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Recent calls in international management (IM) research ask scholars to conduct more context-sensitive research, however; little attention has been paid to the methodological particularities that inform such context sensitivity. This paper aims to addresses this shortcoming by exploring how emic concepts implicate IM research processes during qualitative field studies.

We carried out ethnographic fieldwork in Brazilian subsidiaries of three German multinational enterprises. We relied on the researchers’ experiences and data from a larger research project including 63 semi-structured interviews, 7 focus groups, documents and field notes. Adopting a culturally sensitive and self-reflexive lens, we reflect on the researchers’ experiences in the Brazilian sociocultural context from an interpretive paradigm.

Our findings reveal how seven identified emic concepts affect four prototypical phases of the research process: securing access, collecting data, analyzing data and presenting findings. We discuss how these seven emic concepts influenced the research process and impacted research outcomes, as experienced by the researchers.

Findings are limited by our self-reflexive capabilities as foreign researchers, the limited explanatory power of emic categories, our paradigmatic positioning and the research context.

We contribute to research practice by providing eight suggestions for conducting international fieldwork and proposing avenues for future research.

This research contributes to the epistemological and methodological debate on context-sensitive research by arguing that intercultural sensitivity needs to be managed as an integral dimension for any form of international fieldwork. Findings contribute to interpretive approaches showing how emic concepts affect research practices, with implications for critical management perspectives.

The Elementary and Secondary School Emergency Relief (ESSER) requires districts to deliver “evidence-based interventions” to students impacted by the pandemic. The policy has created a unique opportunity for researchers and practitioners to engage with evidence to learn how recovery interventions work and under what conditions.

This study is part of a research-practice partnership (RPP) between Guilford County Schools, AIR-CALDER, Harvard University and NWEA to understand the impacts and implementation of ESSER-funded recovery programs. We use a case analysis approach and frameworks of evidence-use and RPPs to explain how researchers and Guilford leaders engage with evidence to improve and evaluate programs.

The RPP used evidence to inform Guilford leaders’ recovery approaches and strengthened researchers’ evaluations of programs. Conditions that enabled evidence engagement included the RPP’s goals, research activities and collaborative conditions such as boundary spanning activities, team meetings, relationships and trust. We also observed factors that hindered evidence engagement, including the RPP’s nascent stage, structure and breadth of goals, rapid policy timelines and other organizational conditions in Guilford.

Given the complexities of pandemic recovery, RPPs can help researchers evaluate programs in their local context, and present evidence in ways that are actionable to guide decision-making. District leaders can play a valuable role in co-designing research studies attuned to local priorities and context and facilitating research participation among internal stakeholders. However, newly formed RPPs with broad goals for impact will need more time and resources to build an improvement infrastructure for sustaining pandemic recovery.

The paper explores the implementation and process of a Participatory Action Research (PAR) project in Jacksonville, Florida. Using PAR principles, we sought to disrupt traditional dynamics in research, co-generating knowledge with the community. We aimed to elevate disenfranchised voices and foster effective solutions for neighborhood revitalization and resilience, which are designed and led by the community. In this paper we explore researcher positionality, examining how engagement with the community context profoundly influences researchers' perspectives and roles, thereby shaping the study trajectory.

We use reflexive and thematic approaches to analyze researcher positionalities and dynamics with the community. Researchers' reflections were scrutinized with a focus on their backgrounds, adaptability to community pace of work, lessons learned and evolving perspectives on community-centered research. We present a comprehensive discussion of emerging themes and emphasize the transformative nature of PAR and the significance of the researcher pursuing a relationship of belonging within the community.

The study uncovered key themes clarifying the transformations experienced by researchers engaged in PAR. We underwent a significant shift from a predetermined, structured PAR model to a more organic, community-driven model. This shift is illustrated under key themes in the paper: being vulnerable, valuing relationships, transforming the sense of self and solidarity, focusing on the process and recognizing and valuing community-derived knowledge. We write about the metamorphosis of researchers' roles from passive observers to active and empathic participants and about the implications for our methodological approach. As a result of this adaptation, the research process was enhanced and a symbiotic learning environment was created between the researchers and the community.

This paper distinguishes itself through its community-centric approach, diverging from traditional research paradigms. It explores how PAR-based community engagement can have a positive impact on those who are involved in PAR themselves, contributing to a better understanding of reciprocal dynamics in community-based research. We hope that our process of reflection can help other disaster researchers to ask better questions of themselves when engaging with communities and be open to following the lead and the pace of the community.

Ethical principles and practices frequently support the position that people with disability are vulnerable. Vulnerability in research traditionally infers a need for protection from harm and raises questions over the person’s capacity to consent and engage. In addition, vulnerability in ethics infers a state of permanency and one that is all-encompassing for everyone within the vulnerable groups. This construction of vulnerability in effect legitimises the exclusion of people with disability from research or monitors and restricts how people with disability can engage in research. This results in an implicitly ableist environment for research. In this chapter, which has been led by researchers with disability, we argue that there is a critical need to move beyond a popularised social construction of vulnerability which serves to perpetuate barriers to including people with disability in research. Like all terms, the traditional and popular construction of vulnerability is open to reclaiming and reframing. Under this reconstruction, what is traditionally viewed as a limiting vulnerability can be owned, openly disclosed and accommodated. Following a pandemic-inspired ‘new normal’ that supports flexible workplace practices, and in accordance with UNCRPD goals of inclusive employment and reducing disability inequity, we argue that the pathway for people with disability as career researchers needs an ethical review and overhaul. We provide readers with a practical roadmap to advance a more inclusive academy for researchers with disability.

The aim of this study is two-fold: (1) to promote a model of youth participatory research and offer a window of understanding into how it can be enacted and (2) to understand youth perspectives on youth empowerment. This study asks: “how can youth help us understand youth empowerment?”

The study applies youth participatory action research (YPAR) and interpretative phenomenological analysis. The study illustrates how to enact a model of YPAR by engaging youth in the process of research in a youth-serving community non-profit organization.

This study sets out to make two important contributions, one methodological and one theoretical: First, the study contributes to our understanding of the opportunities and benefits of youth-engaged, peer-to-peer research. Specifically, this study promotes a model of youth participatory action research and knowledge making processes, and the associated social and formal benefits for youth. By extension, this study illustrates an approach to engage youth in formal contexts which has implications for both management and organizational studies and education. Finally, the study extends our understanding and conceptualization of the phenomenon of youth empowerment (as informed by youth perspectives).

The study offers insight into how to conduct youth participatory action research and specifically how to address two limitations cited in the literature: (1) how to authentically engage youth including how to share power, and (2) how to perform youth participatory action research, often critiqued as a black box methodology.

There has been increasing advocacy for the inclusion of people with disabilities in disaster research and practice yet there are limited empirical examples that give voice to people with disabilities and their expereinces by consulting them directly. Conceptulising new methods that frame the role of people with disabilties as co-producers are essential for improving the representation of people with disabilties in the context of disaster research and beyond. The paper discusses how to facilitate disability inclusive research and introduces a participatory timeline tool that was co-produced by people with physical disabilities in Sindhupalchok, Nepal.

The participatory timeline activity utilised 3D printed counters to explore the experiences of people with disabilities during disaster events and their recovery processes, in this case, the 2015 Ghorka earthquake and the 2021 Melamchi Flood. The paper reflects on how to foster disability-inclusive environments by placing agency and ownership by people with disabilities at the centre of research practice.

This approach created an atmosphere of collaboration and supported co-researchers to reveal their experiences and knowledge on their own terms. The counter tool introduced could be adapted for different research inquiries and used alongside other methods which seek to facilitate the voices of people with disabilities.

The research paper adds to the limited body of litreature on how to conduct participatory research with people with disabilities in disaster contexts and more widely within Majority world contexts.

The competition in the academe has always been tough, but today, the academe seems to be more like an industry than an academic community as academics are evaluated through quantified and economic means.

This article leans on Heidegger’s thoughts on the essence of technology and his ontological view on being to show the dangers that lie in this quantification of researchers and research.

Despite the benefits that information systems (ISs) offer to people and research, it seems that technology has made it possible to objectify researchers and research. This has a negative impact on the academe and should thus be looked into especially by the IS field, which should note the problems that exist in its core. This phenomenon of quantified academics is clearly visible at academic quantification sites, where academics are evaluated using metrics that count their output. It seems that the essence of technology has disturbed the way research is valued by emphasising its quantifiable aspects. The study claims that it is important to look for other ways to evaluate researchers rather than trying to maximise research production, which has led to the flooding of articles that few have the time or interest to read.

This paper offers new insights into the current phenomenon of quantification of academics and underlines the need for critical changes if in order to achieve the academic culture that is desirable for future academics.

This study aims to examine the connection between scholars' research performance and the multidisciplinary nature of their collaborative research. Furthermore, in response to mixed results regarding the effects of multidisciplinarity on research performance, this study explores how human resource management (HRM) practices may moderate this link.

The authors built a model based on the theoretical arguments and empirical evidence found in the review of diversity and HRM literature. The authors also performed a quantitative study based on a sample of scholars in the field of management. Different econometric estimations were used to test the proposed model.

The results of this empirical analysis suggest that multidisciplinary research has a non-linear effect on research performance. Certain HRM practices, such as development and collaboration, moderated the curvilinear relationship between multidisciplinarity and performance, displacing the optimum to allow higher performance at higher levels of multidisciplinary research.

The paper provides advances on previous works studying the curvilinear relationship between multidisciplinarity and the researchers' performance, confirming that multidisciplinarity is beneficial up to a threshold beyond which these benefits are attenuated. In addition, the findings shed light on important issues related to team-oriented HRM practices associated with the outcomes of multidisciplinary research.

In this study, the researchers explored the predictive powers of corporate cultural factors and self-efficacy on Pakistan's public sector bank employees' organizational commitment.

The researchers designed a co-relational study based on cross-sectional data using a questionnaire to collect the data from the Pakistan public sector banks' managers, assistant managers and operational managers. Consequently, the researchers based this study's findings on the 270 valid responses to the questionnaire.

This study's findings reveal that, except for teamwork, together with self-efficacy, the corporate cultural factors comprising organizational communication, training and development and reward and recognition have positive and significant impacts on organizational commitment. More specifically, self-efficacy plays a mediating role in terms of the relationships between organizational commitment and organizational communication, training and development and reward and recognition.

From establishing the most relevant corporate cultural factors, the researchers consider that this study's findings are helpful to policymakers and organizations in developing organizational commitment among employees. More practically in the case of Pakistan's public sector banks, the employees can improve employees' performance by recognizing the significance of the corporate cultural factors on employees' organizational commitment. In addition, the researchers consider that this study's findings can improve managerial efficiency which, in turn, can lead to the organizations becoming more successful.

In the context of Pakistan's public sector banks, this study's findings provide empirical insights to the relationships between the corporate cultural factors and organizational commitment. In addition, the findings provide insights to the role played by self-efficacy in mediating these relationships.

The present article encourages urban tourism researchers use pre-recorded (like YouTube, TikTok and security camera footage) and self-recorded video data in research. The author highlighted the benefits of doing so for urban tourism scholars, as well as ways in which these investigators can use the observational video analysis technique to produce convincing findings and advance their field.

To accomplish the purpose, the author reviewed 25 scholarly articles on the topic from several fields.

One benefit of observational video analysis research (OVAR), the author highlighted, was the ability of scholars in different locations to simultaneously observe interactions, the focus of the study, in their natural setting and discuss them. This practice is not possible with traditional ethnographic research. Also, one way the author mentioned researchers can accomplish rigor in their OVAR project is through multimodal transcription. With multimodal transcription, verbal and non-verbal happenings in videos are transliterated and later analyzed.

It is hoped because of the present article, increased use of the technique in urban tourism research will be seen.

The present article is the first, to the best of the author’s knowledge, to detail how rigor can be accomplished in OVAR in urban tourism.