Maximising participation : an integrated model of alternative development and participatory instructional design : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand
| dc.contributor.author | Hatton, John | |
| dc.date.accessioned | 2021-06-29T21:34:03Z | |
| dc.date.available | 2021-06-29T21:34:03Z | |
| dc.date.issued | 2002 | |
| dc.description | Page 74 - Appendix 8 - Examples Directory Listings can be view from the original copy held at the library. | en |
| dc.description.abstract | This thesis is concerned with participation by third world people within an alternative development context. The thesis is aimed at identifying the current parameters within which participation is accepted and proposes that these should (and can) be extended. The thesis proposes a holistic alternative development model, which promotes maximum participation. This model is achieved by the integration of accepted alternative development practice and current instructional technology practice. The thesis initially outlines the theoretical perspectives of both practices to define each process and identify relational, structural and methodological linkages. Investigation of relational linkages reveals a strong link between the two practices with corresponding steps occurring at each phase of the process. In addition the investigation reveals similar considerations, in respect to participation, particularly in the areas of needs analysis, design and evaluation. A parallel ideology in respect to participant input, empowerment and self-determination is also evident. Secondly the thesis proposes an integrated alternative development model that maximises participation and achieves enhanced empowerment, equity and appropriateness. Primary research by way of a case study is utilised to further investigate the model. The case study (based in Vanuatu) gives comparison between current alternative development practice and the integrated model. The study reveals the integrated model significantly enhances participant input resulting in a development intervention that fully considers the instructional needs of participants and better promotes empowerment and efficiency. Using a web based questionnaire as a research tool, the thesis also investigates current participatory trends in instructional design. This research aims to identify if development practitioners have 'picked up' on current instructional technology. The survey revealed that 88% of all respondents whilst promoting participation, did not seek participant input during instructional design. The findings of the thesis show a definite developmental advantage in enhancing participation by the integration of the two practices. Additionally the integrated model proposed in the thesis gives a clear direction as to how this can be achieved. | en |
| dc.identifier.uri | http://hdl.handle.net/10179/16466 | |
| dc.language.iso | en | en |
| dc.publisher | Massey University | en |
| dc.rights | The Author | en |
| dc.subject | Community development | en |
| dc.subject | Developing countries | en |
| dc.subject | Case studies | en |
| dc.subject | Community organization | en |
| dc.subject | Instructional systems | en |
| dc.title | Maximising participation : an integrated model of alternative development and participatory instructional design : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand | en |
| dc.type | Thesis | en |
| massey.contributor.author | Hatton, John | |
| thesis.degree.discipline | Development Studies | en |
| thesis.degree.grantor | Massey University | en |
| thesis.degree.level | Masters | en |
| thesis.degree.name | Master of Philosophy (M. Phil.) | en |
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