsequent learning outcomes of a group of Net-Gens who enrolled in an International Marketing course. The research problem of the study is: "What are the learning outcomes and pedagogical implications arising from the use of wikis?" Design/methodology/approach: A qualitative research methodology supported by the Nvivo data analysis software was employed. A triangulated approach to collecting data was used. First, the content of the three student-generated wikis and the written text of 30 student assignments were analysed by using Nvivo software to identify emerging themes pertaining to wiki-based learning outcomes. Second, a critical incident method was employed where students were asked to describe two positive experiences and two negative experiences related to the wiki pedagogy. Third, in-depth interviews were conducted with six members of the teaching panel of the course to further understand the pedagogical implications of wikis. Findings: Consistent with previous studies, it was found that wikis promoted collaborative learning, organic discussions and independent thinking. Against previous studies, however, it was found that students adapted to wiki-based pedagogy very well, and with little difficulty. There were differential levels of student engagement in wikis, and that occasionally wikis resulted in stagnated discussions, unless clearly aligned to the curriculum. Practical implications: A well thought-out alignment of wiki assessments with other learning activities has the potential to engage Net-Gens. In order to keep students enthusiastically engaged in wiki discussions, it is important to embed wiki-based activities into other learning activities. Understanding that there is a "spill over" effect from one learning activity to another is important. Social implications: The outcomes were especially beneficial to non-English speaking background (NESB) students who are often inhibited in their responses in typical classroom settings. Originality/value: While research has focussed on the use and functionality of wikis in curriculum design, there is a paucity of work on their pedagogical implications. This paper look sat the implications of a "wiki-based pedagogy" which assumes an "emancipatory", partially-"constructivist" paradigm of learning, where teachers should be ready to "loosen the controls of the conventional teaching-centred learning environment". (Contains 2 tables.)

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings; and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.

Research that is conducted across divergent contexts and communities presents challenges. This paper explores the importance of building trusting relationships between researchers and participants to overcome some of these challenges. Using a postmodern perspective it describes practices that merged to form a comprehensive strategy for working across cultures. The subject matter for this paper was derived from qualitative research that investigated the repatriation experiences of Saudi Arabian female postgraduate students. Throughout this paper it is argued that long-term, in-depth, trusting relationships between researchers and participants assist in the establishment of common ground that transcends cultural differences while demonstrating respect for individuals' stories.

This paper focuses on the data analysis stage of phenomenographic research, elucidating what is involved in terms of both commonality and variation in accepted practice. The analysis stage of phenomenographic research is often not well understood. This paper helps to clarify the process, initially by collecting together in one location the more concrete of the existing descriptions of phenomenographic analysis. The analytic process is then further elucidated by a unique analysis of variation in practice, based on the principles underlying that practice. This work was inspired by the ongoing efforts of John Bowden to clarify the nature and rigour of phenomenographic research methods, commencing in particular with Bowden and Walsh's volume in 1994.

This paper offers a performative autoethnography in order to make transparent-in-context relationships and research data arising from an ethnocinematic doctoral study entitled: "Cross-marked: Sudanese Australian Young Women Talk Education". The performative structure of this paper reflects contemporary developments in qualitative and education research that acknowledge researchers/educators as gendered, sexualized, and racialized. From these subjectivities we engage in communities of practice in ways that are both intercultural and intergenerational and, as such, experimental performative narratives are increasingly considered to be both "reliable" data while simultaneously troubling notions of reliability. This paper explores these productive contradictions as they appeared to the educator-author at a Sudanese beauty pageant in Melbourne, Australia, and the implications for her own sense of race, refugeity and sexual identity that this scene evoked. This and other texts that are created to be spoken aloud are "performance ethnographies about self and society", and as such they blend layers of past and present in provocative ways. (Contains 2 notes.)

Programme evaluation is essential for quality assurance in education. In this paper, we describe our evaluation strategy for the first year of a new medical programme. Although we used multiple methods in the evaluation, the use of the focus group method was core. This paper reports our experiences of focus groups for this purpose. We describe the implementation of the strategy including the development of topic guides, interviewer training, respondent recruitment, record keeping, template production, transcription, analysis and reporting of results. Using interviewer notes and individual interviews with focus group interviewers and participants, we evaluated focus groups as a method in educational programme evaluation. Focus groups are the most important evaluation method in helping us measure the extent to which we have met the goals of the first year of our programme. Benefits include generating detailed information in a relatively short time. Focus groups are largely valued by participants and appear to be contributing to the development of an "evaluation culture" in our new medical school. They are also building our capacity and capability in qualitative research methods. Challenges include the human resource intensive nature of scheduling, transcribing, analysing and report writing. (Contains 2 tables.)

Purpose: With large numbers of overseas students enrolled in university accounting courses in Australia, there is a growing trend in the postgraduate accounting courses to approach the problem of language and communication difficulties by offering discipline-specific language training through an embedded curriculum approach in collaboration with English language specialists. This raises a general question about the nature of evidence required to demonstrate that students' professional language skills have been enhanced by these interdisciplinary programs. The paper aims to address the basic question: what evidence is available about the effectiveness of programs that align English language with disciplinary teaching? Design/methodology/approach: The purpose of the paper is to review existing research to discover the nature of evidence that is available to address the effectiveness of programs that align English language with disciplinary teaching. Findings: In the area of accounting research, it is very difficult to unbundle the effects of improvement in communication skills from improved understanding of discipline content. Research limitations/implications: At a subject level, language interventions could pay more attention to the attributes of "good" evidence, while at a program level a suite of data sources may support a persuasive argument for improvement in students' communication skills. Practical implications: If associations between integration and language improvement can be established through quantitative and qualitative research methods and reliable evidence for this can be presented to educational policy makers, then interdisciplinary approaches may be seen as valid alternatives to the more readily available (and cheaper) "bolt-on programs" at university-wide levels, where language support is given separately from discipline content. Originality/value: The research addressed the question of whether there is evidence of the effectiveness of initiatives that align English language with disciplinary teaching in accounting. The answer is "yes". It was gathered from a variety of research methods including experimentation, use of available data, diagnostic tests and self reporting by students and staff. What is apparent from the collected evidence is the effectiveness of interdisciplinary approaches that integrate language support and accounting content.

This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher--changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean--for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher.

This paper is targeted primarily at doctoral students and others considering hermeneutics as a research strategy. Research using hermeneutics was carried out with occupational therapy educators and clinicians in Australia, New Zealand, Canada, and the UK. A total of 53 participants engaged in focus groups and individual interviews over a one-year. The paper explores hermeneutics as a credible, rigorous and creative strategy to address aspects of professional practice that similarly need to be flexible, adaptable to particular needs, and justifiable in the contexts of evidence-based as well as client-centred practice. The hermeneutic study produced A Model of Professional Practice Judgment Artistry (Paterson, 2003) which is briefly described and the connections. (Contains 2 tables, 2 figures, and 1 footnote.)

A major issue in Information Systems (IS) research is how to combine relevance and rigor (Benbasat & Zmud, 1999) and reduce the widening gap between research results and adoption (Dunn, 1994). Qualitative researchers make use of interpretivist methods to add richness and depth to their understanding of user problems. Interpretivist methods applied to IS implementations can thus result in research which communicates those findings more effectively. However standard interpretivist data-collection and analysis methods can be time-consuming and expensive. Findings based on these methods may be irrelevant to practitioners by the time they reach publication stage. A potential solution to this problem lies in Rapid Appraisal or RA, a qualitative appraisal methodology derived from rural development-related research. It offers IS researchers an additional technique for learning and acquiring relevant information in a limited period of time that supplements current data collection and analysis techniques. RA adds value to the traditional approach for studying diffusion of innovation, supporting and extending the IS researchers qualitative tool-kit. In this paper we review an electronic gateway designed to facilitate the diffusion of an Australian government to business [G2B] export documentation system, EXDOC, which was first implemented with meat producers. RA techniques were used to collect and analyse data regarding the implementation of the first regional Electronic Trade Facilitation Center [ETFC] successfully established for Australian exporters in the horticulture sector. The findings from the original EXDOC implementation in the meat sector were confirmed and extended through this study. These include the importance of developing a governance structure that ensures all community members share the benefits of an implementation and the fact that virtual trading communities are attractive to users only if they add value to their business and extend standard ways of operating. Interactive interviews, part of the RA approach; also enabled us to expand our understanding of the way in which procedures developed in the course of implementing an electronic market represent value-adding opportunities for virtual trading communities. The paper has special relevance for researchers investigating adoption and diffusion issues experienced by small-scale producers with low exposure to technology in remote and rural settings. (Contains 1 table.)

Assessing student learning in university courses is commonly done using a rubric that arranges the assessment criteria and standards descriptors in a matrix style or grid format. This paper introduces an alternative style of grading tool known as the continua model of a guide to making judgements, which arranges assessment criteria based on a continuum of quality to look for in student work. The research participants attended focused professional development workshops then revised their criteria sheets based on the continua model and implemented them in teacher education classes. Interviews were conducted so that participants could reflect upon their experiences implementing the continua model and provide information about the design and efficacy of this new grading tool. The data suggests that the continua model has significant advantages over the traditional, matrix-style criteria sheet. These include being easier to identify and describe different standards, simplifying the grading process and streamlining moderation procedures.

Design based research (DBR) is an appropriate method for small scale educational research projects involving collaboration between teachers, students and researchers. It is particularly useful in collaborative projects where an intervention is implemented and evaluated in a grounded context. The intervention can be technological, or a new program required by policy changes. It can be applied to educational contexts, such as when English teachers undertake higher degree research projects in their own or others' sites; or for academics working collaboratively as researchers with teams of teachers. In the case described here the paper shows that DBR is designed to make a difference in the real world contexts in which occurs.

A 5-year study of one-teacher schools was conducted by a single researcher in the remote North West Region of New South Wales, Australia. A personal narrative discusses problems of longitudinal research, peculiarities of gathering data in the chosen region, the close relationship of these isolated schools and their communities, and problems and strengths of the interview methodology. (TD)

Background: Electronic prescription (e-prescription) was introduced in 2020 in Australia during the COVID-19 pandemic. This research aimed to explore general practitioners (GPs) and community pharmacists' experience with, and facilitators and barriers to, the use of e-prescription. Methods: This qualitative study used semi-structured interviews with GPs and pharmacists in Greater Sydney to explore their experience with e-prescription. Thematic analysis used descriptive and mixed inductive and deductive approaches. The Technology Acceptance Model (TAM) was used to further interpret and organise the themes. Results: Eleven GPs and nine pharmacists were interviewed. Thirteen themes were elicited, seven of which were categorised as benefits (facilitators) and six were challenges (barriers). Four facilitator themes (convenience for healthcare providers (HCPs) and patients, addressing issues with paper prescriptions, contactless nature reducing access barriers during COVID-19 lockdown, and enabling patients to manage multiple prescriptions) were mapped to the TAM construct of 'perceived usefulness'; and one facilitator (an easier process) and two barrier themes (lack of information during implementation, and technological issues) were mapped to the TAM construct of 'perceived ease of use'. Themes that fell outside these constructs were separately categorised: four barrier themes (reluctance of some patients and HCPs to change, patient expectations of 'instant prescription' and lost opportunities for best-practice care, HCPs' perceptions of inadequate governmental governance, and ongoing costs) were 'other issues with e-prescription', and two facilitator themes (providing training on the use of e-prescription for HCPs and patients, and making e-prescription more streamlined) were 'suggestions to improve'. Conclusion: There are many facilitators and barriers to the use of e-prescription. Our findings may inform the future promotion of e-prescription post-COVID-19 pandemic. Further research should focus on consumers' perspectives of e-prescription. It is inevitable that electronic prescriptions will one day supersede paper prescriptions, but there is resistance to their implementation at the practitioner and patient levels. This paper explored GPs and pharmacists' experience and views, and found that while e-prescription improves the quality of patient care, there are several challenges to its effective use. Findings may inform the future promotion of e-prescription, particularly post-COVID-19 pandemic, and guide future research in exploring consumer perspectives. [ABSTRACT FROM AUTHOR]

Vocational Education and Training (VET) students experiencing mental illness have been described as one of the most vulnerable student groups in the Australian post-secondary sector. This vulnerability can be attributed to the impacts of illness, the oft-reported experiences of stigma and discrimination, and low educational outcomes. There is increased pressure for researchers and policy-makers to listen to the voices of the most disadvantaged learners to aid design and delivery of the Australian VET system, yet little knowledge exists in the sector about how this could and should occur. This paper critically reflects on some of the ethical issues and methodological challenges recently encountered in our research with VET students experiencing mental illness. Through rich description of our strategies for student recruitment and managing participant vulnerability, we aim to contribute to the literature informing qualitative research with VET students experiencing mental health issues. This is a timely contribution to the current debate on strategies designed to listen to the voice of the disadvantaged learner in order to inform teaching and learning and achieve better student outcomes.

Rationale A multidisciplinary primary care clinic in Sydney, Australia, was planning to use electronic questionnaires to measure patient-reported outcomes. Methods Semi-structured interviews with 20 patients were undertaken to explore, among other things, practical issues regarding different questionnaire formats. The response rates and costs of email versus postal invitations were also evaluated. Results Compared with postal invitations, email invitations offered a cost-effective and practical alternative, with a greater proportion of patients volunteering for an interview. Assuming the interface is well-designed and user-friendly, many patients were happy to use the Internet to answer questionnaires. Most patients thought alternate formats should also be offered. Patients discussed advantages and disadvantages of the Internet format. Although more younger patients and females had given the clinic an email address; both sexes, and young and old patients, expressed strong preferences for either wanting or not wanting to use the Internet. Conclusion Researchers should consider using email invitations as a cost-effective first-line strategy to recruit patients to participate in health services research. Internet questionnaires are potentially cheaper than paper questionnaires, and the format is acceptable to many patients. However, for the time being, concurrent alternate formats need to be offered to ensure wider acceptability and to maximize response rates. [ABSTRACT FROM AUTHOR]

The problem of bias in qualitative research particularly is still debated in methodology texts and there is a lack of agreement on how much researcher influence is acceptable, whether or not it needs to be "controlled", and how it might be accounted for. Denzin (1994) refers to this as the "interpretive crisis" (p. 501). I chose to make my experiences, opinions, thoughts, and feelings visible and an acknowledged part of the research process through keeping reflective journals and using them in writing up the research. The aim of this paper is to show how reflective journals were used in engaging with the notion of creating transparency in the research process, and explore the impact of critical self-reflection on research design.

In this paper the author provides an overview of a rhizomatic methodology using illustrations from her doctoral thesis, where she used Deleuze and Guattari's (1987) thinking about rhizomes in three different ways. First, using the figuration of a rhizome allowed her to construct her thesis as non-linear with self-conscious attention paid to the writing of the text. Second, she understood the texts under analysis as rhizomatic, which enabled her to produce an account of the linkages and connections between various discursive plateaus. Third, she applied a method of rhizo-textual analysis that mapped the connections between the texts under analysis and stories about teaching told by herself, the research participants, and popular and academic texts on teachers and teaching. (Contains 1 note.)

Aim: To explore undergraduate nursing and midwifery student perspectives of using digital patient systems on clinical placements. Design: This was an interpretative qualitative design study. Methods: Undergraduate nursing and midwifery students in a large Australian metropolitan university were invited to participate in two focus groups from April to June 2019. Twenty (20) students participated and data on their perspective of using digital systems on placement were collected. Thematic analysis using NVivo 12 software was undertaken. Findings: Students identified benefits and challenges when moving between paper records and digital systems. Whilst paper reporting was more efficient for some processes, the students recognised the advantages of digital technology, such as enabling greater confidentiality and consolidation of patient data in one place. However, they also reported difficulty with student access and the size of the portal digital workstation at the bedside. Generally, the lack of preparation and access was considered frustrating and mitigated some of the benefits described when using digital systems. Conclusions: Nursing and midwifery students prefer to be prepared for both paper and digital record keeping. Whilst students identify the benefits of digital platforms, not having direct access mitigates the benefits of these systems. Students identified the use of simulation and interactive modules prior to commencement of clinical practice to enable them to feel more confident with using the systems in patient care. Impact: Health care students require direct access to digital health platforms whilst on clinical placement to facilitate their learning. Higher Education Institutions (HEIs) are in a unique position to work with health care providers to better prepare health care professionals, including nurses and midwives, to work with digital health care systems. Further research is needed to develop the educational preparation for nurses, midwives, and other health care professionals to work with digital systems in practice. [ABSTRACT FROM AUTHOR]

Background: The implementation science literature acknowledges a need for engagement of key stakeholders when designing, delivering and evaluating implementation work. To date, the literature reports minimal or focused stakeholder engagement, where stakeholders are engaged in either barrier identification and/or barrier prioritisation. This paper begins to answer calls from the literature for the development of tools and guidance to support comprehensive stakeholder engagement in implementation research and practice. The paper describes the systematic development of the Implementation‐STakeholder Engagement Model (I‐STEM) in the context of an international, large‐scale empirical implementation study (ImpleMentAll) aimed at evaluating the effectiveness of a tailored implementation toolkit. The I‐STEM is a sensitising tool that defines key considerations and activities for undertaking stakeholder engagement activities across an implementation process. Methods: In‐depth, semistructured interviews and observations were conducted with implementers who were tailoring implementation strategies to integrate and embed internet‐based cognitive behavioural therapy (iCBT) services in 12 routine mental health care organisations in nine countries in Europe and Australia. The analytical process was informed by principles of first‐ and third‐generation Grounded Theory, including constant comparative method. Results: We conducted 55 interviews and observed 19 implementation‐related activities (e.g., team meetings and technical support calls). The final outcome of our analysis is expressed in an initial version of the I‐STEM, consisting of five interrelated concepts: engagement objectives, stakeholder mapping, engagement approaches, engagement qualities and engagement outcomes. Engagement objectives are goals that implementers plan to achieve by working with stakeholders in the implementation process. Stakeholder mapping involves identifying a range of organisations, groups or people who may be instrumental in achieving the engagement objectives. Engagement approaches define the type of work that is undertaken with stakeholders to achieve the engagement objectives. Engagement qualities define the logistics of the engagement approach. Lastly, every engagement activity may result in a range of engagement outcomes. Conclusion: The I‐STEM represents potential avenues for substantial stakeholder engagement activity across key phases of an implementation process. It provides a conceptual model for the planning, delivery, evaluation and reporting of stakeholder engagement activities. The I‐STEM is nonprescriptive and highlights the importance of a flexible, iterative approach to stakeholder engagement. It is developmental and will require application and validation across a range of implementation activities. Patient or Public Contribution: Patient contribution to ImpleMentAll trial was facilitated by GAMIAN‐Europe at all stages—from grant development to dissemination. GAMIAN‐Europe brings together a wide variety of patient representation organisations (local, regional and national) from almost all European countries. GAMIAN‐Europe was involved in pilot testing the ItFits‐toolkit and provided their views on the various aspects, including stakeholder engagement. Patients were also represented in the external advisory board providing support and advice on the design, conduct and interpretation of the wider project, including the development of the ItFits‐toolkit. Trial registration: ClinicalTrials.gov NCT03652883. Retrospectively registered on 29 August 2018. [ABSTRACT FROM AUTHOR]

Background: Spoken discourse impairments post‐traumatic brain injury (TBI) are well‐documented and heterogeneous in nature. These impairments have chronic implications for adults in terms of employment, socializing and community involvement. Intervention delivered by a speech–language pathologist (SLP) is recommended for adults with discourse impairments post‐TBI, with an emphasis on context‐sensitive treatment. The developing evidence base indicates a wide array of treatment components for SLPs to evaluate and implement within their clinical practice. However, there is limited insight into how SLPs are currently treating discourse impairments and the rationales informing clinical practice. Aims: To explore the under‐researched area of clinical practice for spoken discourse interventions with adults post‐TBI, including treatment components and clinician rationales, and to contribute towards a shared knowledge base. Methods & Procedures: Participants were recruited via purposeful sampling strategies. Six SLPs participated from Australia, the United Kingdom (UK) and the United States (US). Semi‐structured interviews were conducted via Zoom. Interviews were manually transcribed, coded and analysed via a qualitative content analysis approach. Outcomes & Results: :Participants described discourse treatment practices across various settings and TBI recovery stages. Results indicated that SLPs used numerous treatment activities, resources and outcome measures. Intervention approaches primarily targeted social communication skills, strategy development/utilization and insight‐building. Clinical practice conformed to available guidelines where possible, reflected best practice and incorporated components of the research literature. Participants reported using individualized treatment activities aimed at addressing client‐specific factors and rationales prioritized tailored, context‐sensitive and goal‐directed treatment. Conclusions & Implications: This study provided insight into a previously under‐researched area. It highlighted a wide range of treatment activities and factors informing current SLPs' treatment of spoken discourse impairment post‐TBI. Overall, clinical practice and rationales discussed in this study were aligned with best practice and emphasized a contextualized, individualized approach to discourse treatment across service settings and stages of recovery. Participants identified areas requiring further support, including access to training, resources and research, and the challenge of finding suitable outcome measures. Further investigation into discourse management post‐TBI, from initial assessment to outcome measurement, may help inform clinical decision‐making and the transfer of research to practice. WHAT THIS PAPER ADDS: What is already known on the subject: Spoken discourse impairments occur in dialogic and monologic productions post‐TBI. Interventions targeting both genres are detailed within the research literature; however, studies exploring clinical practice and decision‐making for discourse interventions post‐TBI are limited. What this paper adds to existing knowledge: This study provides new insight into the current treatment targets, activities, resources and outcome measures employed by clinicians supporting adults with discourse impairment post‐TBI. It details the factors that influence clinical decision‐making for this caseload and identifies an emphasis on client priorities and the value of clinician experience. What are the potential or actual clinical implications of this work?: This study identifies the broad and complex considerations required to deliver context‐sensitive discourse intervention post‐TBI. It indicates the need for an in‐depth review from assessment to treatment outcomes to better understand and support this area of practice and to direct future research. This study also highlighted the role of clinician experience in discourse intervention and the value of sharing clinical knowledge and resources within and across the profession to support all levels of clinician experience. [ABSTRACT FROM AUTHOR]