Youtube as e-learning tool for independent study/ dissertation projects
Students new to the subjects of Independent study and Research Methods are encouraged to use Youtube to access briefing videos on certain main ideas; my suggested key words for beginners are as follows (just type these key words on youtube and see what you could find from there) :
1. research objectives
2. research questions
3. hypothesis
4. literature review
5. plagiarism
6. harvard referencing
7. research proposal
8. research topic
Exhibit 1
Exhibit 2
Subsequently, students will also read textbooks on research methods and some academic articles to learn the academic writing style and the subjects in details.
Monday, 20 February 2017
Independent Study proposal section on rationale
About IS proposal section on rationale:
In IS proposal, rationale is about why the topic chosen has academic and practical values; rationale is about justification why the topic is worth doing because it addresses certain concerns in the academic and practitioner communities". It is not a declaration of research topic and research objectives.
In IS proposal, rationale is about why the topic chosen has academic and practical values; rationale is about justification why the topic is worth doing because it addresses certain concerns in the academic and practitioner communities". It is not a declaration of research topic and research objectives.
Saturday, 18 February 2017
Mind mapping the topic of career development
Mind mapping the topic of career development
Joseph Kim-keung Ho
Independent
Trainer
Hong
Kong, China
Abstract: The topic of career
development is a main one in career and personal development. This article
makes use of the mind mapping-based literature review (MMBLR) approach to
render an image on the knowledge structure of career development. The finding
of the review exercise is that its knowledge structure comprises four main
themes, i.e., (a) Descriptions of basic concepts and information (b) Major
underlying theories and thinking, (c) Main research topics and issues, and (d)
Major trends and issues related to practices. There is
also a set of key concepts identified from the career development literature
review. The article offers some academic and
pedagogical values on the topics of career development, literature review and
the mind mapping-based literature review (MMBLR) approach.
Key words: Career development,
literature review, mind map, the mind mapping-based literature review (MMBLR)
approach
Introduction
Career development
is a main topic in Career and Personal Development. It is of academic and
pedagogical interest to the writer who has been a lecturer for some tertiary
education centres in Hong Kong. In this article, the writer presents his
literature review findings on career development using the mind mapping-based
literature review (MMBLR) approach. This approach was proposed by this writer
in 2016 and has been employed to review the literature on a number of topics,
such as supply chain management, strategic management accounting and customer
relationship management (Ho, 2016). The MMBLR approach itself is not
particularly novel as mind mapping has been employed in literature review since
its inception. The overall aims of this exercise are to:
1.
Render an image of the knowledge structure of
career development via the application of the MMBLR approach;
2.
Illustrate how the MMBLR approach can be
applied in literature review on an academic topic, such as career development.
The findings from this literature review
exercise offer academic and pedagogical values to those who are interested in
the topics of career development, literature review and the MMBLR approach.
Other than that, this exercise facilitates this writer’s intellectual learning
on these three topics. The next section makes a brief introduction on the MMBLR
approach. After that, an account of how it is applied to study career
development is presented.
On the mind
mapping-based literature review approach
The mind mapping-based literature review
(MMBLR) approach was developed by this writer in 2016 (Ho, 2016). It makes use
of mind mapping as a complementary literature review exercise (see the Literature on mind mapping Facebook page
and the Literature on literature review
Facebook page). The approach is made up of two steps. Step 1 is a thematic
analysis on the literature of the topic chosen for study. Step 2 makes use of
the findings from step 1 to produce a complementary mind map. The MMBLR
approach is a relatively straightforward and brief exercise. The approach is
not particularly original since the idea of using mind maps in literature
review has been well recognized in the mind mapping literature. It is also an interpretive
exercise in the sense that different reviewers with different research interest
and intellectual background inevitably will select different ideas, facts and
findings in their thematic analysis (i.e., step 1 of the MMBLR approach). Also,
to conduct the approach, the reviewer needs to perform a literature search
beforehand. Apparently, what a reviewer gathers from a literature search
depends on what library facility, including e-library, is available to the
reviewer. The next section presents the findings from the MMBLR approach step
1; afterward, a companion mind map is provided based on the MMBLR approach step
1 findings.
Mind
mapping-based literature review on career development: step 1 findings
Step 1 of the MMBLR approach is a thematic analysis on
the literature of the topic under investigation (Ho, 2016). In our case, this
is the career development topic. The writer gathers some academic articles from
some universities’ e-libraries as well as via the Google Scholar. With the
academic articles collected, the writer conducted a literature review on them
to assemble a set of ideas, viewpoints, concepts and findings (called points
here). The points from the career development literature are then grouped into
four themes here. The key words in the quotations are bolded in order to
highlight the key concepts involved.
Theme
1: Descriptions of basic concepts and information
Point 1.1.
“Career
management … is
the process by which individuals can make informed decisions regarding their
work lives” (Greenhaus,
Callanan and Kaplan, 1995);
Point 1.2.
“As
career is considered as a succession
of related jobs …. or the evolving sequence of a person’s work experiences ….,
career success should be a dynamic concept that may change over time …. Thus,
when people assess their career success, they make judgments not only about
‘how successful their career has been so far,’ but also about ‘how successful
their career will be in the future.’..” (Pan and Zhou, 2015);
Point 1.3.
“Schein …
describes career anchors as stable
collections of one’s career related needs, values, and talents. As a person
gains a better understanding of his or her career anchor, it becomes “a
stabilizing force [y] that guides and constrains [y] career choices”…” (Chapman and Brown, 2014);
Point 1.4.
“Career
indecision …. refers to the absence (or presence) of a career goal, as well
as the degree of certainty attached to the goal. Employees are “career
undecided” if they have either: • not established a career goal; or •
established a goal with which they experience substantial uncertainty and
discomfort” (Greenhaus,
Callanan and Kaplan, 1995);
Point 1.5.
“Career optimism is defined as the tendency for
individuals to “expect the best possible
outcome or to emphasize themost positive aspects of one's future career
development” …. While career optimism
is positively related to work hope (i.e., a positive motivational state that
enables individuals to derive a sense of successful agency, pathway, and goals
in work situations, …,
it is established that they are conceptually and empirically distinct from each
other” (Garcia,
Restubog, Bordia, Bordia and Roxas, 2015);
Theme 2: Major underlying theories
and thinking
Point 2.1.
”Levinson
…. suggests a punctuated equilibrium
model of life development based on chronological age. …. life structures
are defined by alternating periods of stability in which individuals pursue
goals, values and related activities, and periods of transition in which the
goals and activities of the previous period are re-appraised. …..The periods of
stability permit individuals to focus on non-work issues, develop work skills,
and mentally prepare themselves for transition periods” (Sullivan, 1999);
Point 2.2.
“A career goal can signify that an employee has a clear picture of his
or her future, and it can provide a target that guides one’s actions towards
the satisfaction of important needs. Moreover, from the organization’s
perspective, a career goal is thought to promote effective job performance and
can serve as a basis for effective human resource planning” (Greenhaus, Callanan and Kaplan,
1995);
Point 2.3.
“Career adaptability is
embedded in career construction theory … and refers to the psychosocial resources that enable people to cope with career
developmental tasks, transitions, and work traumas … Career adaptability
constitutes a self-regulatory construct consisting of four dimensions (concern,
control, confidence, and curiosity)
that aid in current and anticipated work-related transitions” (Taber and
Blankemeyer, 2015);
Point 2.4.
“Consisting of a multifaceted range of
content and process influences, the STF
[Systems Theory Framework] illustrates the dynamic and complex nature of
career development. Content influences depict the holistic nature of career
development through three interconnecting systems (i.e., individual, social,
and environmental–societal). The process influences, recursiveness (i.e.,
interaction between influences), change over time, and chance, depict career
development as a dynamic and complex interplay of influences” (McMahon, 2011);
Point 2.5.
“Hierarchical plateaus [in career] occur when the likelihood of additional
hierarchical promotion is low…. Job content plateaus
refer to lack of challenge or responsibility and overall staleness of the job
itself ….. Employees who are not accomplishing career goals or lack
status/seniority at work may believe their careers are stalling and experience
hierarchical plateaus ….. Likewise, employees with unchallenging job tasks or
boring routines may experience job content plateaus” (Wang, Hu, Hurst and Yang, 2014);
Point 2.6.
“Super’s
…. theory of career stages uses a
life-span approach to describe how individuals implement their self-concept through vocational
choices.…. the process of choosing an occupation that permits maximum self-expression occurs over
time and can be summarized in four career stages: (1) exploration, a period of
engaging in self-examination, schooling, and the study of different career
options; (2) establishment, a period of becoming employed and finding a niche;
(3) maintenance, a period of holding on to one’s position and up-dating skills;
and (4) disengagement, a period of phasing into retirement” (Sullivan, 1999);
Point 2.7.
“The aim of career construction theory is to be comprehensive in encouraging
employment counselors to listen for a client’s career story from the
perspectives of actor, agent, and author. Taking multiple perspectives on
career stories enables counselors to offer clients a fitting intervention,
whether it is vocational guidance for action, career education and coaching for
agency, or career counseling to construct meaning” (Savickas, 2011);
Point 2.8.
“The CareerCycles (CC) method of practice …. uses career
narratives as its point of departure. This constructivist model focuses on
language, discourse, and theme development …. with a central task of creating
career stories that individuals narrate with the guidance and encouragement of
counselors. By creating their own personal
career narratives, clients empower themselves to make career transitions,
focus on exploring new career possibilities, and, at the same time, clarify
their career and life domains” (Zikic
and Franklin, 2010);
Point 2.9.
“While it is widely acknowledged that both
OCS [objective career success] and
SCS [subjective career success] are
crucial to individuals, increasingly more scholars directed their attention to
SCS because of its far reaching influence on individuals as well as its
complexity compared with objective success” (Pan and Zhou, 2015);
Point 2.10.
“….a creative idea development process
wherein one begins by applying the image of “breaking the mold” to career
development and then extending the process further by considering other related
images… the related images include
synonyms for mold
such as mould and mole-d (the
mole is a small burrowing animal with limited vision). Together, these images
reflect current career development issues, such as the need for flexibility,
health, and vision (sight and insight). These concepts have both practical and
theoretical relevance for employment counsellors” (Amundson, 2008);
Point 2.11.
“….not all career metaphors are journeys. Consider some other common ways that
we, as career experts and practitioners, think about careers. We echo theories
of vocational fit in our talk of “finding the right slot” or of “square pegs in
round holes.” …. We find a basis for rootedness and stability in careers in
Schein’s …. “career anchors.” ….. we also like the idea of the
flexibility of the “protean career,” based on Hall’s …. metaphor of the
mythical figure of Proteus, who could change shape at will” (Inkson and Amundson, 2002);
Point 2.12.
“Both players and purists [of undergraduates] recognise the competitive
nature of the graduate labour market and are aware of the type of attributes
and experience graduate employers are seeking in job applicants. However,
players will engage in extra-curricular and other activities in order to
enhance their employability. In contrast, purists believe they should simply be
themselves. …. purists present the
“authentic self” to employers, while players present the “competent/packaged
self” to employers – and it is the latter who tend to be the most successful in
the graduate labour market”…” (Greenbank,
2011);
Theme 3: Main research topics and
issues
Point 3.1.
“Traditionally, careers were thought to evolve within
the context of one or two firms and were conceptualized to progress in linear career stages …. Success was defined by the organization and
measured by promotions and increases in salary … This traditional model
dominated much of the empirical research on careers” (Sullivan, 1999);
Point 3.2.
“….while
stage models imply long term
employment with one or two firms, in reality most Americans change jobs every
four-and-one-half years. Moreover, employment levels and new-job creation rates
in large firms, where traditional careers typically flourish, are declining”
(Sullivan, 1999);
Point 3.3.
“…it is never easy to distinguish true theoretical progress from fads ….
This is particularly the case for the careers field, where the challenges of
studying careers have been inspiring an ever increasing number of scholars.
……What makes the discipline even more complex is that the concept of career is not the property of a single theoretical or
disciplinary view” (Baruch,
Szücs and Gunz, 2015);
Point 3.4.
“A
large body of research conducted over the past 40 or so years, designed to aid
in understanding the nature of a persons’ career
choice-making difficulties, has found that feelings of career indecision
may be associated with a myriad of other constructs, including internal traits
(e.g., self-esteem, trait anxiety) and states (e.g., choice and social anxiety)
as well as contextual factors associated with external barriers (e.g.,
discrimination) and interpersonal conflicts. There have been several conceptual
attempts to bring order to this mass of data by suggesting a smaller,
overarching set of indecision sources” (Carr et al., 2014);
Point 3.5.
“Although
both Super …. and Levinson …. have stated their theories are applicable to both men and women, one
of the major research questions plaguing both theories has been whether these
models are truly generalizable to women” (Sullivan, 1999);
Point 3.6.
“Based on the definition of career success
as the accumulated positive work and psychological outcomes that are derived
from one’s job or work experiences …., researchers proposed two types of career success: subjective career
success (SCS) and objective career success (OCS). OCS [objective career
success] is reflected by observable, measurable, and verifiable indicators …,
such as salary, promotion, managerial level, and so on. SCS, in contrast,
refers to an individual’s reaction to unfolding career experiences” (Pan and Zhou, 2015);
Point 3.7.
“Career plateaus are
associated with numerous negative
consequences for employees, including lower job satisfaction and
organizational commitment …. Findings from the few studies that have
empirically examined the relationship between career plateaus and stress are
inconsistent” (Wang, Hu,
Hurst and Yang, 2014);
Point 3.8.
“Future work self stems
from the concept of possible selves that constitute the future-oriented aspects
of the self-concept. These possible
selves may be both positive and negative in terms of what one hopes to become
and or hopes to avoid becoming ….. Theoretically, possible selves are a source
of identity-based motivation that influences current behavior
consistent with one's characteristics and aimed toward the attainment of a
desired future …. Within the context of possible selves, research has
demonstrated its motivational influence on behavior related
to career aspirations” (Taber and Blankemeyer, 2015);
Point 3.9.
“Given the context and complexities of
making career choices, several
researchers have offered taxonomies of decision-making styles or strategies
that have been observed ….These taxonomies show the myriad of agonizing,
hesitant, paralyzed, emotional, no-thought, rational, impulsive, dependent,
compliant, fatalistic, internal, external, thinking, feeling, spontaneous and
systematic ways of approaching a career decision” (Ceschi, Costantini,
Phillips, and Sartori, 2017);
Point 3.10.
“The Chaos Theory of Careers (CTC) …. construes both individuals and the
contexts in which they develop their careers in terms of complex dynamical
systems. ….. The CTC was formulated to
address identified shortcomings in existing career theory. Early theories had
positive aspects but were partial, segmental, too rational, too individual
focused” (Bright, and Pryor, 2011);
Point 3.11.
“The increase of
women in the workforce worldwide and their global mobility has led to more
research on international careers of
women. Studies have shown that self-initiation of international work
assignments is an increasing phenomenon among women” (Valk, der Velde, Engen and Godbole, 2014);
Point 3.12.
“While it is not the only motivation for
entering higher education, research suggests that the main reason many students
want to go to university is to enhance their employability ….. It is therefore surprising to find that many
undergraduates do not engage in the type of activities (e.g. early engagement
with career decision making, participation in extra-curricular activities,
etc.) that would enable them to compete
better in the graduate labour market” (Greenbank, 2011);
Point 3.13.
“Many
researchers …. have established competencies that hospitality management
programs should teach in order to prepare their students for successful careers
in the industry. These studies focus on knowledge, skills, and attitudes in
areas such as written and oral communication, customer service, problem
solving, and leadership. However, very little research has investigated the
attributes and competencies necessary for students to develop career planning goals and strategies … and it is vitally
necessary to understand this process” (Hertzman, Moreo and Winer, 2015);
Point 3.14.
“Mentoring literature
suggests that mentors can benefit from mentorship by increasing job performance, developing
leadership skills, and achieving higher career success ….. On the other hand,
the career plateau literature suggests that seasoned employees may experience career plateauing perceptions, which are associated with negative
consequences for employees such as negative job attitudes and organizational
outcomes …... Surprisingly, there have been very few studies that examine the
two constructs together from the perspective of mentors” (Wang, Hu, Hurst and Yang, 2014);
Theme 4: Major trends and issues
related to practices
Point 4.1.
“Reasons
for the growth in men’s interest in nontraditional
careers are numerous. As the labor market becomes more gender balanced,
more men may need to consider moving into careers that have been traditionally
dominated by women …In addition, there have been calls for men to become
increasingly involved in specific careers, such as education, so they can serve
as positive role models ….. Men who choose to enter these careers, however,
often encounter obstacles” (Jackson, Wright and Perrone-McGovern, 2010);
Point 4.2.
“Self-help career assessments slowly
began to gain popularity in the early 1970s, along with other psychological
self-help tools that emerged at that time. Two landmark publications, John
Holland’s The Self-Directed Search (SDS) (1970) and Richard Bolles’s What Color Is Your Parachute (1970),
foreshadowed the tidal wave of user-friendly, self-guided career tools that
would emerge decades later. Similarly, the appearance of the first
computer-assisted career guidance systems …. in the 1970s, stimulated a new
technological approach to self-help career intervention that has flourished
with the increasing sophistication and availability of Internet-based
communications” (Prince,
Most and Silver, 2003);
Point 4.3.
“Today’s
careers are moving away from traditional,
hierarchical trajectories and becoming more irregular and “boundaryless” ….In many instances,
individuals can more proactively manage much of their careers on their own ….
More focus exists on the specific interplay of work and family and of work and
self, which, if viewed within the kaleidoscope metaphor, are dynamic and
constantly in motion” (Zikic
and Franklin, 2010);
Point 4.4.
“Within
the current work environment, the complexity
of professional jobs has considerably increased …, contemporary careers are
viewed as boundaryless … and
organizations must be considered as dynamic stakeholders needing to face
constant change and emergent related career issues” (Ceschi, Costantini,
Phillips, and Sartori, 2017);
Point 4.5.
“Workers
outside of the traditional career model, who have “boundaryless careers,” are becoming the norm rather than the
exception …. a boundaryless career is defined as “...a sequence of job
opportunities that go beyond the boundaries of a single employment setting” …
Some of the hallmarks of a boundaryless career include: portable skills,
knowledge, and abilities across multiple firms …; personal identification with
meaningful work …; on-the-job action learning …; the development of multiple
networks and peer learning relationships ….; and individual responsibility for
career management” (Sullivan, 1999);
Point 4.6.
“The Millennial generation …. consists of
those people born 1979–1994. Those in the largest birth year of 1990 would have
started college in 2008 and be graduating in 2011–2013 …. Their behaviors that
influence their academic and career choices and performance include a
preference for experiential learning and desire for flexibility, convenience,
collaboration, customization, and balanced lives” (Hertzman, Moreo and Winer, 2015);
Each of the four themes has a set of
associated points (i.e., idea, viewpoints, concepts and findings). Together they
provide an organized way to comprehend the knowledge structure of the career
development topic. The bolded key words in the quotation reveal, based on the
writer’s intellectual judgement, the key concepts examined in the career
development literature. The referencing indicated on the points identified
informs the readers where to find the academic articles to learn more about the
details on these points. Readers are also referred to the Literature on career and personal development Facebook page for additional
information on this topic. The process of conducting the thematic analysis is
an exploratory as well as synthetic learning endeavour on the topic’s
literature. Once the structure of the themes, sub-themes[1]
and their associated points are finalized, the reviewer is in a position to
move forward to step 2 of the MMBLR approach. The MMBLR approach step 2
finding, i.e., a companion mind map on career development, is presented in the
next section.
Mind
mapping-based literature review on career development: step 2 (mind mapping)
output
By adopting the findings from the MMBLR
approach step 1 on career development, the writer constructs a companion mind
map shown as Figure 1.
Referring to the mind map on career
development, the topic label is shown right at the centre of the map as a large
blob. Four main branches are attached to it, corresponding to the four themes
identified in the thematic analysis. The links and ending nodes with key
phrases represent the points from the thematic analysis. The key phrases have
also been bolded in the quotations provided in the thematic analysis. As a
whole, the mind map renders an image of the knowledge structure on career
development based on the thematic analysis findings. Constructing the mind map
is part of the learning process on literature review. The mind mapping process
is speedy and entertaining. The resultant mind map also serves as a useful
presentation and teaching material. This mind mapping exercise confirms the
writer’s previous experience using on the MMBLR approach (Ho, 2016). Readers
are also referred to the Literature on
literature review Facebook page and the Literature
on mind mapping Facebook page for additional information on these two
topics.
Concluding
remarks
The MMBLR approach to study career
development provided here is mainly for its practice illustration as its
procedures have been refined via a number of its employment on an array of
topics (Ho, 2016). No major additional MMBLR steps nor notions have been introduced
in this article. In this respect, the exercise reported here primarily offers
some pedagogical value as well as some systematic and stimulated learning on career
development in the field of career and personal development. Nevertheless, the
thematic findings and the image of the knowledge structure on career
development in the form of a mind map should also be of academic value to those
who research on this topic.
Bibliography
1.
Amundson,
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December: 168-177.
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and rise of concepts” Career Development
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Thursday, 16 February 2017
MBA education and transferability of knowledge
I have been asked to provide some ideas on the following theme:
"MBA education and transferability of knowledge"
So, I offer my ideas as follows:
"MBA education and transferability of knowledge"
So, I offer my ideas as follows:
1. MBA education focus is on business knowledge
application (e.g. subjects such as applied business research); learning
objectives of MBA subjects emphasize analysis on real-world management
practices and examples. This focus and learning objectives endorses transferability of management knowledge to management practices.
2. MBA education stresses effective
problem-solving, leadership and innovation; overall, MBA education is attentive
to learning how to transfer management knowledge in order to make highly positive (e.g., strategic) impacts on business performance in contemporary business settings.
3. MBA education teaches multiple management
disciplines in a multi- and trans-disciplinary learning and research mode. This mode enables MBA graduates to cope with real-world complex business problems in a
holistic and creative way. Management knowledge so transferred has high actionable value.
4. MBA education adopts realistic case study and
peer-group learning which is highly relevant to build up effective
problem-solving skills. Such problem-solving skills is informed by management
knowledge such that MBA graduates become scholar-practitioners.
Scholar-practitioners can think in academic and practical terms in coping with
real-world management problems. By definition, scholar-practitioners possess
transferable management skills in order to be
scholar-practitioners.
5. MBA alumni associations and mentoring schemes provide a favourable networking infrastructure for MBA graduates to apply
("transfer") management knowledge to practices, promoting career success, life satisfaction and employability to MBA graduates as a result.
Monday, 13 February 2017
Mind mapping the topic of urbanism
Mind mapping the topic of urbanism
Joseph Kim-keung Ho
Independent
Trainer
Hong
Kong, China
Abstract: The topic of urbanism
is a main one in Housing Studies. This article makes use of the mind
mapping-based literature review (MMBLR) approach to render an image on the
knowledge structure of urbanism. The finding of the review exercise is that its
knowledge structure comprises four main themes, i.e., (a) Descriptions of basic
concepts and information (b) Major underlying theories and thinking, (c) Main
research topics and issues, and (d) Major trends and issues related to
practices. There is also a set of key concepts identified from
the urbanism literature review. The article offers some academic and
pedagogical values on the topics of urbanism, literature review and the mind
mapping-based literature review (MMBLR) approach.
Key words: Urbanism, literature review, mind
map, the mind mapping-based literature review (MMBLR) approach
Introduction
Urbanism
is a main topic in Housing Studies. It is of academic and pedagogical interest
to the writer who has been a lecturer on Housing Studies for some tertiary
education centres in Hong Kong. In this article, the writer presents his
literature review findings on urbanism using the mind mapping-based literature
review (MMBLR) approach. This approach was proposed by this writer in 2016 and
has been employed to review the literature on a number of topics, such as
supply chain management, strategic management accounting and customer
relationship management (Ho, 2016). The MMBLR approach itself is not
particularly novel since mind mapping has been employed in literature review
since its inception. The overall aims of this exercise are to:
1.
Render an image of the knowledge structure of
urbanism via the application of the MMBLR approach;
2.
Illustrate how the MMBLR approach can be
applied in literature review on an academic topic, such as urbanism.
The findings from this literature review
exercise offer academic and pedagogical values to those who are interested in
the topics of urbanism, literature review and the MMBLR approach. Other than
that, this exercise facilitates this writer’s intellectual learning on these
three topics. The next section makes a brief introduction on the MMBLR
approach. After that, an account of how it is applied to study urbanism is
presented.
On mind
mapping-based literature review
The mind mapping-based literature review
(MMBLR) approach was developed by this writer in 2016 (Ho, 2016). It makes use
of mind mapping as a complementary literature review exercise (see the Literature on mind mapping Facebook page
and the Literature on literature review
Facebook page). The approach is made up of two steps. Step 1 is a thematic
analysis on the literature of the topic chosen for study. Step 2 makes use of
the findings from step 1 to produce a complementary mind map. The MMBLR
approach is a relatively straightforward and brief exercise. The approach is
not particularly original since the idea of using mind maps in literature
review has been well recognized in the mind mapping literature. The MMBLR
approach is also an interpretive exercise in the sense that different reviewers
with different research interest and intellectual background inevitably will
select different ideas, facts and findings in their thematic analysis (i.e.,
step 1 of the MMBLR approach). Also, to conduct the approach, the reviewer
needs to perform a literature search beforehand. Apparently, what a reviewer
gathers from a literature search depends on what library facility, including
e-library, is available to the reviewer. The next section presents the findings
from the MMBLR approach step 1; afterward, a companion mind map is provided
based on the MMBLR approach step 1 findings.
Mind
mapping-based literature review on urbanism: step 1 findings
Step 1 of the MMBLR approach is a thematic analysis on
the literature of the topic under investigation (Ho, 2016). In our case, this
is the urbanism topic. The writer gathers some academic articles from some
universities’ e-libraries as well as via the Google Scholar. With the academic
articles collected, the writer conducted a literature review on them to
assemble a set of ideas, viewpoints, concepts and findings (called points
here). The points from the urbanism literature are then grouped into four themes
here. The key words in the quotations are bolded in order to highlight the key
concepts involved.
Theme
1: Descriptions of basic concepts and information
Point 1.1.
“…"urban" is defined solely in terms
of population concentration-the greater the number of persons aggregated at a
place of settlement the more urban the place. (Thus, the terms
"urban" and "rural" are used solely as conveniences, not as
references to a dichotomy)…” (Fischer,
1975);
Point 1.2.
“The concept of new urbanism was created for rebuilding
communities which previously had automobile-oriented environments and
residential areas that were disconnected from social and commercial areas. New
urbanism is also referred to as neotraditional community design emphasizing a
walking-friendly environment” (Kim,
Lee and Bell, 2008);
Point 1.3.
“Urban
studies and Urban
Studies have long focused on studying the diverse and complex array of built
environments and social relations that constitute urbanism. Urbanism, in this context, connotes the
widest sense of the urban, addressing not only urbanisation and development but
also ways of life that define urban areas in specific historical periods” (McCann, 2017);
Point 1.4.
“For a movement that goes by perhaps dozens of names, the lack of
a unifying theory or definition of DIY urbanism is no surprise, at least
partially because it is such a capacious and free flowing concept. The term and its variants have been used to
describe everything from graffiti, skateboarding, parkour and flash mobs … to the creation of multi-acre, multi-million dollar
parks” (Finn, 2014);
Theme 2: Major underlying theories
and thinking
Point 2.1.
“…
cities are disproportionately
the locale of invention …; crime, particularly with regard to property ….; and
behaviors and attitudes which contravene standard morality-for example,
illegitimacy, alcoholism, divorce, irreligiosity, political dissent, violence
for social change, and the smoking of marijuana” (Fischer, 1975);
Point 2.2.
“….rather than the clearly expressed
hierarchy of landscape first, a promising and hopeful fusion
of landscape and urbanism happens when landscape is only one generative medium,
parlayed in conjunction with the traditional figure ground artifact of the city” (Sease, 2015);
Point 2.3.
“…cities are made coherent through the work of
their inhabitants, through the efforts of actors located elsewhere, and through
the power laden and uneven relations among these various actors, all set within
larger social and material contexts which tend to complicate straightforward
assumptions about causality” (McCann and Ward, n.d.);
Point 2.4.
“Aesthetic
urban planning is not
only about creating ambient surroundings, but also creating images, symbolic
representations, and fantasies discursively using books and advertising,
newspapers and television, research, and political agendas. These discursive
practices are used to signify an identifiable and/or imaginary place-identity
to form a sense of place or feeling of belonging to place” (Pløger, 2001);
Point 2.5.
“An
urban society is simply a society
with cities. That is, it has places that are the physical settings for urban
activities, practices, experiences, and functions. "Urbanism" denotes
the prevalence of urban places in a society” (Cowgill, 2004);
Point 2.6.
“Discourses
and discursive formations
in action produce truth, meaning-frames, and cultural schemes about the world.
Political use of discursive planning is made (for example) to stage the
possible meaning and interpretation of a community’s particular social and
spatial qualities. Planners, experts and politicians use texts, maps and
material objects in spatial planning and architecture so as to produce symbolic
discourses to be read” (Pløger, 2001);
Point 2.7.
“DIY urbanism and its
many cousins (tactical, guerilla, pop-up, insurgent ad infinitum) are part of a burgeoning and much larger narrative about public
space and citizens’ right and responsibilities in relation to it … Certain members of
the public are increasingly unwilling to wait for bureaucracies to deal with
pressing urban problems in traditional, methodical ways, instead addressing
these issues on their own” (Finn, 2014);
Point 2.8.
“From
the neighborhood standpoint, new
urbanist communities should be
compact, pedestrian-friendly, and have mixed-use developments …. New urbanist
communities are also expected to provide many open spaces such as parks and
community gardens that preserve natural environments and consider residents’
social interactions in such places. From the block/ street/ building
standpoint, new urbanist communities emphasize interconnections between
architecture and its surroundings such as streets and public spaces. Streets
should be safe and comfortable for people to walk. Civic buildings and public
places should be important sites that reinforce community identity” (Kim, Lee and Bell, 2008);
Point 2.9.
“In
considering structure within cities, three sectors should be
distinguished: the central political authority (which, in the case of a
regional state or empire, may be located outside the city); lesser elites, such
as religious communities, prosperous merchants, regional governors, and local
hereditary nobles; and nonelite residents (grass roots). Amenities may be
provided by any of these levels, and at least the upper two may explicitly
shape physical features and impose specific practices. Other structured
aspects, however, may arise from practices at any of these levels without
explicit planning, through self-organizing processes” (Cowgill, 2004);
Point 2.10.
“In
thinking about cities as possibly having been creations, we should
distinguish among "pristine" and mature and "planted"
cities. Many think the term pristine is problematic, but it is a good term for
settlements that exhibit a degree of urbanness previously unknown and unheard
of in the local tradition, which means that occupants have neither a prior
model to emulate nor prior experience with the consequences of urbanism. Over
time, pristine cities mature and acquire features not previously present, often
as responses or accommodations to earlier features. By planted cities I mean
those created by people who did have some prior experience with urban life” (Cowgill, 2004);
Point 2.11.
“Landscape
urbanism has been
articulated against the purported failures of traditional urban design
approaches first to accommodate temporal dynamics of the contemporary city,
and second to embrace environmental and ecological systems as generative and experiential
elements of urbanism” (Sease,
2015);
Point 2.12.
“Landscapes can represent multiple layers of
meaning and there is a long tradition of reading landscapes as texts to
understand how groups construct identity in space” (Arreola,
2012);
Point 2.13.
“Many
scholars have thought of increasing urbanism as simply a by-product or
even an unintended consequence of the creation of increasingly large and
complex political systems.….. At issue is the extent to which early cities did
not simply "happen" as consequences of technological, political, and
economic innovations, but instead were actively and intentionally created” (Cowgill, 2004);
Point 2.14.
“New Urbanism is committed to making physical improvements a public
matter, emphasizing participatory design and publicly rather than privately
produced plans as an approach that is likely to increase social interaction and
collaboration” (Talen, 2002);
Point 2.15.
“Settlements or societies with no more than a
few hundred members cannot sustain the degrees of specialization and
sociopolitical power that we are accustomed to thinking of as urban. Populations of a least a few
thousand seem a necessary, if not sufficient, requirement for a settlement or a
society to be urban” (Cowgill, 2004);
Point 2.16.
“The
more urban a place, the greater its subcultural variety.…. it does so
through at least two related, but independently sufficient, processes: a)
Population size encourages structural differentiation through the familiar
process of "dynamic density" … b) The second process by which
urbanism generates subcultural variety involves migration” (Fischer, 1975);
Point 2.17.
“The
more urban a place, the more intense its subcultures
.….. It [intensity] refers to the
presence of, attachment to, and force of subcultural beliefs, values, norms,
and customs” (Fischer, 1975);
Point 2.18.
“The
traditional sociological approach to
urban styles of community and personality was founded in the work of
Durkheim …, Simmel …, and Park …, and fully presented by Wirth …. The
concentration of large and heterogeneous populations, Wirth posited, eventually
leads to the weakening of interpersonal ties, primary social structures, and
normative consensus” (Fischer, 1975);
Point 2.19.
“The
widened possibilities for human life which the city offered would … lead to the
disappearance of local and tribal cultures, then in the process of fusion in the city” (Robinson, 2004);
Point 2.20.
“There
is a clear, direct link between New
Urbanism and the goal of accessibility.
This link is provided through three interrelated principles: compactness, mix
of housing units, and improvements in transportation” (Talen,
2002);
Point 2.21.
“Enclave urbanism in the twenty-first
century is defined as the
pattern of metropolitan development produced by the globalized real estate and
financial sectors, and codified in planning regulations, whereby metropolitan
regions are becoming agglomerations of unequal urban districts, sharply divided
by race, class and other social distinguishers, and often physically separated.
Enclave urbanism is not random. It reflects the conscious adoption of policies
that shape the physical and social life of the metropolis; it is not the absence of planning but the presence of a
particular kind of planning” (Iossifova, 2015);
Theme 3: Main research topics and
issues
Point 3.1.
“Few planning theorists before the
1990s, however, emphasized how discourse
analysis is a crucial way of understanding and outlining the different reasons,
cultural schemes, meaning-frames and ontologies of urban planning” (Pløger,
2001);
Point 3.2.
“....a
wealth of personal ties and thriving primary groups even in the innermost
recesses of the large city.
Consequently, …. "the variables of number, density and heterogeneity . . .
are not crucial determinants of social life or personality" …” (Fischer, 1975);
Point 3.3.
“…there
has been lack of comprehensive perspectives and related policy implications in
the design and planning principles of
new urbanism for comprehensive community planning. Most research has
focused on the health benefits and economic value of walkable environments …,
and sense of community” (Kim, Lee
and Bell, 2008);
Point 3.4.
“Collections
on topics like global cities,
globalizing cities and city-regions, increasingly attempt to reflect the range
of different urban contexts around the world …. But in response to now
conventional postcolonial sensibilities, writers are also quick to locate their
theoretical reflections in a specific context, and eager to abandon
“western-centric assumptions” about cities …. How is it possible to write
across diverse urban contexts, distinctive and unique, but also interconnected
and part of widely circulating practices of urbanism?” (Robinson, 2004);
Point 3.5.
“For many years there has been substantial
urban political and economic interest
in exploiting the use of cultural and aesthetic planning in order to improve
the position of cities, within an expanding inter-urban competition. Built
environments, places and spaces, have been regenerated in order to exploit
their aesthetic, cultural, and historical significance so as to enhance
commercial, consumption and public value, either for their citizens and/or tourists
and capital” (Pløger, 2001);
Point 3.6.
“For
Zardini …, the singular actions emerging between the cracks of formal urbanism have in common a shared desire to ‘propose
alternative lifestyles, reinvent our daily lives, and reoccupy urban space with
new uses’. For Hou …, what gives these various experiments some kind of unity is
that they explore, and potentially reveal, the alternative cities within the existing
city, occupying urban spaces and ‘injecting them with new functions and
meanings’.” (Iveson,
2013);
Point 3.7.
“Latino Urbanism argues that Latino urban living in
modern American cities can incorporate many of the principle tenets of New
Urbanism: compact urban form, pedestrian activity, public transportation,
sustainability, recycling and active use of public and private Spaces” (Arreola, 2012);
Point 3.8.
“New Urbanist principles are evaluated in terms of three social goals: community,
social equity, and the notion of the common good. Obviously, there are more
than three types of social goals. These particular goals were selected because
they are prevalent in discussions about the social implications of city design”
(Talen, 2002);
Point 3.9.
“Questions
about the ways in which cities are
imagined and about how these imaginings
are realised in particular urban settings are of considerable importance in the
development of a critical understanding of urban experiences and the spaces,
and they are also significant politically, being intertwined in how cities may
be thought about, conceived, and lived” (Goldman, 2011);
Point 3.10.
“Saskia
Sassen, Peter Taylor and the global-city theorists emphasize how global cities, as the home for the
rule-makers of global capitalism, are unique spatial configurations generating
socio-spatial dynamics geared toward extending and reproducing the power and
authority of transnational elite social and corporate networks” (Goldman,
2011);
Point 3.11.
“The appraisal of New
Urbanism is most often focused on its physical design, while analysis of
its social goals is limited. This is not difficult to explain: Establishing a
link between the physical design of cities and social goals like “sense of
community” and “equity” is difficult” (Talen, 2002);
Point 3.12.
“The
concept of governance, along
with its parallel, cognate, and crosscutting concepts, is one lens through
which urbanists have studied urbanism. The key question, from this general
governance perspective, is not only why cities are the way they are at a
particular time, or only how urban built environments, societies and political
economies are shaped and reshaped in reference to wider forces and processes, but
also how they are made to be the way they are, through the
concerted actions of the state, other public and private institutions, social
movements, civil society and the practices of everyday life” (McCann, 2017);
Point 3.13.
“The connection between physical design and
community, particularly its affective component, is complicated. Some even
view the linkage as potentially harmful. For example, a key paradox confronting
attempts to build community through physically oriented policies and planning proposals
is that, at least at the neighborhood level, such community building efforts
have historically been linked to efforts to promote social homogeneity and
exclusion” (Talen, 2002);
Point 3.14.
“The
modern architectural movement Metabolism
originated in the 1960s and represented a new conceptualization of architecture
and the city landscape which embraced utopian futurism. Metabolism offered the
opportunity to re-construct the national image and to establish the social role
of modern architects in Japan. In doing so, the Metabolists followed the modern
utopian architectural assumptions in believing that architects could change society
and people’s habits for the good” (Tamari, 2014);
Point 3.15.
“Urbanism as a way of life seems to be
returning within various forms of community planning, not only as spatial planning
or housing schemes, but also as imagined, mythical, segregated, ethnic and
mobile lives” (Pløger, 2001);
Point 3.16.
“It is
notoriously difficult to agree on a cross-culturally applicable definition of
"the" city, but we cannot do without definitions altogether” (Cowgill, 2004);
Point 3.17.
“Scholars like Crawford have begun the
important work of developing typologies to capture some of the shared dynamics
of the myriad DIY urban practices
across different cities. For her, key dynamics involved in these emergent ‘everyday
urbanisms’ include: Defamiliarization …; Refamiliarization ; Decommodification …;
Alternative economies ….; Collaboration across difference” (Iveson, 2013);
Theme 4: Major trends and issues
related to practices
Point 4.1.
“…the
majority of studies concerned with urban
enclaves in China seem to neglect not only that enclaves are part of
larger, complex urban systems, but also that they are interlinked and
interconnected through spatial, social, ecological and economic networks and
relationships on various scales, and that therefore, their adjacency and
co-presence in patchworked urban space must have important implications for perceptions
of inequality among urban residents” (Iossifova, 2015);
Point 4.2.
“In many cities around the world we are
presently witnessing the growth of, and interest in, a range of micro-spatial urban practices that are
reshaping urban spaces. …. At present, we are not quite sure how to describe
what is happening. Those seeking to come to grips with such practices have
begun to group them together for consideration under banners such as
‘insurgent’, ‘do-it-yourself’ (DIY), ‘guerrilla’, ‘everyday’, ‘participatory’
and/or ‘grassroots’ urbanism” (Iveson, 2013);
Point 4.3.
“One
of the most powerful aspects of some of the practices being grouped together under
the banner of DIY urbanism is that
their participants are not content with lobbying for a better city some time in
the future, and they often refuse to wait for permission to do things
differently. Walls and billboards are appropriated as spaces of communication. Roads
are appropriated as spaces for gathering. Benches and rooftops are appropriated
as spaces for play” (Iveson,
2013);
Point 4.4.
“Talen … argues that the DIY
movement in the United States is actually the latest in a long tradition of
American self-help and urban beautification efforts starting
at least as far back as the municipal art and civic improvement movements of
the mid-to-late 1800s through the City Beautiful era and into the mid-20th
century as urbanists like Jane Jacobs and William “Holly” Whyte promoted fine-grained, contextual design solutions” (Finn, 2014);
Point 4.5.
“The
key movers and shakers for urban
transformation in India’s largest cities include coalitions of local
business elites (such as the Confederation of Indian Industry and NASSCOM, the
software industry’s chamber of commerce), professionals from the IFIs and
bilateral aid agencies, non-resident Indians living abroad (NRIs),
internationally connected NGOs, along with India’s elite urban bureaucrats and
officials” (Goldman, 2011);
Point 4.6.
“The Mexican housescape has become a
landscape fixture in Garfield for both immigrant and non-immigrant ethnic Mexicans. The
ensemble of front property enclosure, bright house color and yard accents
including religious statuary, plantings and furniture, creates a Mexican Latino
cultural space. This landscape signals cultural stability in the community” (Arreola, 2012);
Point 4.7.
“The rise of the modern skyscraper in New York was an
essential element in the changing urban landscape of the 1920s. These
buildings, grand in scale and utopian by design, looked unimpeded toward the
future. They were architectural displays of a particular vision of America:
sturdy, immobile, and theoretically unaffected by the changing world around
them” (Gordon, 2005);
Point 4.8.
“Fundamentally, landscape
urbanism is about constructed ground …., not a re-creation of some
preexisting natural or ideal state. Indeed, in the design for the Toronto Don
Lands, the sinuous curves of the Don River hearken not to an excerpted, fixed moment in history but rather to facilitating variously scaled
experiential engagement with the river and its attendant ecologies” (Sease, 2015);
Point 4.9.
“Radio’s
emergence as a popular
medium brought the invisible to the forefront of everyday life and
significantly altered how the city could be imagined. The city’s interface was
conceived as a network. It deemphasized
its center and placed importance on the hubs surrounding it in a radial
fashion” (Gordon, 2005);
Point 4.10.
“The West has reached a
state where segregated areas are not usually visually apparent as “fortified enclaves”; rather, they “are presumed to be part of an open city where freedom, diversity
and equality reign”; thus, the “contemporary enclave city is all the more difficult to challenge
because of its semblance of openness”…” (Iossifova,
2015);
Point 4.11.
“There is good evidence that the layouts of many
cities in East and Southeast Asia
were designed to be cosmograms, or
at least to physically embody some important religious concepts…. However, the
use of city layouts to express such concepts is less clear in other parts of
the world, and there seems to be great variation” (Cowgill, 2004);
Each of the four themes has a set of
associated points (i.e., idea, viewpoints, concepts and findings). Together
they provide an organized way to comprehend the knowledge structure of the urbanism
topic. The bolded key words in the quotation reveal, based on the writer’s
intellectual judgement, the key concepts examined in the urbanism literature.
The referencing indicated on the points identified informs the readers where to
find the academic articles to learn more about the details on these points.
Readers are also referred to the Literature
on urbanism Facebook page for additional information on this topic. The
process of conducting the thematic analysis is an exploratory as well as
synthetic learning endeavour on the topic’s literature. Once the structure of
the themes, sub-themes[1]
and their associated points are finalized, the reviewer is in a position to
move forward to step 2 of the MMBLR approach. The MMBLR approach step 2
finding, i.e., a companion mind map on urbanism, is presented in the next
section.
Mind
mapping-based literature review on urbanism: step 2 (mind mapping) output
By adopting the findings from the MMBLR
approach step 1 on urbanism, the writer constructs a companion mind map shown
as Figure 1.
Referring to the mind map on urbanism, the
topic label is shown right at the centre of the map as a large blob. Four main
branches are attached to it, corresponding to the four themes identified in the
thematic analysis. The links and ending nodes with key phrases represent the
points from the thematic analysis. The key phrases have also been bolded in the
quotations provided in the thematic analysis. As a whole, the mind map renders
an image of the knowledge structure on urbanism based on the thematic analysis
findings. Constructing the mind map is part of the learning process on
literature review. The mind mapping process is speedy and entertaining. The
resultant mind map also serves as a useful presentation and teaching material.
This mind mapping experience confirms the writer’s previous experience using on
the MMBLR approach (Ho, 2016). Readers are also referred to the Literature on literature review Facebook
page and the Literature on mind
mapping Facebook page for additional information on these two topics.
Concluding
remarks
The MMBLR approach to study urbanism provided
here is mainly for its practice illustration as its procedures have been
refined via a number of its employment on an array of topics (Ho, 2016). No
major additional MMBLR steps nor notions have been introduced in this article.
In this respect, the exercise reported here primarily offers some pedagogical
value as well as some systematic and stimulated learning on urbanism in Housing
Studies. Nevertheless, the thematic findings and the image of the knowledge
structure on urbanism in the form of a mind map should also be of academic
value to those who research on this topic.
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