Category: LDRS591 (Page 4 of 4)

Activity https://create.twu.ca/ldrs591-sp18/unit-2-learning-activities/

I chose this article for my research activity- https://ezproxy.student.twu.ca:3734/content/pdf/10.1023%2FA%3A1004647517069.pdf.

This article was excerpted from a peer reviewed journal- Social Indicators Research.

The authors are: Dong Yul Lee ( University of Western Ontario, London), Sung Hee Park (National College of education, Chung-joo, Korea), Max R. Uhlemann (University of Victoria, B.C.), Philip Patsula (University of Ottawa, Ontario)

I m afraid to admit that this article is not very current (2000), but I still picked it for discussion because it was the closest article I could find to my question in the assignment.

“The key to genuine research is a good question that addresses a problem calling for analysis” (Badke, 2017 , p.47). In assignment 1, I had expressed that I would like to research further if there were “..cultural differences in the importance given to individual components of the formula to happiness?” The authors in their study asked, “Is the criteria for being happy in collectivistic cultures (such as Asian countries) different from that of individualistic cultures (such as North American and European countries)? ” They collected data from university students in teacher-training programs from a Canadian and a Korean university to examined if there were differences in the criteria for happiness in a ‘collectivistic’ culture (Korea) and an ‘individualistic’ culture (Canada) . They studies for similarities (or differences) in the “relative frequencies or rated importance of the 14 categories in relation to avowed happiness?” . The authors (seemingly to their surprise) found that their findings did not support their predictions. They were not able to find a statistical difference in the criteria the 2 study groups applied in expressing their happiness, even though their overall perception of happiness was different.

The intended audience could be in the fields of social sciences, psychology/psychiatry, education.

The authors did not disclose any biases or special interests, neither were any obvious. Nevertheless, the source of funding of this study is not clear.They did list the weaknesses in their study admitting that there might have been selection bias, the LGS ( Life goals survey) was constructed based on the Canadian sample only, and they did not control for definition of ‘family’ – nuclear or extended? 

I had to apply a lot of the research strategies I learnt in the tutorials as well as the text ( Badke) . I used the advance search function, used ‘limiters’ and ‘subject terms’. I am very excited to have learnt these strategies and look forward to reading the rest of BAdke’s text

References

Dong Yul, L., & Sung Hee, P, Uhlemann, M.R., Patsula, P. (2000). What makes you happy?: A comparison of self reported criteria of happiness between two cultures. Social Indicators Research, 50(3), 351.

Badke,W. (2017). Research Strategies: Finding your way through the information fog. (6th ed.). Bloomington, IN. iUniverse.

Unit 1 Learning Activities

Patton (2001) seems to be trying to influence the away from using the term ‘best practice’, instead urging them to focus on ‘lessons learned’. He also argues that when talking about ‘best practices’ , it is important to know the context, as well as to be discerning as to who is taking about them using what criteria. He seems to be skeptical about the universal applicability of evidence based practice.

In the second article, evidence-based education is defined as “the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction.” (Whitehurst, as cited by Trybus, 2007).  The author,Trybus (2007) is concerned that the emphasis on ‘evidence’ risks converting teaching into a science rather than an art. She suggests balancing research with professional wisdom.

In the third article, the authors Walshe & Rundall (2001) primarily talk about evidence based practice in health care.  As per them evidence based practice originated in the health care field, but has now ‘ spread to fields outside healthcare, with the establishment of initiatives for evidence-based practice in social care, criminal justice, and education’ (Davies, Nutley, andSmith1999; Boruch, Petrosino, and Chalmers 1999). They also raise the argument that if the health care providers are expected to adopt evidence based decision making, then why not health care management?

I believe the ‘evidence’ these articles are referring to is what is supported by research studies. Being in health care we rely a lot on evidence to guide decision making. As Walshe and Rundall mention that prior to the widespread use of evidence based decision making, there was a lot of variability in the use of health care resources and also in decision making, leading to ‘underuse, ‘overuse’, or ‘abuse’ of resources. I agree with use of research based best practices in the delivery of health care. But on the other hand, I also think that overreliability on evidence takes away the ‘art’ from the practice of medicine, and even education. It risks leaving little room for innovation, individuality and creativity. I also agree with Walshe and Rundall in their argument that health care management ( and for that matter, management in other fields ) should also be held to the same standards of universality based on evidence that health care providers are held to .

I would like to close with a question- being in medicine I have been following evidence-based practice. Why has it not gained the same kind of applicability in the fields of education, social care, law and justice, and finance?

References

Boruch, R., A. Petrosino, and I. Chalmers. 1999. The Campbell Collaboration: A Proposal for Systematic, Multinational and Continuous Reviews of Evidence. London: School of Public Policy, University College London

Davies, H.T.O., S.M. Nutley, and P.C. Smith. 1999. What Works? The Role of Evidence in Public Sector Policy and Practice. Public Money and Management 19(1):3–5.

Patton, M. (2001). Evaluation, knowledge management, best practices and high quality lessons learned. American Journal of Evaluation, 22(3), 329-336.

Trybus, M. (2007). Understanding scientifically based research: A mandate or decision making tool? Delta Kappa Gamma Bulletin, 73(4), 5-8.

Walshe, K. & Rundall, T.G. (2001). Evidence-based management: From theory to practice in health care. The Millbank Quarterly, 79(3), 429-457

Whitehurst. G. Evidence-based education (slide presentation), www.ed.gov/nclb/metliods/whatworks/eb/evidencebased.pdf. As cited in Trybus , M. (2007). Understanding scientifically based research: A mandate or decision making tool? Delta Kappa Gamma Bulletin, 73(4), 5-8.

Unit 1 Learning Activities

I have to confess that I hadn’t had the opportunity or reason to contemplate my worldview, much less put it in writing. This activity made me reflect on my worldview.  Merriam-Webster describes worldview as ‘a comprehensive conception or apprehension of the world especially from a specific standpoint’; for the purpose of this post we will assume this is one’s individual standpoint. As per G. K. Chesterton “the most practical and important thing about a man is his view of the universe” (1986, p. 41). I believe there is a conscious or subconscious set of beliefs and values that determines most, if not all, our decisions and interactions; and this is my interpretation of the idea of worldview.

As per Valk et al (2015), leadership study “encourages awareness of one’s own view or vision of life as a means to better engage with others. ” In my case, my decisions as a leader are not much different from my decisions as a human being, In terms of my personal interactions, my decisions are based on empathy. I strive to ‘do unto others as you would have them do unto you ‘ . In a professional or organizational context I tend to make decisions depending on what works for the larger good. I also tend to be frugal and try to do the most with the least.  Valk et al (2015) state that ” One’s view of the world is initially shaped by the immediate context out of which one emerges—family, community, social, and cultural environments.” If we added religion to this statement, it would explain the basis of my worldview in totality. In this sense I agree with the authors that one’s worldview influences our process of seeking answers. I grew up in a culture and society that has limited resources, and that has made me very averse to waste. I also belong to a religion that believes in sharing and kindness, hence my empathetic approach to leadership. Having said that, I would like to argue that not all decisions made by one are based on their worldview, especially in our professional lives. I for one can confirm that a lot of my decisions are based on hard -core research, expert opinion , best practices or company policy.

Sometimes our worldview conflicts with company policy or professional expectation. How does one reconcile the two ? What if one had to choose one or the other?

References

Chesterton, G. K. (1986). The collected works of G. K. Chesterton (Vol. 1). San Francisco, CA: Ignatius.

Valk, J.; Belding, S.; Crumpton, A.; Harter, N.; Reams, J. (2011). Worldviews and Leadership: Thinking and acting the bigger pictures. Journal of Leadership Studies. Summer2011, Vol. 5 Issue 2, p54-63.

Merriam-Webster. Retrieved Jan 2, 2018 from https://www.merriam-webster.com/dictionary/worldview. Retrieved