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This study aims to explore the complexities of methodological, ethical and emotional challenges of studying sensitive and vulnerable communities online from the perspective of simultaneously being a researcher and a research subject. The point of departure for these explorations consists of the author’s past and ongoing studies of the role and use of a closed grief support group on Facebook for bereaved parents – a community of which the author is a member. The aim is not to provide ready solutions for “how to do ethics,” but rather to contribute to the collective and ongoing work initiated by the Association of Internet Researchers (AoIR), among others, and to recognize the necessity of ethical pluralism, cross-cultural awareness and an interdisciplinary approach.

This is an explorative study, drawing on an (auto)ethnographic case study. The case serves as a point of departure for discussing the complexities of methodological, ethical and emotional challenges of studying sensitive and vulnerable communities online from the perspective of simultaneously being a researcher and a research subject.

Being a researcher and a research subject rolled into one, as it were, presents both opportunities and challenges. To conduct responsible research from both these perspectives pose high demands on the researchers’ ethical as well as emotional capacities and responsibilities. Hopes and expectancies of the community under study might put the researcher into a dilemma, ethical aspects of anonymity and informed consent might have to be reconsidered as well as emotional challenges of engaging in and with sensitive research, all of which makes for a complex balancing act. Ethics and methods are inextricably intertwined, so are the emotional challenges of conducting sensitive research intermingled. Studying vulnerable individuals and closed communities online highlights the necessity for case and context sensitive research and for flexibility, adaptivity and mindfulness of the researcher. It also highlights the importance of discussing and questioning theoretical, methodological and ethical developments for studying everyday life practices online.

The challenges encountered in this case study contribute to the experientially grounded approach to research ethics emphasized in AoIR’s ethics guidelines. This case offers an opportunity to explore and discuss complex issues arising from the researcher’s insider position in a closed group devoted to the sensitive topic of supporting bereaved parents. Further, it highlights the necessity for research to be case and context sensitive as well as for the researcher and the research design to be flexible and adaptive. Research on vulnerable communities also heightens the demands of ethical responsibility of the researcher and the research process.

The purpose of this paper is to use theories of institutional logics and institutional entrepreneurship to examine how and why macro-, meso-, and micro-level influences inter-relate in the implementation of integrated transitional care out of hospital in the English National Health Service.

The authors conducted an ethnographic case study of a hospital and surrounding services within a large urban centre in England. Specific methods included qualitative interviews with patients/caregivers, health/social care providers, and organizational leaders; observations of hospital transition planning meetings, community “hub” meetings, and other instances of transition planning; reviews of patient records; and analysis of key policy documents. Analysis was iterative and informed by theory on institutional logics and institutional entrepreneurship.

Organizational leaders at the meso-level of health and social care promoted a partnership logic of integrated care in response to conflicting institutional ideas found within a key macro-level policy enacted in 2003 (The Community Care (Delayed Discharges) Act). Through institutional entrepreneurship at the micro-level, the partnership logic became manifest in the form of relationship work among health and social care providers; they sought to build strong interpersonal relationships to enact more integrated transitional care.

This study has three key implications. First, efforts to promote integrated care should strategically include institutional entrepreneurs at the organizational and clinical levels. Second, integrated care initiatives should emphasize relationship-building among health and social care providers. Finally, theoretical development on institutional logics should further examine the role of interpersonal relationships in facilitating the “spread” of logics between macro-, meso-, and micro-level influences on inter-organizational change.

This paper provides a methodological map for guiding the choice and application of research paradigms and design frames that can be of value to a wide range of researchers in the fields of education, social sciences and interdisciplinary studies who are interested in teaching and learning in context. Following an interpretivist/constructivist paradigm, I used a mixed methods research approach to study the spatial experiences of Emirati female students in a gender--‐ segregated educational context. The main component was qualitative, using ethnography, while the quantitative part included a survey. In such a research approach, my reflexivity and unique positionality as both insider and outsider played a significant role. The paper is divided into three sections: the beginning, which justifies the choice and philosophies of the methodological route; the journey, which illustrates the data collection techniques; and the destination, containing reflexive lessons from the field.

This paper aims to explore how unreflective and reflective value experience emerges in value co-creation and co-destruction practices in a consumer context.

This paper presents a Heideggerian phenomenological heuristic consisting of three interrelated modes of engagement, which is used for interpretive sense-making in a dynamic and lively case context of amateur-level football (soccer) played on artificial grass. Based on a qualitative study using ethnographic techniques, this study examines the whats and the hows of value experience by individuals playing football at different qualities and in varying conditions across 25 Dutch football teams.

The findings reveal three interrelated yet distinct modalities of experience in value co-creation and co-destruction presented in a continuum of triplex spaces of unreflective and reflective value experience. The first is a joyful flow of unreflective value experience in emergent and undisrupted value co-creation practice with no potential for value co-destruction. Second, a semireflective value experience caused by interruptions in value co-creation has a higher potential for value co-destruction. Third, a fully reflective value experience through a completely interrupted value co-creation practice results in high-value co-destruction.

This research contributes to the literature on the microfoundations of value experience and value creation by proposing a conceptual relationship between unreflective/reflective value experience and value co-creation and co-destruction mediated through interruptions in consumer usage situations.

This study’s novel perspective on this relationship offers practitioners a useful vantage point on understanding how enhanced value experience comes about in value co-creation practice and how this is linked to value co-destruction when interruptions occur. These insights help bolster alignment and prevent misalignment in resource integration and foster service strategies, designs and innovations to better influence consumer experience in journeys.

This study deploys an integral view of how consumer value experience manifests in value co-creation and co-destruction that offers conceptual, methodological and practical clarity.

The purpose of this study is to identify the practices used by service providers to manage the customer service experience (CSE) across multiple phases of the customer journey in a business-to-business (B2B) setting.

This study comprises an ethnography that investigates in real time, from a dyadic perspective, and the CSE management practices at two service providers operating in knowledge-intensive service industries over a period of eight months. Analytically, the study concentrates on critical events that occurred in phases of the customer journey that in some way alter CSE, thus making it necessary for service providers to act to keep their customers satisfied.

The study uncovers four types of service provider practices that vary based on the mode of organization (ad hoc or regular) and the mode of engagement (reactive or proactive) and based on whether they restore or bolster CSE, including the recurrence of these practices in the customer journey. These practices are conveniently presented in a circumplex typology of CSE management across five phases in the customer journey.

This paper advances the research in CSE management throughout the customer journey in the B2B context by showing that CSE management is dynamic, recurrent and multifaceted in the sense that it requires different modes of organization and engagement, notably during interaction with customers, in different phases of the customer journey.

The circumplex typology acts as a tool for service providers, helping them to redesign their CSE management practices in ongoing service and dialogical processes to keep their customers more engaged and satisfied.

This paper is the first to infuse a dyadic stance into the ongoing discussion of CSE management practices in B2B, in which studies to date have deployed only provider or customer perspectives. In proposing a microlevel view, the study identifies service providers' CSE management practices in multiple customer journey phases, especially when the situation becomes critical.

This paper aims to investigate the process by which performative technologies (PTs), in this case accreditation work in a business school, take form and how humans engage in making up such practices. It studies how academics come to accept and even identify with the quantitative representations of themselves in a translation process.

The research involved a longitudinal, self-ethnographic case study that followed the accreditation process of one Nordic business school from 2015 to 2021.

The findings show how the PT pushed for different engagements in various phases of the translation process. Early in the translation process, the PT promoted engagement because of self-realization and the ability for academics to proactively influence the prospective competitive milieu. However, as academic qualities became fabricated into numbers, the PT was able to request compliance, but also to induce self-reflection and self-discipline by forcing academics to compare themselves to set qualities and measures.

The paper advances the field by linking five phases of the translation process, problematization, fabrication, materialization, commensuration and stabilization, to a discussion of why academics come to accept and identify with the quantitative representations of themselves. The results highlight that the materialization phase appears to be the critical point at which calculative practices become persuasive and start influencing academics’ thoughts and actions.

This paper argues for the need to use multiple sources and methods that respond to research challenges presented by new forms of war. There are methodological constraints and contention on the superiority given to positivist and interpretivist research designs when doing fieldwork in war situations, hence there is a need to use integrated data generation techniques. The combined effect of severe limitations of movement for both the researcher and researched fragmented data because of polarized views about the causes of the war and unpredictable events that make information hard to come by militate against systematic, organised and robust data generation. The purpose of this paper, therefore, is to make fieldwork researchers understand significant research problems unique to war zones.

This research was guided by the postmodernist mode of thought which challenges standardised research traditions. Fieldwork experiences in Cabo suggest the need to use the composite strategies that rely on the theoretical foundation of integrative and creative collection of data when doing research in violent settings.

The fieldwork experiences showed that the standardised, conventional and valorised positivist and ethnographic research strategies may not sufficiently facilitate understanding of the dynamics of war. There should not be firm rules, guidelines or regulations governing the actions of the researcher in conflict. As such, doing research in violent settings require reflexivity, flexibility and creativity in research strategies that respond to rapid changes. Research experiences in Mozambique show the need to use blended methods that include even less structured methodologies.

Fieldwork experiences in Cabo challenges researchers who cling to standardised research traditions which often hamper awareness of new postmodernist mode of thought applicable to war settings. It is essential to study the nature of African armed conflicts by combining creativity and flexibility in the selection of research strategies.

Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes.

An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context.

A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame.

The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.

This paper aims to investigate the role of relational governance in innovation platform development, specifically investigating the context of living labs.

Two longitudinal case studies are presented, derived from auto-ethnographic narratives, qualitative interviews and secondary documents, which cover the critical stages in the development of each living lab.

Empirical insights demonstrate the relevance of coordination activities based on joint planning and activities to support innovation platform development across different stages. The governance role of research actors as platform activators is also identified.

The paper offers a useful perspective for identifying collective goals between living lab actors and aligning joint activities across different stages of living lab development.

The case provides insights into the challenges and opportunities for collaboration between academia, industry and users to support sustainable construction innovation.

A relational governance mode is identified, going beyond top down or bottom up approaches, which contributes a new understanding of how collective goals align within a relational space.

This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization.

The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design.

The study's results show that the organizational structure of the ECE center follows the organizational configuration of a Professional bureaucracy and that the multiprofessional teams follow the configuration of a Simple structure. The structures for centralization and decentralization are suitable for a professional bureaucracy, but the roles of the members of the organization and the processes for shared decision-making lack clarification. The shortage of qualified ECE teachers disrupts the function of the organization and the work of ECE leaders.

The educational background of subjects may have affected the findings.

The study uses Henry Mintzberg's organizational structure theory to evaluate how and why power is distributed and activities are coordinated at the ECE center. The results also show what parts of the organization pose challenges that most commonly disrupt the organization's operations. With these findings, it is possible to expand the understanding of roles and responsibilities in the currently reforming ECE environment and what ECE centers need to function effectively. The study is part of a larger research project and will be continued to examine the leadership culture of the ECE center.