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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


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)


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


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.


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 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


Monday 4.3.

12.30 – 13.30 Introduction to the course
Presentation of the program and the participants

13.30 – 16.30 Research Question(s) and Focus

- ’Tricks of the Trade’
- What is an interesting project?
- How do you create a research question?
- The development of the research question
- The aim and research interest of the project
- The status and consequences of the research question
- Contribution and profiling

Professor Eva Boxenbaum, CBS, IOA
Professor Jesper Strandgaard Pedersen, CBS, IOA

Tuesday 5.3.

9.00 – 12.00 The Role and Status of Theory in the Project

- How is theory included in the project?
- What is ’theory’ in my project?
- Different strategies for the interplay between theory and empirical data (theory-driven or phenomenon-driven, theory testing or problem identifying, one-or-more theories approach?)

Professor Renate Meyer, CBS, IOA
Professor Tammar Zilber, CBS, IOA

 12.00 – 13.00 Lunch

 13.00 – 16.30 Project Discussion I

 18.00 Dinner

Wednesday 6.3.

9.00 – 12.00 Data Generation and the Analysis Process I (phenomenon-focused ethnography vs theory-focused ethnography)

- Choice of methods for data generation
- Data Analysis
- Relevance in relation to the problem definition and the orientation of the project

Associate Professor Karen Boll, CBS, IOA
Professor Tammar Zilber, CBS, IOA

12.00 – 13.00 Lunch

13.00 – 16.30 Project discussion II

Thursday 7.3.

9.00 – 12.00 Data Generation and the Analysis Process II (Archival versus field studies)

- Choice of methods for data generation
- Data Analysis
- Relevance in relation to the problem definition and the theory of the project

Associate professor Anders Ravn Sørensen, CBS, BHL
Professor Jesper Strandgaard Pedersen, CBS, IOA

12.00 – 13.00 Lunch

13.00 – 16.30 Project discussion III

Friday 8.3.

09.00 – 10.30 Overall Coherence of the Research Design 
(Tammar Zilber & Renate Meyer)

- Fit between research question and data collection 

- Fit between data collection and analytical focus

- Fit between research ambition and analytical output

10.30 – 10.45 Break

10.45 – 12.30 The Composition of the Dissertation

10.45 - 11.30 Strategies for writing
(Renate Meyer)

11.30 – 12.15 How it could be done: An example
(Jonathan Feddersen)

Professor Renate Meyer, CBS, IOA

Postdoc Jonathan Feddersen, CBS, IOA

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


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

The course improves the students' ability to critically and constructively evaluate the coherence and adequacy of different methodological choices and of the research project as a whole.  Students improve their skills in justifying their own methodological choices and develop their competences to discuss and help other’s research projects (the latter increases their competences in the research community and ability to do other research-related tasks, such asreviewer and opponent / discussant).



Course Literature


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. 

Zuckerman, E. W. (2017). On genre: A few more tips to article-writers:

Zuckerman, E. W. (2008/ 2018). Tips to article-writers:


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

Organizer Contact Information

CBS PhD School
Nina Iversen

Phone: +45 3815 2475