Module Two
In module two, I was starting to formulate a more coherent idea of where my research interest lay: looking at SME managers and how they learned to cope with the wide variation of roles and tasks they were required to perform during any one working day. It was clear to me that the differences between SME owner/managers and managers within larger companies went beyond just the roles and boundaries of the job; it appeared that the roles and job requirements themselves were acting upon how the individual learned. From this point, I began to question whether it was the individual that learned differently through behaviour or choice, or whether the environment acted upon the individual to shape their learning style.
My first presentation, available here, was really a feedback exercise in which I shared my thoughts with others on my cohort in order to get some badly needed critical thinking on my rather wooly thoughts! The following text is taken from my notes for the presentation and portrays my thinking at that time:
+++ My previous assignment considered the question of appropriate levels of education for small-business people, whether the courses and training available were sufficient to stem the dismal failure rate of new businesses and whether they were being accessed by the people who needed them most. The main points that arose from the paper were that whilst the mechanics of business such as finance and marketing, were being taught, the more conceptual parts of running a successful business, such as strategic planning and contingency planning, were not.
+++Thus arose the term “conceptual-level education” (CLE) which rather fuzzily embraced the idea of education that included concepts other than those required on a daily, practical basis. CLE, as a term, includes much of the post-graduate management and business modelling that could allow businesses to forecast business trends, foresee potential pitfalls. The term needs clarification. Exactly what concepts it refers to and why they are appropriate to the term CLE, needs to be explored in order to ensure clarity of thinking. The first research question in this paper then, is “What do we mean by ‘conceptual-level’ education?”.
+++The second side to this paper seeks to question a group of students from the Small Business Forum to find out whether conceptual-level thinking is perceived as a prerequisite to maintaining a stable business and whether it is learned formally or informally or, indeed, whether it is learned at all. It is my experience that conceptual-level thinking, because it is currently only promoted at post-graduate level, is only available to those who embrace a favourable attitude toward lifelong learning. Whether my experience is typical or atypical remains to be seen, however there appears to be a large body of subjective and anecdotal evidence to support my position.
+++Conceptual thinking and conceptual-level education has been explored in a wide variety of social sciences, including management. References to conceptual decision-making tools, models for assessing strategies and organisational complexity theories have become more prevalent and more accessible since, arguably, the advent of the internet.
+++The issue of CLE will be addressed drawing from a variety of literary sources including Mintzberg (management education), Johnson & Scholes (corporate strategy) and Huczynski & Buchanan (organisational behaviour). These authors are all used extensively in management education as they promote conceptual methods, models and tools for managers of all levels, in all sectors. This means that, whilst not specifically aimed at learning in small firms, they do not exclude that sector.
+++In exploring what CLE is, the nature and definition of what CLE isn’t will also be included; this is important, in order to provide confirmation that conceptual-level thinking can be qualified and identified.
+++The research question needs to be broken down into its component parts: First I need to understand what conceptual-level thinking includes and what it does not include. Second, the existence of conceptual-level thinking skills within the subject needs to be ascertained. Third, if such skills are demonstrable, where they were developed.
+++This question will be explored empirically using, hopefully, students from the CEBD at Hall Place. An initial questionnaire will be used to identify which students possess conceptual skills and those that don’t. It is intended that all students that agree to take part will then be interviewed at a later date to confirm their questionnaires and provide narratives to contextualise their answers.
As can be seen, my ideas were based on my previous work and, although they show a development in thinking, were largely similar in feel to past papers… Module two was framed within a ‘lifelong learning’ theme, in which I was introduced to the concept of auto/biographical methods of research. Early on in the course, it became evident that auto/biographical research is very much a contested space in which evangelists are pitted against disbelievers and never-the-twain shall meet. However, I enjoyed the course immensely and found my own style in the method that I felt suited my research.
In March 2007 I gave a short presentation, available here, in which I gave an ‘update’ of where I was with my research and how I might progress. I wanted to show a clear link between papers to demonstrate a progression of thought and a commitment to the subject area, but I also felt the need to explore the auto/biographical method to see how useful it could be. One of the most telling slides of the presentation outlined the following difficulties that I had recognised:
- Difficulties reached so far…
- Writing to an appropriate level
- Repeating work covered in previous papers
- Finding suitable subjects
- Transcription time versus transcription costs
- Large amount of transcribed data
- Too rigid a framework?
- Keeping focussed when statements lead to other interesting areas
- Time, time, time…
…which I came to realise are almost universally felt, at one time or another, in post-grad work. In particular, the concern about writing to an appropriate level caused me a few sleepless nights as I rewrote and revised my paper in an effort to ensure a doctoral level of perception was evident…still not sure about that one!
The final paper, available here has developed further into an exploration of method as much as subject. I found the experience of researching this paper to be very rewarding on a personal level – not the least of which reasons include the subject respondents being chocolatiers! The act of going out to individuals and having a genuine excuse to be nosey, is one I found myself to be superbly suited to – I found the lifestyle, attitudes and background of my respondents to be immensely interesting and this, I suspect, is why I would want to continue in research. I feel it also gave me something of an edge when discussing certain aspects of their life, for example their educational background, as the method requires ‘giving’ a little of my own experiences in order to frame a query or to direct the conversation – and this was something I felt I could do. Methodological ethic aside, the act of reflection was enlightening for me and I have begun to explore this facet in greater detail in my latest research plans.