This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical ...This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical approach. The research methods adopted combined life story and grounded theory. As far as the author has been able to determine there are very few, if any studies which have applied this approach specifically to this area of research which investigated the influence life history has on attitude to lifelong learning. Twenty five respondents were interviewed in face-to-face informal interviews. The main aim was to elicit the respondent＇s subjective interpretation of the interaction between school, family, work, and learning within their lives. The researcher was then able to identify when they occurred and what or who made them particularly meaningful. This paper describes how initial decisions were made regarding the substantive area for the research. Sampling technique and method for collecting the data is discussed and a worked example is given of how the data was analysed. It is intended that this paper will give an insight into the challenge of combining these two much debated methods of research. The empirical data lead to some interesting findings which educators and policy makers will find helpful in order to strengthen the school, college, and workplace interface.展开更多
文摘This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical approach. The research methods adopted combined life story and grounded theory. As far as the author has been able to determine there are very few, if any studies which have applied this approach specifically to this area of research which investigated the influence life history has on attitude to lifelong learning. Twenty five respondents were interviewed in face-to-face informal interviews. The main aim was to elicit the respondent＇s subjective interpretation of the interaction between school, family, work, and learning within their lives. The researcher was then able to identify when they occurred and what or who made them particularly meaningful. This paper describes how initial decisions were made regarding the substantive area for the research. Sampling technique and method for collecting the data is discussed and a worked example is given of how the data was analysed. It is intended that this paper will give an insight into the challenge of combining these two much debated methods of research. The empirical data lead to some interesting findings which educators and policy makers will find helpful in order to strengthen the school, college, and workplace interface.
