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PGCert, MA, MSc, PhD
Business and Management
Oxford Brookes Business School
Phone number: +44 (0) 1865 488449
Location: CLC.G.14, Clerici Building, Headington Campus
Peter teaches on the MA in Coaching & Mentoring Practice in the International Centre for Coaching and Mentoring Studies, as well as allied programmes and commercial activities.
Coaching and Mentoring Practice Fundamentals
Advanced Coaching and Mentoring Practice
Research in Coaching and Mentoring
Independent Study and Dissertation supervision
International Centre for Coaching and Mentoring Studies
This is your student guide to research in the field of coaching. It answers your questions about doing research and explores the challenges and opportunities presented by different ways of doing research specifically in coaching. An ideal introduction for trainees and practitioners looking to understand the what, the why, and the how of coaching research.
Coaching supervision as a field of knowledge is at an early stage of development, even in comparison to the discipline of coaching. To support and stimulate further progress of the field, this fully inclusive literature review aims to create a comprehensive map of the themes and directions in contemporary publications on coaching supervision. Through the synthesis of findings in 68 selected sources we identified four main themes: clarifying the concept of coaching supervision; the state of theoretical development demonstrated in the literature; the value attributed to supervision; and the nature of the current use of the supervision in the field. Based on our analysis we generate potential directions for further research, conceptualisation and theory building.
Postgraduate and research students in applied social disciplines are often required to examine and explain their epistemological and ontological positions underpinning their research strategy. As a tutor, I have found myself working with students who have produced a whole range of responses to this requirement in the methodology chapter of dissertations and theses. Some of these responses are excellent, some are cursory, some are enquiring and some are conventional. There is a lot to think about in creating your own research outputs for the first time and many students find it easier to deal with the more concrete problems such as data collection and analysis. Generally, people find it hard to discuss ontology and epistemology and hard to make them relevant to their research process.
This chapter explores both value of such discussions and also seeks to make the task of discussing methodology at the theoretical level both easier and more productive.
In order to do this I intend to
The sections that follow are presented in this order.
In this chapter I make only brief mention of the meaning of different philosophical stances, doing so where it is necessary in order to progress the argument. General methodology texts such as those cited in this chapter, amply provide more specific guidance and, in turn, refer to more specialised texts that provide comprehensive treatment of the theories concerned.
In this chapter we outline an approach to developing practice in coaching and supervision aimed at achieving a practice that is congruent with the self of the practitioner. The PPP framework is inspired by an original idea of David Lane’s (Lane, 2006), but has been developed further to reflect our particular philosophy of professional development. In the introductory sections that follow, we outline what the PPP framework is, and describe the educational philosophy and logic that sits behind it. In the central section of the chapter, we expand on the three elements of the framework: philosophy, purpose and process. We reflect on the hurdles practitioners experience in developing their practice model using the framework and report first-hand experiences of those who have used it in our supervisor professional development programmes. Finally, recommendations are given for further reading and reflection.
This paper seeks to explore with the research community the experience of finding an appropriate research paradigm; in this case the most effective approach to investigate a complex practice situation such as coaching practice. The discussion is based around a metaphoric narrative of the researcher as allegorical traveller. This narrative was initially produced in an attempt to explain the author’s own epistemological stance, but has since been used with colleagues to explore possible research paradigms and to discuss how researchers come to develop their own stance. In the case in point, it facilitates thinking around multiparadigm enquiry (Lewis & Kelemen, 2002) and complex realist case-based approaches (Byrne, 2009; Harvey, 2009). The use of narrative itself is presented as evidence of researchers’ willingness to engage with epistemological stratification (Harvey, 2009; Lewis & Kelemen, 2002).