ABSTRACT
The third piece of fieldwork was undertaken at a Board for Technical Education (hereafter the board). As with the previous two cases the analysis started with self-analysis. This is set out in Table 7.1. Self-analysis prior to research at the Board for Technical Education https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
1
2 The intellectual framework
3 The methodology in use
4 The area of application
5 The analyst (from Table 2.1 and Figure 2.3)
Frame 6 (late 1989)
Again increased interest in participative approaches and in the value of eductive techniques. Also some focus on the basis of understanding and education (Winograd and Flores 1986, Well and McGill 1989).
The basis of the research was still Multiview as adapted in case studies 1 and 2. Some questioning of the value of a fixed methodology (e.g. the ‘against method’ views of Feyerabend 1988).
The Board for Technical Education
Still interpretative and emphasising participation in the systems design. The second piece of fieldwork has shown that both recipient and analyst have preconceptions relating to the purpose of methodology and consultancy.
