Original Research

Knowledge development in industrial/organisational psychology (South Africa)

H. J. Pietersen
SA Journal of Industrial Psychology | Vol 31, No 2 | a194 | DOI: https://doi.org/10.4102/sajip.v31i2.194 | © 2005 H. J. Pietersen | This work is licensed under CC Attribution 4.0
Submitted: 29 October 2005 | Published: 29 October 2005

About the author(s)

H. J. Pietersen, University of Limpopo, South Africa

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Abstract

Utilising a meta-theoretical approach, the nature of knowledge development in I/O psychology (SA) is assessed. Analysis of the contents of the South African Journal of Industrial Psychology, shows that: empirical research has very substantially increased and is methodologically sophisticated; knowledge development is still almost exclusively tied to the positivist-empiricist paradigm and relies mostly on adaptations of non-local material. More indigenous research is required. A wider perspective, incorporating culture-sensitive research paradigms, strategies and methods is suggested in order to expand the research (knowledge) base and renew the discipline locally.

Opsomming
Die stand van kennisontwikkeling in die Bedryfsielkunde (Suid-Afrika) is in oorweging geneem vanuit ’n oorkoepelende, meta-teoretiese benadering tot kennis. Ontleding van die inhoud van die Suid-Afrikaanse Tydskrif vir Bedryfsielkunde oor die afgelope dekade toon dat: empiriese navorsing substantief toegeneem het en metodologies gesofistikeerd is; dat kennisontwikkeling steeds bykans uitsluitlik plaasvind binne die positiwisties-empiriese paradigma en grootliks aanpassings van nie-plaaslike materiaal verteenwoordig. Meer inheemse navorsing word vereis. ’n Breer beskouing, waarin daar van kultuur-sensitiewe navorsings-paradigmas, -strategiee en -metodes gebruik gemaak word, word voorgehou om die Bedryfsielkunde as vakgebied te verruim en kennisvernuwing plaaslik te bevorder.


Keywords

Knowledge development; Industrial/organisational psychology

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Crossref Citations

1. Indigenizing Knowledge for Development: Epistemological and Pedagogical Approaches
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doi: 10.25159/0304-615X/2300