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This paper advances what is known about emotional experiences and challenges when researching work-caused trauma in organisations and illustrates learning for researchers of work-related trauma. Viewing vulnerability as strength could be conceived as an oxymoron. The paper explains how vulnerability can lead to strength for researchers/participants and focuses on researcher reflexivity in relation to one interview with a woman leader in a small-scale qualitative study.

The research protocols of the qualitative study are outlined: pre-interview briefings, participant journaling and semi-structured interviews. Researcher reflexivity, following Hibbert's (2021) four levels of reflexive practice (embodied, emotional, rational and relational), is applied to an interview with a woman leader.

The paper illustrates how research design and recognising vulnerability as strength facilitates considerable relational work and emotional experiences. Researcher reflexivity conveys impact of work-caused trauma on participants and researchers. The paper advances understandings of vulnerability as strength in practice, emotional experiences and challenges of work-caused trauma research.

In this paper, a single case of researcher reflexivity is considered.

There are practical implications for researcher relationships with participants; demonstrating emotional awareness; responding to traumatic stories, participant distress and impact on the researcher; issues of vicarious/secondary traumatic stress; having safe psychological systems; scaffolding a process which recognises vulnerability as strength and becoming personally and methodologically vulnerable; risk of embodied and emotional impact; commitment to reflexivity and levels of reflexive practice.

There is lack of researcher reflexive accounts of practice when studying trauma. Few scholars suggest ways to support researchers in challenging and difficult research. There is silence in research exploring leaders' experiences of work-caused trauma. This paper provides a reflexive account in practice from a unique study of women leaders' experiences of work-caused trauma.

The purpose of this paper is to analyse the role of emotions in fieldwork by applying grounded theory (GT). Although analytical guidelines in GT are well documented, the implications of researcher emotions have received much less attention.

This paper provides an “insider” account of the author's experience collecting field data during six months in a department of a Fortune 500 company.

It is argued that methodological emotional reflexivity (MER) as a part of doing GT will increase both awareness and understanding about how emotions influence the research process. MER comprises emotional awareness, empathic understanding and emotions in decision making.

The paper proposes acknowledging that emotions are part of, connected to, and both influence and are influenced by research decisions within GT. It is suggested that MER becomes an integral part of memoing in GT. Memos provides a link between data and evolving insights, and is considered fundamental in GT. The inclusion of MER provides a more transparent and adaptive GT approach.

This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming failures.

This paper is a critical literature review.

The study proposes a typology for a reflexive approach to social marketing practice to overcome failures. The typology is built on self and critical reflexivity, simultaneously allowing social marketers to reflect on external and internal factors that may affect the individual's role and could negatively affect social marketing practice unless otherwise considered. The types of reflexivity discussed are not prescriptive; instead, the authors intend to provoke further discussion on an under-researched but vital area of social marketing.

The proposed typology is conceptual; an empirical investigation to gain social marketer's views would further enhance the effectiveness of the applications of the typology.

Social marketers could use the proposed typology for future practice.

This is the first study that conceptualises various types of reflexivity within social marketing practice to overcome failures.

The paper seeks to examine the potential implications for leadership preparation programs of the intersection between emotions and leadership for social justice.

The methodology followed was grounded in an ethnographic case study of a Greek‐Cypriot principal who struggled to transform his elementary school into a community that truly included students from different ethnic and cultural backgrounds.

The findings of the case study highlight: the vision and practices of leadership for social justice; the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.

The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.

The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.

This paper aims to explore the parental role in children’s food socialization. More specifically, it explores how the legacy of the past (i.e. experiences from the participant’s own childhood) works to inform how parents, in turn, socialize their own children within the context of food, drawing on theories of consumer socialization, intergenerational influence and emotional reflexivity.

To seek further understanding of how temporal elements of intergenerational influence persist (through the lens of emotional reflexivity), the authors collected qualitative and interpretative data from 30 parents from the UK using a combination of existential–phenomenological interviews, photo-elicitation techniques and accompanied grocery shopping trips (observational interviews).

Through intergenerational reflexivity, parents are found to make a conscious effort to either “sustain” or “disregard” particular food practices learnt from the previous generation with their children (abandoning or mimicking the behaviours of their own parents within the context of food socialization). Factors contributing to the disregarding of food behaviours (new influencer, self-learning and resistance to parental power) emerge. A continuum of parents is identified, ranging from the “traditionalist” to “improver” and the “revisionist”.

By adopting a unique approach in exploring the dynamic of intergenerational influence through the lens of emotional reflexivity, this study highlights the importance of the parental role in socializing children about food, and how intergenerational reflexivity helps inform parental food socialization practices. The intergenerational reflexivity of parents is, thus, deemed to be crucial in the socialization process.

The purpose of this paper is to develop a conceptual framework exploring innovation process in research and development units of organizations. Research and development (R&D) teams of pharmaceutical firms operating in India were the unit of analysis.

Data were collected from 352 leaders and equal number of team members working in R&D teams. Responses were collected through questionnaire survey method. Questions to measure variables of members’ proactive personality, emotional intelligence, trust, task reflexivity, team creativity and innovation adoption were answered by team leaders. Similarly, questions on variables, resonant leadership style of team leaders, team information sharing process and climate for innovation were answered by team members. Out of 450 distributed questionnaires, 352 completely filled responses were finally obtained, with a response rate of 78 percent. Data were analyzed through structural equation modeling using AMOS 21.0 software package.

Findings of the study reveal that members’ proactive personality, emotional intelligence and trust enhance members’ learning ability called task reflexivity. This learning is further promulgated with the intervention of team information sharing process and support for innovation. Team creativity enhances innovation implementation in organizations. However, resonant leadership style of team leaders does not support task reflexivity.

Overall, the study highlights that creativity is promulgated when information is disseminated among members in a supportive climate for innovation. Organizations can create and innovate by developing capability of members who are proactive, emotionally intelligent and who trust their colleagues, so that team members can rationally judge organizational priorities, learn from their colleagues, plan and execute novice ideas to serve market needs.

R&D team enhances creativity and innovation in organizations by leveraging their talent and skills. This work is an attempt to develop an innovation process model in Indian pharmaceutical organizations to promulgate creativity and innovation through R&D teams.

The purpose of this paper is to offer a theoretical framework of whistleblowing that gives due recognition to the emotional and reflexive processes that underpin it. Modes of anger are integrated into the model based on a reading of Geddes and Callister (2007), and developed by Lindebaum and Geddes (2016) work on moral anger.

The model is derived by interrogation of the extant literature on whistleblowing with due recognition accorded to emotional and reflexive dimensions that have been underrepresented in previous research. The model was tested by a qualitative study that uses memoir analysis to interrogate a board level whistle-blower’s account of the complex, traumatic and like-changing nature of his experience.

The paper identifies key stages in whistle-blower thinking before, during and subsequent to a decision to expose corporate wrongdoing. It demonstrates how emotional and reflexive processes influence a whistle-blower’s mode of anger expression, and how different perspectives by the whistle-blower and the focal organisation may view this expression as moral or deviant anger.

The complexity of the whistleblowing process, together with possible alternative perspectives of it, makes identifying every influencing variable extremely challenging. Also, reliance on a whistle-blower’s own account of his experience means that recall may be partial or self-serving. The model can be used to analyse other whistle-blower accounts of their experience, and further confirm its applicability.

This is the first application of memoir analysis to a whistle-blower’s account of his experience that relates modes of anger expression to stages in the whistleblowing episode. It addresses a significant imbalance in whistleblowing research that hitherto has emphasised rationality in whistle-blower decision making and downplayed the influence of reflexivity and emotion.

Researchers rarely present accounts of their awkward encounters in ethnographies. Awkwardness, however, does matter and affects the ethnographic accounts we write and our understanding of social situations. The purpose is to bring these hidden sides of organizational ethnography to the fore, to discuss the consequences of ignoring awkward encounters, and to improve our understanding of organizational realities.

This paper presents awkward ethnographic encounters in the field: encounters with evangelizing ethnic Chinese business people in Indonesia (Koning), and visiting an artist village in China (Ooi). Based on analysing their awkwardness, and in the context of a critical assessment of the reflexive turn in ethnography, the authors propose a more inclusive reflexivity. The paper ends with formulating several points supportive of reaching inclusive reflexivity.

By investigating awkward encounters, the authors show that these experiences have been left out for political (publishing culture in academia, unwritten rules of ethnography), as well as personal (feelings of failure, unwelcome self‐revelations) reasons, while there is much to discover from these encounters. Un‐paralyzing reflexivity means to include the awkward, the emotional, and admit the non‐rational aspects of our ethnographic experiences; such inclusive reflexivity is incredibly insightful.

Inclusive reflexivity not only allows room for the imperfectness of the researcher, but also enables a fuller and deeper representation of the groups and communities we aim to understand and, thus, will enhance the trustworthiness and quality of our ethnographic work.

Awkwardness is rarely acknowledged, not to mention discussed, in organizational ethnography.

The fundamental challenge for project management is dealing with people and their feelings. While there has been sporadic attention to the importance of emotions in project work, project management practices tend to neglect the role of emotions and emotional reflexivity. The authors use a symbolic interaction framework to present an in-depth exploration of emotions and emotional reflexivity in projects.

Empirical data was gathered in 19 semi-structured interviews with diverse project managers to assess their experience of emotion (15 male, 4 female, early 20s to late 50s, 3–38 years of expertise). Transcribed interviews were thematically analysed using a sociology of emotions informed, grounded theory, interactional framework.

The data revealed that emotional states are framed by factors specific to project management, including organisational change, project constraints and dealing with stakeholders. Explicitly managing emotions improved team engagement and project performance by acting as a catalyst for engaging in reflective practice and intuitive decision making.

Given the widely held misconceptions of emotion as maladaptive, project management education must focus on empathy in communication and leadership if practitioners are to master valuable soft skills. Techniques for emotional reflection and learning feeling lessons must be incorporated into practice.

The authors contribute to the emerging understanding that emotions matter in project management. The authors demonstrate the centrality of emotions in projects and the substantial impact they have on the wellbeing of practitioners and staff. Emotional reflexivity in practice, which is widely acknowledged yet tends to be ignored, is an essential part of the project manager's toolkit.

The purpose of this paper is to contribute to the debate on reflexivity in organization and management studies by scrutinizing the possibilities of self‐reflexivity.

By means of auto‐ethnography, the authors analyze their own experiences as (pro‐)feminist men in the field of gender studies.

The authors argue that self‐reflexivity is partial, fragmentary and transient: it surfaces in situations where the authors’ activities and identities as researchers are challenged by others and they become aware of their precarious position.

The paper's perspective complements more instrumental understandings of self‐reflexivity, and stimulates further debate on its limits as well as potential.