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Research Methodology in Organization and Management Analyses - 5 ECTS
Date and time
Monday 4 March 2024 at 08:30 to Friday 8 March 2024 at 16:30
Registration Deadline
Saturday 27 January 2024 at 23:55
Location
Kilen - room KL4.74 (fourth floor),
Kilevej 14A,
2000 Frederiksberg
Kilen - room KL4.74 (fourth floor)
Kilevej 14A
2000 Frederiksberg
Research Methodology in Organization and Management Analyses - 5 ECTS
Course coordinators: Jesper Strandgaard and Eva Boxenbaum, Department of Organization (IOA)
Faculty
Professor Jesper Strandgaard Pedersen
Department of Organization, CBS
Professor Eva Boxenbaum
Department of Organization, CBS
Associate Professor Karen Boll
Department of Organization, CBS
Associate professor Anders Ravn Sørensen
Department of Management, Politics and Philosophy, CBS
Professor Renate Meyer
Department of Organization, CBS & WU Vienna
Professor Tammar Zilber
Department of Organization, CBS & Hebrew University of Jerusalem
Postdoc Jonathan Feddersen
Department of Organization, CBS
Prerequisites
It is a prerequisite that the participants are working on their projects (including the empirical work), can bring forth ideas about, and reflections upon, their experiences and problems with the analyses.
The participants are required to submit a written presentation – 5 pages – which is read by the other course participants and form the basis for discussions and reflections of each other’s projects. Deadline for submission of the presentation is February 9, 2024.
It is a precondition for receiving the course diploma that the PhD student attends the entire course.
Aim
The course focuses on creating consistency among the formulation of research question(s), the use of theory, the generation and analysis of data, and the composition of the thesis. The course encourages participants to discuss and reflect holistically on the choices they make in crafting their PhD projects.
The course focuses on creating consistency among the formulation of research question(s), the use of theory, the generation and analysis of data, and the composition of the thesis. The course encourages participants to discuss and reflect holistically on the choices they make in crafting their PhD projects.
The objective of the course is to make participants aware of the many choices they are bound to make and to provide input into how to achieve consistency between those choices and write a coherent project (i.e., linking research question(s), the theoretical framework, data generation and analysis, and the composition of the thesis).
The course deliberately differs from specialized courses on method, which typically address only one methodological aspect or approach, such as ‘the qualitative interview’ or ‘case studies’. It also differs from general courses on qualitative and quantitative methods in as much as it focuses upon and deals with the overall methodology and consistency of the project.
Course content
The course is built up around four basic methodological elements:
1) How to work with the research question?
2) How to develop and use a theoretical framework?
3) How to generate and analyse data?
4) How to write the dissertation?
The course mornings are lectures focusing upon specific methodological themes followed by discussion and plenary debate. Researchers draw on their own research to show different ways in which to maintain consistency, a common feature of all scientific work. Their presentations are carried out in pairs; to some extent, the two presentations oppose one another to show different ways in which to formulate research questions, use theory, generate and analyze data, and present a research project in writing.
The course is built up around four basic methodological elements:
1) How to work with the research question?
2) How to develop and use a theoretical framework?
3) How to generate and analyse data?
4) How to write the dissertation?
The course mornings are lectures focusing upon specific methodological themes followed by discussion and plenary debate. Researchers draw on their own research to show different ways in which to maintain consistency, a common feature of all scientific work. Their presentations are carried out in pairs; to some extent, the two presentations oppose one another to show different ways in which to formulate research questions, use theory, generate and analyze data, and present a research project in writing.
The afternoons are reserved for presentations and discussions of the participants’ projects and discussions of these in groups of 4-6 persons.
The course is based on the following assumptions and premises:
- The combination of presentations from experienced researchers and the discussions of the PhD projects provides fertile ground for getting new inspiration and specific suggestions for how to improve the projects.
- The focus on coherence (consistency) requires researchers to constantly adjust the various components of their project as they interweave theory and empirical material related to organization and management processes.
- The course sees methodology as the linkages between theoretical perspectives, methods and techniques, empirical field, researcher and work process, and it makes methodology a practice which finds its legitimacy in relation to the pursuit of coherence, the completion of the research project, and the research publications’ ability to convince relevant research and practitioner communities.
Teaching style
The course invites participants to engage in joint discussion, exploration, and reflection to develop the participants’ methodological competences especially in relation to their own projects, but also as a qualified participant in research-related connections as opponent, reviewer, etc. The reflection is based on two elements (that mutually benefit each other throughout the course):
1) Discussion of methodological questions related to the course participants’ own projects.
2) Presentation and discussion of methodological reflections and experiences related to completed research projects.
The course may inspire participants to adjust their methodological choices, but it does not offer training in specific methodological procedures, nor any solutions or templates.
Lecture plan
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Monday 4.3.
Thursday 7.3. 9.00 – 12.00 Data Generation and the Analysis Process II (Archival versus field studies) - Fit between research question and data collection - Fit between data collection and analytical focus - Fit between research ambition and analytical output 12.30 – 13.30 Wrap up of the course Summing up, evaluations, light lunch (sandwiches) and farewell Course coordinators: Professor Jesper Strandgaard Pedersen, CBS, IOA Professor Eva Boxenbaum, CBS, IOA
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Learning objectives
The course provides students with
• Greater insights into a number of approaches to organizational analyses,
• A larger repertoire to choose from, and
• A better foundation for making qualified and consistent choices about each and every element in the PhD project in view of building coherence between the elements of the PhD project
Exam
N/A
N/A
Course Literature
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Research Question(s) and Focus Barley, S. R. (2006). When I write my masterpiece: Thoughts on what makes a paper interesting. Academy of Management Journal, 49(1), 16-20. Davis, M. S. (1971). That’s interesting! Towards a phenomenology of sociology and sociology of phenomenology. Philosophy of the Social Sciences, 1(2), 309-344. Grant, A. M. & Pollock, T. G. (2011). From the editors. Publishing in AMJ - part 3: Setting the hook. Academy of Management Journal, 54(5), 873–879. Cartel, M., Boxenbaum, E. & Aggeri, F. (2019). Just for fun! How experimental spaces stimulate innovation in institutionalized fields. Organization Studies 40(1), 65-92. The Role and Status of Theory Gross, T. & Zilber, T.B. (2020). Power dynamics in field-level events: a narrative approach. Organization Studies, 41(10), 1369-1390. Jancsary, D., Meyer, R. E., Höllerer, M. A., & Barberio, V. (2017). Toward a structural model of organizational-level institutional pluralism and logic interconnectedness. Organization Science, 28(6), 1150-1167. Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633–642. Data Generation and the Analysis Process I (phenomenon-focused ethnography vs theory-focused ethnography) Langley, A., & Meziani, N. (2020). Making interviews meaningful. The Journal of Applied Behavioral Science, 56(3), 370-391. Locke, K. (2011). Field research practice in management and organization studies: Reclaiming its tradition of discovery. The Academy of Management Annals, 5(1), 613-652. Waardenburg, L., Huysman, M., & Sergeeva, A. V. (2022). In the land of the blind, the one-eyed man is king: Knowledge brokerage in the age of learning algorithms. Organization Science, 33(1), 59–82. De Rond, M., Lok, J., & Marrison, A. (2022). To catch a predator: The lived experience of extreme practices. Academy of Management Journal, 65(3), 870–902. Data Generation and the Analysis Process II (archival research versus case studies) Wadhwani, R.D. & Decker, S. (2017). Clio’s toolkit. The practice of historical methods in organization studies. In R. Mir & S. Jain (Eds.), The Routledge Companion to Qualitative Research in Organization Studies: Chapter 8. Routledge. Rowlinson, M, Hassard, J. & Decker, S. (2014) Research strategies for organizational history: A dialogue between historical theory and organization theory. Academy of Management Journal 39(3), 250-274. Prior, L. (2004). Doing things with documents. In D. Silverman (ed.), Qualitative Research. Theory, Method and Practice: 76-94. Los Angeles, CA: Sage. Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-24. Sage. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22, 63–75. IOS Press. Overall Coherence of the Research Design Zilber, T.B., & Meyer, R.E. (2022). Positioning and fit in designing and executing qualitative research. Journal of Applied Behavioral Science, 58(3), 377-392. The Composition of the Dissertation Richardson, L. (2000). Writing: a method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research, 2nd edition: 923-948. Sage. Van Maanen, J. (1988). Tales of the Field – On Writing Ethnography. Chapter 4 (pp. 73-99) and chapter 5 (pp.101-124). University of Chicago Press. Gilmore, S. (2023). Writing differently. Organization Studies. https://journals.sagepub.com/doi/full/10.1177/01708406231187105 Zuckerman, E. W. (2017). On genre: A few more tips to article-writers: https://mitmgmtfaculty.mit.edu/esivan/reviews_essays/ Zuckerman, E. W. (2008/ 2018). Tips to article-writers: https://mitmgmtfaculty.mit.edu/esivan/reviews_essays/ |
The course is offered annually.
Registration deadline and conditions
The registration deadline is 9 January 2024. If you want to cancel your registration on the course it should be done prior to this mentioned date. By this date we determine whether we have enough registrations to run the course, or who should be offered a seat if we have received too many registrations.
If there are more seats available on the course we leave the registration open by setting a new regsitration deadline in order to fill remaining seats. Once you have received our acceptance/welcome letter to join the course, your registration is binding and we do not refund your course fee. The binding registration date will be the registration deadline mentioned above.
Payment methods
Make sure you choose the correct method of payment upon finalizing your registration:
CBS students:
Choose payment method CBS PhD students and the course fee will be deducted from your PhD course budget.
Students from other Danish universities:
Choose payment method Danish Electronic Invoice (EAN). Fill in your EAN number, attention and possible purchase (project) order number.
Do you not pay by EAN number please choose Invoice to pay via electronic bank payment (+71).
Students from foreign universities:
Choose payment method Payment Card. Are you not able to pay by credit card please choose Invoice International to pay via bank transfer.
Event Location
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Organizer Contact Information
CBS PhD School
Nina Iversen
Phone: +45 3815 2475
ni.research@cbs.dk
Registration
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Organizer Contact Information
CBS PhD School
Nina Iversen
Phone: +45 3815 2475
ni.research@cbs.dk