Implementing Conflict Resolution and Mediation at a Community College

While researching on the implementation of conflict resolution and mediation at a community college, an interpretative framework will form an exemplary basis of analysis. In essence, the most outstanding interpretive framework for this research involves the incorporation of theory into practice. Different theorists provide divergent theoretical frameworks for conflict resolution. Some theorists advocate for the evaluation of stakeholders’ viewpoints while others emphasize on the use of social phenomena into conflict resolution.

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Despite the presence of such theoretical perspectives, there are inadequate frameworks for applying such theories (Patton, 2002). A conflict resolution theory might be seemingly effective. However, such efficiency is only attained after the theory is applied to practical situations. This justifies the complexities behind the implementation of theory into practice with regard to conflict resolution. However, the interpretive mechanisms will serve as excellent platforms for handling this challenge. Through interpretive frameworks, it is possible to identify the most applicable theoretical perspectives into practical situations.

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It is also fundamentally essential to highlight that the interpretative framework helps in assessing the efficiency of different alternatives (Schram, 2006). This will be vital towards the alleviation of conflicts at a community college. During this research, the social attributes that influence conflicts in community colleges will form an essential perspective of evaluation. For instance, the prevailing moral standards in the society have far reaching implications upon the behavior of students in different types of academic settings. The evaluation of the predominant norms in the society will thus be an essential perspective for incorporation into the survey (Shank, 2002). This perspective highlights the significance of social organization into the interpretive framework of this research.

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The implications of cognitive abilities on decision making will also serve as essential aspects of consideration in the research. For instance, this perspective influences the probability of students to participate in violent activities in community colleges. Consequently, the cognitive dissonance theory will be an essential aspect as pertains to the interpretive framework of this survey. The area of transformational learning serves as another vital attribute of consideration in the interpretive framework of this research. In essence, transformational learning seeks to change the prevailing attitudes towards education (Patton, 2002). In line with this approach, the different stakeholders develop positive perceptions towards education. Such a framework is extremely essential towards the alleviation of conflicts at a community college. All these attributes present the different interpretive frameworks that will form the basis of analysis during the survey.

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There are various perspectives that help in justifying the choice of the different interpretive framework. Firstly, the incorporation of theory into practice is extremely vital in any survey. The research would be more or less redundant if it does not incorporate adequate mechanisms for integrating theory and practice. This serves as an outstanding reason behind the use of interpretive frameworks in connecting theory and practice. It is also essential to highlight that social trends are essential components for resolving most kinds of conflicts. This is because the prevailing social perspectives have an inherent influence upon the behavior of individuals in any given community. In line with this perspective, the interpretive framework will be useful in assessing the associations between social norms and conflict in community colleges. This is an effective platform for establishing an appropriate intervention framework.  Additionally, the interpretive framework will be essential in terms of enhancing the outcomes of objective surveys.

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References

Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications

Schram, T. H. (2006). Conceptualizing and proposing qualitative research. Prentice Hall

Shank, G. D. (2002). Qualitative research: A personal skills approach. Prentice Hall