Disciplinary kingdoms and the pursuit of pragmatism in research: A student perspective

Abstract

This paper explores how students may reconcile the concerns raised by Van Zyl (2015) of the Burrell and Morgan framework with the pragmatic approach proposed by Cronjé (2011). Van Zyl suggests that disciplinary kingdoms in higher education use the Burrell and Morgan framework to repress students who are not encouraged to reflect on alternative paradigms. Although Cronjé (2011) and Roode (1993) also use the Burrell and Morgan model and encourage the use of multiple paradigms Van Zyl considers their application simplistic leading to poorly prepared researchers. The Cronjé model is reviewed in light of Ackoff's (1976) four pursuits of mankind with the view to providing an opportunity for overcoming the mutually exclusive nature of Burrell and Morgan. Such a model could encourage self-reflexivity, introspection and autonomy as called for by Van Zyl. The extended Cronjé-Ackoffmodel is then investigated by applying it to this paper through self-reflexivity. Finally implications for education are enumerated.