Edited by Timothy Clark, Mike Wright and David J. Ketchen Jr.
Chapter 9: Learning by walking through the snow
For those close to my age (this means you are a part of the oldest segment of the baby boomers), you may recall that walking through the snow to attend school as a youth was thought to represent a true hardship. If lucky, a person received responses of heartfelt concern from others when telling a story about wearing boots while traipsing through snow-laden streets to arrive at school. And it is indeed true that I walked through the snow to attend elementary school in the Midwestern U.S. city in which I was born and raised. With hindsight, I realize that walking in the snow was a positive experience in that I quickly learned the value of patience. Particularly when confronted by heavy amounts of snow, the young student is not able to reach school quickly. Additionally, snowdrifts and accumulations of snow challenge the walker to carefully plan the route to be taken. Of course, part of an effectively constructed walking route is specification of alternate paths to take when adjustments are required to deal with unexpected conditions (such as encountering ice underneath piles of snow). My experiences reveal that both developing and executing “snow walking” plans requires patience. And so it is with us as scholars. In this respect, I believe that each of us must learn to be patient as we design and execute research projects.
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