The Initial Research Plan and Challenges

The literature gaps in Chapter 1 presented the challenge of choosing between a microscopic and a macroscopic approach to examine the implicit learning by polar personnel in the current study. On one hand, most polar literature to date focused on macroscopic learning outcomes, such as human adaptation in small group conditions (see Section 1.5); no study has looked at how an individual learns to adapt in a polar workplace.

On the other hand, implicit learning studies involve two major paths (see Section 1.3.3). Most of the research in the first path uses objective, pre-determined measures and experiments to test specific, microscopic learning experiences in controlled environments, such as laboratories. The second path looks at implicit learning in a natural setting using two approaches. The first approach focuses on specific, micro-level learning outcomes in a specific natural setting, for example, motor skills, facial expression, or social learning. Most of these studies used objective measures and observation. The second approach comprises organisational studies that examine the macroscopic learning experiences in a specific workplace or profession. Most of these studies investigated individual learning from an organisational perspective. In other words, they considered knowledge management and organisational development factors within an organisation.

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The current study aims to contribute to polar literature and polar deployment through the investigation of incidental learning of a wide range of task, emotional and social-related knowledge in polar environments determined by polar personnel themselves. In order to do so, the current study employed a qualitative approach and a proposed theoretical framework adapted from across disciplines (see Section 1.7). Given the fact that polar personnel are the learning agents of their own learning, this study reveals implicit learning from the perceptions of polar personnel using two indications of implicit learning: information and sensitivity criteria. The information criterion refers to the identification and descriptiveness of information reported. The sensitivity criterion concerns the degree of awareness towards the information reported, such as how aware they were before, during, and after the initial stage of a learning event.

The initial plan was to take an organisation-oriented approach and focus on only a cohort of Scott Base support personnel across a polar summer and winter. Two plans were proposed along this line: Plan A (on-site option) and Plan B (off-site option). According to these plans, objective and subjective measures, including a psychological battery, a questionnaire, semi-structured interviews, and participative observation (Plan A only) would be used to collect data related to the task, emotional and social domains of knowledge in order to compare the learning patterns at the pre-, during- and post-deployment stage. In addition, job performance ratings would also be obtained from the Scott Base manager. Psychological instruments, such as NEO PI-R (Revised NEO Personality Inventory) (Costa & McCrae, 1992, 2008), were to be employed in order to measure the psychological traits of the respondents. Through the approach of mixed method and multiple case studies, the selected models will be reviewed and modified accordingly.

However, this led to the challenge of gaining access to the selected data. In order to conduct research in polar environments in the New Zealand Antarctic programme (http://www.antarcticanz.govt.nz; E. Butler, personal communication, July 3, 2009), each principal investigator needs to find research funding for research and logistic support, before applying for the logistic support for deployment from Antarctica New Zealand, which is the main agency supporting New Zealand polar research. Apart from private funding, a principal investigator may go through a science bidding round to seek government funding. Depending on the availability of funding, a bidding cycle may be conducted every one to three years for different needs (E. Butler, personal communication, July 3, 2009). Therefore, a principal investigator needs to design a research method taking into consideration the science strategies prioritised by the government in

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each bidding cycle, in order to gain access to data. To date, science strategies in New Zealand continue to emphasise natural science over social science

(http://www.frst.govt.nz/news/International_Polar_Year). Without sufficient support and guidance from senior researchers, the process of gaining access can be a very challenging and time- consuming process (Denholm & Evans, 2009).

Both methods proposed in the initial research plan required logistic support and approval from internal and external agencies, such as the Human Ethics Committee (HEC) at the University, the Foundation for Research, Science and Technology (FRST) and Antarctic New Zealand. Unfortunately, a new science bidding system for polar research was introduced before the University’s approval of this research plan. Under the new bidding system, it was not possible to gain access to personnel until the next bidding round in the following year. After further discussion with the supervision team, the research methods were amended and resubmitted to the HEC for approval in 2007. While waiting for HEC’s approval for the amended research plan, the researcher took the opportunity to complete the Graduate Certificate in Antarctic Studies (GCAS) at the University of Canterbury, New Zealand, in 2007-2008. This experience enabled the researcher to develop valuable technical knowledge, field experience and professional networks related to Antarctica and the science community. In particular, it was useful for the recruitment of the respondents for this study. By then, the amended plan was ready to take effect. The following section describes this research design in detail.