Abstract:

The ontological perspective of Critical Realism (CR) informed the design of a theory-driven methodological approach to research design and analysis of data for a study conducted in the context of the Irish technological higher education sector. Although the study was designed to elucidate and enhance pedagogic practices during a time of radical change with the establishment of Technological Universities, this paper will focus on a critique of the methodological approaches used in the design of studies which claim to adopt a CR approach.

Ontologically, CR assumes that social reality exists independently of what we think about it (Sayer, 2010). While objects are mind-independent, our observation of events is theory-laden (Bhasker, 2016). Therefore, accepting that "knowledge never develops in a vacuum" but is always "embedded in social practice" is of significance in this study (Sayer, 2010, p. 29). Using a critical approach, we can illustrate everyday practice and practical knowledge when considering a “practical situation” such as a classroom (Sayer, 2010, p. 30). Adopting a CR philosophy means I could describe, explain and critique situated pedagogic practices in an authentic manner to inform and implement change in the Irish technological higher education sector. CR does not engage in the methodological imperialism of other approaches; as an alternative, the perspective supports making methodological choices that "depend on the nature of the object of study and what one wants to learn about it" (Sayer, 2000, p. 19). It is contended that the best explanation of reality happens through engagement with existing theories, even if they prove fallible (Fletcher, 2017, p. 7).

The literature justifies the selection of CR as the ontological and epistemological perspective for this study. However, it is also argued that there is an acute lack of guidance for devising a CR-informed methodology to undertake interesting and insightful research. Danermark et al. devised a six-stage explanatory research model based on a critical realist ontology. The model has been used in empirical studies (2001). Informed by other theoretical approaches, I adapted this model to devise a rigorous and systematic approach to the research design, including methodology and data analysis for this study. Three iterations were designed and implemented, and this paper will outline each stage, including the strategic objectives for each stage and the theories informing them. This approach will interest researchers who are considering adopting a CR approach.

Keywords:

Critical Realism (CR), educational research, pedagogic practice, theory-driven research design.