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Not just talk: Individual and insti...

Teachers College, Columbia University.

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Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups./
Author:	Alcantara, Lucia Antonia.
Description:	238 p.
Notes:	Adviser: Lyle Yorks.
Contained By:	Dissertation Abstracts International70-02A.
Subject:	Business Administration, Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3348565
ISBN:	9781109042047

Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups.
Alcantara, Lucia Antonia.

Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups. - 238 p.

Adviser: Lyle Yorks.

Thesis (Ed.D.)--Teachers College, Columbia University, 2009.

This comparative qualitative case study identifies and explores the critical factors related to individual and institutional involvement in systematic cooperative inquiry groups; and how their engagement impacts the knowledge production process. Four distinct cases were analyzed and compared as a means to elucidate and explore the tensions and dynamics operating at the margins of the relationships between the research sponsor, co-inquirers and co-facilitators. This study increased the prevailing research perspective by enlarging the aperture to include myself as researcher, the institution sponsoring the systematic cooperative inquiries, cooperative inquiry as a method, and practices associated with the process of actualizing systematic cooperative inquiry groups.

ISBN: 9781109042047Subjects--Topical Terms:

626628
Business Administration, Management.

Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups.
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020 $a 9781109042047
035 $a (UMI)AAI3348565
035 $a AAI3348565
040 $a UMI $c UMI
100 1 $a Alcantara, Lucia Antonia. $3 1044557
245 1 0 $a Not just talk: Individual and institutional critical factors affecting knowledge production from systematic cooperative inquiry groups.
300 $a 238 p.
500 $a Adviser: Lyle Yorks.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0437.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2009.
520 $a This comparative qualitative case study identifies and explores the critical factors related to individual and institutional involvement in systematic cooperative inquiry groups; and how their engagement impacts the knowledge production process. Four distinct cases were analyzed and compared as a means to elucidate and explore the tensions and dynamics operating at the margins of the relationships between the research sponsor, co-inquirers and co-facilitators. This study increased the prevailing research perspective by enlarging the aperture to include myself as researcher, the institution sponsoring the systematic cooperative inquiries, cooperative inquiry as a method, and practices associated with the process of actualizing systematic cooperative inquiry groups.
520 $a The tensions and dynamics identified were analyzed within, and across the four cases. Cooperative inquiry, adult learning, and transformation theory literatures were studied to form an appreciation of inherent political and practical dimensions. Philosophical foundations of cooperative inquiry were utilized as a platform to frame an understanding of practices and theories in use. The findings identified critical factors, management strategies and practices, and distinctive characteristics of systematic cooperative inquiry groups.
520 $a The findings indicated environment, relationships, trust, respect and facilitation are critical factor which directly influence the intra-group dynamic and influence the groups' evolution and outcomes. Facilitation contributed to the co-creation of environments suitable for action, reflection and learning. This study revealed that the research sponsor was able to enhance their management practice by engaging in cycles of action, reflection and learning, while in the process of managing the systematic cooperative inquiries. Simultaneously, co-facilitators engaged in peer-to-peer learning as a strategy to support the systematic cooperative inquiry groups' process.
590 $a School code: 0055.
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Business. $3 1017515
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710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 70-02A.
790 $a 0055
790 1 0 $a Yorks, Lyle, $e advisor
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3348565