Implementation of Conflict Resolution/Mediation Process at a Community College

Introduction

Community colleges bring together people from virtually all walks of lives and backgrounds. In line with this, the likelihood of occurrence of conflicts is very high and as such, the community colleges should have appropriate mechanisms for solving these kinds of problems. With the successful implementation of conflict resolution mechanisms, community colleges are able to significantly reduce the occurrence rate of conflicts.

For this particular assignment, emphasis shall be placed upon the evaluation of the research in line with the worldview frameworks for constructivism, post-positivism, pragmatism and advocacy/participatory. Evaluation will be conducted in line with the specific ways in which the four frameworks align and/or relate with the research. The analysis shall also encompass the evaluation of the differences between facts and theories.

Post-positivism Worldview

Post-positivism is one of the four major worldviews more so in terms of research and design. Essentially, post-positivism encompasses the use of experimental methods in analyzing and/or evaluating specific problems in research. As briefly outlined in the introductory section, the research for this dissertation is aimed at developing a comprehensive implementation framework for conflict resolution/mediation process in community colleges. As far as post-positivism is concerned, several aspects would come in very handy for the proposed study; firstly, it shall provide a comprehensive framework for undertaking an experimental analysis of the problem at hand. (Trochim, 2008)

For instance, there is the dire need of examining the specific mechanisms that have been used by different community colleges across the United States of America; this cannot be achieved without the collection of sufficient data. Consequently, based on the post-positivism approach, comprehensive quantitative surveys will be conducted in order to attain the various goals of the proposed study. (Cozby, 2012)

From another perspective, it is also vitally important to highlight the fact that post-positivism seeks to provide a framework for conducting a cause-effect analysis of specific issues. In line with this perspective, the proposed study shall seek to identify and/or pinpoint the various causes of conflicts in community colleges while also evaluating the various impacts they bring about. For instance, a potential cause of conflicts in community colleges pertains to multiculturalism; the proposed study will therefore investigate the various elements of multiculturalism in community colleges based on the post-positivist worldview. The reductionistic approach is also another important aspect of consideration with regard to the post-positivism worldview. (Trochim, 2008).

Essentially, the reductionistic perspectives result into the minimization of broad ideas in order to enhance an element of specificity more so in terms of the cause-effect analysis. This will come in very handy for the proposed study since the various variables under investigation shall be narrowed down. (Creswell, 2009)

The Constructivist worldview

In very sharp contrast to the post-positivist worldview, constructivism strongly emphasizes upon the evaluation of issues based on the qualitative approach. Consequently, the goals of research are broad and not extremely specific as compared to the situation evident in the post-positivism approach.

While investigating and/or developing an implementation framework for conflict resolution/mediation process in community colleges, the constructivist worldview would be applicable in several ways. To begin with, since the study would be more qualitative rather than quantitative, open-ended questionnaires would be used during the process of data collection. This kind of approach would strongly facilitate for the evaluation of divergent views from all the involved participants and/or respondents. (Trochim, 2008)

Consequently, the specific experiences of the various stakeholders in community colleges shall be examined and as such, understand the situation from a multidisciplinary point of view. Furthermore, it is also of paramount importance to highlight the fact that the reductionistic approach would not come into consideration under the constructivism worldview. As a result of this approach, the conflict resolution mechanisms in community colleges would be developed from the basis of real-life experiences as opposed to the utilization of a theoretical framework based on empirical analysis. (Creswell, 2009).

Different people have had different experiences with regard to the occurrence of conflicts in community colleges; based on the constructivist worldview, these different experiences should be taken into consideration while developing and/or establishing a mediation process. During the implementation phase, numerous social implications are likely to occur; these must also be taken into consideration with regard to the constructivist worldview. (Cozby, 2012).

Advocacy/Participatory Worldview

Whereas the constructivist and post-positivist worldviews are distinctly qualitative and quantitative respectively, the advocacy/participatory worldview present unique integration between the two research approaches. The main attribute of the advocacy/participatory worldview pertains to the incorporation of political perspectives into research.

(Trochim, 2008) In line with this worldview, the research should address specific problems in line with the existing political institutions and/or climate while also establishing intervention mechanisms that are aimed at promoting policy change. With regard to the proposed study i.e. implementation of conflict resolution/mediation process in community colleges, the advocacy/participatory worldview would be applicable in various ways.

To begin with, participants of the research would provide their views concerning the government’s input and/or efforts towards reducing the occurrence of conflicts in community colleges. (Cozby, 2012) Furthermore, based on the advocacy/participatory worldview, the proposed study would seek to identify some of the most relevant changes in terms of the policy framework for minimization of conflicts within community colleges. Apart from being oriented to change, this particular worldview seeks to promote excellent levels of collaboration among all the involved stakeholders; for the study, collaboration between the education facilitators and students would come in very handy with respect to this worldview. (Creswell, 2009)

Pragmatism Worldview

The pragmatism worldview towards research is quite unique in that is strongly emphasizes upon addressing specific problems and/or issues. In sharp contrast to the other worldviews, the pragmatism worldview provides the researchers with autonomy as pertains to the specific approaches that would be used during the study. (Creswell, 2009) Consequently, the researcher designs the study in line with specific goals and the intended and/or expected outcomes. (Trochim, 2008)

In line with the topic of study, the pragmatist worldview would help address the issue of conflicts in community colleges and then form an excellent framework for the formulation the most suitable intervention mechanisms. In addition to being problem-centered, the pragmatist worldview is also aimed at formulating solutions that are applicable in the real world. (Cozby, 2012)

Conclusion

The paper has documented the four major worldviews in line with their applicability to the proposed study. Whereas the constructivist worldview is centered on qualitative research, the post-positivist worldview mainly focuses upon quantitative research. On the other hand, change is the main emphasis of research from the advocacy/participatory worldview while the pragmatist approach emphasizes on the formulation of practical solutions to real-life problems. Even though each of the four worldviews would apply to the proposed study, the pragmatist worldview would be extremely effective since it facilitates the formulation of solutions based on the existing conditions.

References

Trochim, W., & Donnelly, J.  (2008). The research methods knowledge base (3rd   ed.).   Mason, OH: Cengage.

Creswell, J. W.(2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.).Thousand Oaks, CA: Sage Publications.

Cozby, P. C.(2012). Methods in behavioral research (11th ed.).Boston:McGraw Hill Higher Education.

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