Multiple Epistemologies

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Start date: 2000

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Now showing 1 - 5 of 5
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    Programme Evaluation and Review Techniques (PERT) & Critical Path Method (CPM) August 20-25, 2001
    (Participatory Research in Asia (PRIA), 2001-08-20) Bandyopadhyay, K. K
    This paper by Dr. K.K Bandyopadhyay examines Programme Evaluation and Review Technique (PERT) and Critical Path Method (CPM) as project management techniques for planning, scheduling, and controlling projects and helps in determining project duration, identifying critical activities, and managing flexibility in scheduling. The paper traces the historical development of both techniques, noting that PERT was developed in the United States during the 1950s to plan and accelerate ballistic missile development, while CPM was developed independently and focuses on obtaining trade-offs between cost and completion date. It introduces key terminologies for an in-depth understanding of PERT and CPM through an example of the budgeting process of an organization called DEEP, demonstrating how projects are broken down into jobs with immediate predecessor relationships and time estimates. Activity-on-node (AON) diagrams are used to portray these relationships graphically. The paper also explains how PERT calculates the expected value of activity duration as a weighted average and provides a formula for it. Further, it examines the concept of the critical path, or the longest path of the network project, arguing that its length determines the duration of a project and must be shortened to reduce project completion time. It analyses concepts like job slack and presents an algorithm for finding the Critical path. The paper concludes by demonstrating an example of a watershed project to identify the critical path.
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    A Call for a dialogue between knowledges
    (2020) Hall, Budd L
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    Promoting fair and equitable research partnerships to respond to global challenges
    (Rethinking Research Collaborative, 2018) Fransman, Jude; Hall, Budd L; Hayman, Rachel; Narayanan, Pradeep; Newman, Kate; Tandon, Rajesh
    This research report presents the findings from a programme of strategic research, funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partners: i) academics based in the global South; ii) civil society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South.
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    Beyond epistemicide: Knowledge democracy and higher education
    (UNESCO Chair, 2015) Hall, Budd L
    As universities grapple with their role in a world marked by inequality and ecological crisis, the question of whose knowledge counts has become impossible to ignore. This paper situates higher education within a longer history of epistemicide, the systematic erasure of indigenous and marginalized ways of knowing, and examines how knowledge democracy offers a path toward repair. By drawing on examples of community-based research and indigenous scholarship, it argues for reimagining universities as sites of dialogue rather than dominance, where multiple epistemologies can coexist. The study underscores both the transformative promise and the unresolved tensions of this shift, positioning knowledge democracy less as a finished framework than as an unfolding experiment in rebalancing power and voice.