Search results

This study aims to better understand the emotional challenges that inexperienced accounting researchers may face in conducting ethnographies. To do so, the authors use Arlie Russell Hochschild’s (1979, 1983) notions of “feeling rules” and “emotion work” to shed light on the possible nature and impact of these challenges, and how her ideas may also become fruitful for academic purposes.

The authors take a reflective approach in sharing the raw observation notes and research diaries as first-time ethnographers in the area of management accounting. The authors use these to analyze “unprocessed” experiences of emotional challenges from the fieldwork and how the authors learned to cope with them.

The authors illustrate how emotional challenges in conducting ethnographies can be rooted in a clash with prevalent feeling rules of certain study situations. The authors explore the conditions under which these clashes occur and how they may prompt researchers to respond through means of emotion work to (re-)stabilize those situations. Based on these insights, the authors also discuss how wider conventions of the accounting academy may contribute to emotional challenges as they stand in contrast to principles of ethnographic research.

There remains a tendency in the accounting domain to largely omit emotional challenges in the making of ethnographies, especially in writing up studies. In this paper, the authors are motivated to break this silence and openly embrace such challenges as an asset when the authors talk about the process of creating knowledge.

Ethnography is not only a set of tools with which to collect data, but an epistemological vantage point from which to apprehend the social world. In this vein, we articulate a model of teaching and learning ethnography that entails focusing on how to construct an ethnographic object. In this chapter, we describe our way of teaching ethnography as not simply a method of data collection, but as a manner of training that pays particular attention – before, during, and after fieldwork – to the theory-driven moments of the construction of sociological objects. How, as ethnographers, do we structure and give structure to the social milieu we investigate? In teaching the ethnographic craft, we focus on a specific series of elements: theory, puzzles, warrants, the relationship between claims and evidence, and the reconstruction of the local point of view. Moreover, we maintain that attention to these components of ethnographic object construction should be coupled with epistemological vigilance throughout the research process.

This research examines, in a case study of Pitcairn Island, the meaning of community. Such meanings emerge in the empirical field whereby the ‘field’ offers its own cues to both issue and method. The main lesson learned from this ethnographic study stems from the experiential nature of fieldwork whereby ‘community’ is viewed as a cluster of embodied dispositions and practices. Influenced by Anthony Cohen's ethnographic work (1978, 1985) the case study demonstrates the centrality of the symbolic dimensions of community as a defining characteristic. Described as one of the most isolated islands in the world accessible only by sea, Pitcairn is the last remaining British ‘colony’ in the Pacific, settled in 1790 by English mutineers and Tahitians following the (in)famous mutiny on the Bounty. It represents in an anthropological sense a unique microcosm of social structure, studied ethnographically only a handful of times. Results show symbolic referents contribute to a sense of ‘exclusivity’ of Pitcairn culture that facilitates co-operation and collectivity whilst also recognizing the internal–external dialectics of boundaries of identification. The study reveals culture as a symbolic rather than structural construct as experienced by its members, seeing the community as a cultural field with a complex of symbols whose meanings vary amongst its members. Thus, connection and contiguity of culture continually transform the meaning of community, space and place. As such, community continues to be of both practical and ideological significance to the practice of anthropology.

The purpose of this paper is to describe a research methodology that was used to identify dominant socio‐cultural discourse using a feminist post‐structural lens.

Based on a literature‐based study focusing on research methodology and theoretical frameworks, the conduct of an ethnographic case study is described in detail. A discussion of the reporting and analysis of the data is also included.

The study indicates that using an ethnographic case study approach is a very effective tool for identifying dominant socio‐cultural discourses. This in turn can lead to greater emancipation for women through discourse analysis and re‐positioning.

This paper presents a focused literature study and contains a description of an effective research methodology for specific purposes. It may be of use to others interested in conducting similar types of research.

The study indicates that using unstructured interviews and a narrative reporting technique is a valuable way to collect data about socio‐cultural discourses in an Arabic context. The importance of the position, power, and reflexivity of the interviewer is also explored. In addition, the study suggests that successful feminist movements should be gradual and should take into account societal discourses to allow women to gain emancipatory action through re‐positioning themselves within their societal discourses.

The paper is one of the few attempting to describe an ethnographic case study approach with a feminist, post‐structuralist view in an Arab context.

This article begins with a brief reading of the state of the practice of empirical social science research on measurement before proceeding to the discussion of an exemplary instance of this researcher's ethnographic effort to improve indicators of social capital formation. Given the central role measurement plays in social science research, it is appropriate, that a volume on methodological innovations in ethnography would contain a chapter about the relationship of ethnography to measure development. However, it is worth acknowledging that the line of argumentation advanced in this chapter is unconventional. The central tenant of this chapter – that ethnography has much to offer to the field of measurement and that ethnographers ought to take the contribution that they have the potential to make to the field of measurement seriously – at present might be thought to have little agreement either among those researchers whose primary focus is measurement or among ethnographers. This chapter contends that the features and strengths of ethnography specifically, and qualitative research more generally, makes it uniquely suited to contribute to the development of new indicators and the improvement of existing indicators. This chapter modestly hopes to encourage discussion of this contention and illustrate how this author sees his own ethnographic research into indicators of social capital formation as an attempt to address a pressing methodological dilemma within the field, more general of social scientific measure development.

This paper aims to explore and demonstrate how an ethnographic research approach can reveal new aspects of the dynamics of service innovation processes. In contrast to the retrospective research approach found in most service innovation research, the ethnographic approach captures the innovation process as it unfolds.

An ethnographical investigation of an incremental service innovation at a bank was conducted. The innovation activities were performed jointly by a team of bank members from various functions and external business partners. This was a formal project with a pre-specified plan, budget, and timetable.

The ethnographical approach, capitalizing on its real-time, multi-methods, longitudinal, and up-close characteristics, made it possible to capture unforeseen events and issues at the micro level. The authors suggest that such critical events determine what direction the innovation process takes. The initial intentions and plans were partly realized; new issues emerged during the innovation work and were realized, while other emergent issues were finally not realized.

The study suggests a framework that can be used to identify four categories of micro-level processes. Critical events in the micro-level processes represent potential turning points and are important foci in practice and remain issues for further research.

Managers may benefit from being open to including emergent issues and understanding the micro-level dynamics of the innovation process.

This study illustrates how the ethnographic research approach captures the dynamics of innovation processes and the potential challenges and possibilities for innovation managers. This finding suggests the need to address micro-level dynamics.

This article explores the analytical gains of what we refer to as “awkward ethnography.” How might our understanding of organizational phenomena benefit from those unexpected moments when our observations are laughed at, when our questions cause discomfort, or when we feel like a failure? While such instances seem to be an inherent aspect of organizational ethnography, they are often silenced or camouflaged by claims of intentionality. This article takes the opposite approach, arguing for the analytical value of awkwardness.

The authors draw on their respective ethnographic fieldwork in the Danish and Swedish armed forces. Based on observations, participation and interviews in two military units, the analysis focuses on situations that rarely find their way into final research publications. These will be explored as analytically productive material that can provide crucial insights into the organizational context studied.

The authors’ analysis demonstrates that awkward situations that arise during ethnographic work not only bring about unforeseen insights; they also enable vital analytical opportunities for discovering silent knowledge in the organization which researchers might otherwise not have considered to inquire about or understood the gravity of.

Implied in the suggested methodological approach for ethnographers is an acceptance of awkward situations as productive encounters. This means doing away with ideals for (ethnographic) knowledge production steered by notions of objectivity, instead embracing the affective dimensions of fieldwork.

This research addresses a key, and often silenced, aspect of ethnographic fieldwork, and stresses the unique value of the unintended and unexpected when doing ethnography.

This study examines the experiences and perceptions of boys and girls vis-à-vis racial integration in two former segregated South African secondary schools. The study is presented in a twofold way since it explores the ethnographic methodological understanding and dilemmas of conducting ethnographic race research in South Africa, and the gendered differences and identities through the manner in which the boys and the girls mediated racial integration in a micro school setting. These two dimensions are tied together in order to present a coherent relationship from the conceptual understanding of ethnographic race research to the dominant themes that emerged in the process of generating that knowledge. The study is part of a Ph.D. project, which was conducted in order to understand how the process of racial integration was experienced and perceived by students in two South African Secondary schools. In 1996 the South African government passed legislation desegregating segregated schools. However, a number of exclusive schools had already opened their doors to non-white students in the 1990’s. There had been studies conducted on these former segregated schools, which mirrored different dimensions from racial desegregation of schools to complex processes of racial integration (Bhana, 1994; Carrim & Mkwanazi, 1993; Dolby, 2001; Metcalfe, 1991; Valley & Dalamba, 1999). This study moved from a premise to study racially integrated schools with a relatively stable reputation in order to find out what is happening today in these schools vis-à-vis the process and extent of racial desegregation. What emerged at the end was a dialectic relationship between the gendered reaction to integration and the dominant school ethos.

This paper examines the value of mobile phones in ethnographic research, and seeks to demonstrate how this particular technology can support and enhance participant observation.

Reflecting in detail on one researcher's experience of incorporating this technological device into an ethnographic study, the paper considers how new observational tools can contribute to research beyond data generation.

The study suggests that the mobile phone can be an extension of the ethnographer and act as a powerful prosthetic, allowing the researcher to translate ethnographic principles into practice.

This paper reflects on the uses of a mobile phone in an ethnographic study of young men's consumer experiences. Thus, the discussion focuses on a research site where the mobile phone holds a ubiquitous position. However, there are now more than four billion mobile phones in circulation worldwide, so whilst acknowledging important differences in research sites, this research can be seen to have wide implications beyond the study of young consumers.

The paper argues that mobile phones allow researchers to record their observations, co‐create data and share experiences with their participants in ways that enhance the quality of ethnographic interpretations and understanding.

Little research attention has been paid to how emerging technologies support the more traditional participant observer, or how researchers actually embed them within their fieldwork. This paper addresses this gap and considers the wide‐ranging role that technology can have throughout this research process.

In this paper, we provide a practical example of how ethnographic insight is obtained in the field. In so doing, we demonstrate multiple ways in which ethnographic approaches can be adapted during on-going research processes to develop rich and multiple emic/etic perspectives.

This paper is based upon the first author’s reflective experience of undertaking ethnographic field work. The discussion draws from a multi-method, longitudinal and adaptive ethnographic research design, which aimed to capture the process of new family identity formation in Sri Lanka.

Existing research gives us excellent insight into various methods used in contemporary ethnographic research and the kinds of insight generated by these methods. With few exceptions, these studies do not give significant insight into the specifics of the ethnographic research process and the adaption practice. Thus, we provide a practical example of how ethnographic insight is obtained in the research field.

Our discussion elaborates the ways in which we integrated multiple research methods such as participant observations, semi-structured in-depth interviews, informal sessions, Facebook interactions, adaptations of performative exercises and elicitation methods to overcome complexities in cultural, mundane and personal consumption meanings. We also discuss how closer friendships with informants emerged as a consequence of the ethnographic research adaption practice and how this influenced trust and confidence in researcher-informant relationship, presenting us with a privileged access to their everyday and personal lives.