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Article
Publication date: 30 March 2021

Kristin S. Williams

Ficto-feminism is offered here as a creative method for feminist historical inquiry in management and organizational studies (MOSs).

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Abstract

Purpose

Ficto-feminism is offered here as a creative method for feminist historical inquiry in management and organizational studies (MOSs).

Design/methodology/approach

This paper introduces a new method called ficto-feminism. Using feminist polemics as a starting point, ficto-feminism fuses aspects of collective biography with the emic potential of autoethnography and rhizomatic capacity of fictocriticism to advance not only a new account of history in subject but also in style of writing.

Findings

The aim of ficto-feminism is to create a plausible, powerful and persuasive account of an overlooked female figure which not only challenges convention but also surfaces her lost lessons and accomplishments to benefit today's development of theory and practice.

Research limitations/implications

The paper reviews the methodological components of ficto-feminism and speaks to the merit of writing differently and incorporating fictional techniques.

Originality/value

To illustrate the method in action, the paper features a non-fiction, fictitious conversation with Hallie Flanagan (1890–1969) and investigates her role as national director of the Federal Theatre Project (FTP) (1935–1939). The FTP was part of the most elaborate relief programs ever conceived as part of the New Deal (a series of public works projects and financial reforms enacted in the 1930s in the USA).

Details

Qualitative Research Journal, vol. 21 no. 3
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 10 February 2020

Robert Jason Lynch, Bettie Perry, Cheleah Googe, Jessica Krachenfels, Kristina McCloud, Brielle Spencer-Tyree, Robert Oliver and Kathy Morgan

As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to…

Abstract

Purpose

As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to address this gap in understanding, this paper aims to explore the experiences of doctoral student wellness within the context of online distance education. Doctoral students, and their instructor, in an advanced qualitative research course sought to use collective autoethnography to address the following questions: How do the authors perceive the wellness as doctoral students engaged in distance education, and how do the authors understand the influence of the doctoral program cultures on the perceptions of the own wellness?

Design/methodology/approach

This paper emerged from a 12 week advanced qualitative research course where students opted to engage in a poetic arts-based collective autoethnography to reflect on and analyze their experience of wellness as doctoral students taking online courses. Data collection included the use of reflective journaling, creation of “My Wellness Is” poetry, and weekly group debriefing. Journals and poems were analyzed individually, then collectively. First and second cycle coding techniques were used, with the first cycle including process and descriptive coding and second round coding involving pattern coding.

Findings

Through first and second round coding, three primary themes emerged: positionality as an element of wellness, the role of community in maintaining wellness and awareness and action regarding wellness.

Research limitations/implications

Due to the inherent nature of qualitative research, and specifically autoethnographic methods, the findings of this study may be difficult to generalize to the broader online graduate student population. Future research on this topic may use the experiences explored in this study as a basis for the development of future quantitative studies to measure the extent of these findings in the broader population.

Practical implications

This paper includes implications for the development of interventions that may support wellness in graduate students in online environments including support interventions from faculty advisors, leveraging academic curriculum to promote wellness, and suggestions for building community among online graduate students.

Social implications

As technology advances, online education is quickly becoming a leading mechanism for obtaining a graduate education. Scholarship in this discipline has primarily focused on academic outcomes of online students and has largely focused on undergraduate populations. This paper broadens the conversation about online education by illustrating a non-cognitive dimension of the student experience, i.e. wellness, through the perspective of graduate students.

Originality/value

This paper addresses a gap in the current understanding of online graduate student experiences and outcomes using methods that provide vivid illustrations of the nuanced experience of online doctoral students.

Details

Studies in Graduate and Postdoctoral Education, vol. 11 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 5 September 2018

Vanessa Beck, Jo Brewis and Andrea Davies

The purpose of this paper is to consider the impact of these experiences on the authors’ work and on the authors.

Abstract

Purpose

The purpose of this paper is to consider the impact of these experiences on the authors’ work and on the authors.

Design/methodology/approach

Following the publication of the report, the authors undertook collective, autoethnographic memory work that forms the empirical body of the argument. This is presented in 13 vignettes.

Findings

The authors found themselves continually traversing.

Research limitations/implications

The paper analyses the challenges of researching what is a universal experience for women yet also a taboo subject. It discusses the relevant implications for and possible effects on researchers who investigate such topics in organisation and work studies and elsewhere.

Originality/value

Menopause experiences as they connect to work are under-researched per se. The paper extends knowledge of how this research area is not only shaped by researchers but has an impact on those researchers.

Details

Journal of Organizational Ethnography, vol. 7 no. 3
Type: Research Article
ISSN: 2046-6749

Keywords

Article
Publication date: 25 May 2022

Siettah Parks, Jordan Bell, Sydoni Ellwood and Sherry L. Deckman

The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue…

Abstract

Purpose

The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue that while anti-racism is necessary, it is insufficient in addressing the deeply entrenched anti-Blackness in US society. The instructor and three student members of a graduate course on Black girlhoods reflect on their time together to better understand the process of developing a classroom specifically for Black students.

Design/methodology/approach

Through a process of collaborative autoethnography, the authors used their reflections as data to identify the practices that served to establish their space as pro-Black and consider how these practices may apply to other contexts.

Findings

The data presented indicate that co-construction, intentionality and care and love are integral to developing a pro-Black classroom. The implementation of these practices in the authors’ graduate course allowed the students to feel seen and affirmed, which contrasts with their previous experiences in higher education.

Originality/value

This paper introduces the concept of the pro-Black classroom space as a pedagogical transformation aimed at preserving Black lives. The authors’ insights demonstrate how concrete practices that not only constitute anti-racist practice, but further challenge anti-Black bias, help to dismantle structural and systemic inequities in academia.

Details

Journal for Multicultural Education, vol. 16 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 13 August 2021

Dóra Horváth, Tamás Csordás, Katalin Ásványi, Julianna Faludi, Attila Cosovan, Attila Endre Simay and Zita Komár

The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being…

Abstract

Purpose

The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being seemingly transformable into the virtual sphere as seen during the COVID-19 situation.

Design/methodology/approach

This study is based on a collaborative autoethnography by a group of seven higher educators with an overall 2,134 student encounters during the study’s time span. The authors then connect these practitioner observations with relevant COVID-19-related studies thereby adding to research on higher education as a workplace.

Findings

The data suggest that the physical workplace strongly bolsters the personal experience and effectiveness of higher education through contributing to its dynamics. Spaces predetermine the scope and levels of human interaction of teaching and learning. In a physical setting, all senses serve as mediators, whereas, online, only two senses are involved: vision and hearing. The two-dimensional screen becomes a mediator of communications. In the physical space, actors are free to adjust the working space, whereas the online working space is limited and defined by platforms.

Practical implications

Although higher education institutions may indeed fully substitute most practices formerly in a physical setting with online solutions, real-time encounters in the physical working space belong to its deeper raisons d'être.

Originality/value

This paper highlights the necessity of the physical workplace in higher education and describes the depriving potential of the exclusively online higher education teaching setting.

Details

Journal of Corporate Real Estate , vol. 24 no. 2
Type: Research Article
ISSN: 1463-001X

Keywords

Article
Publication date: 3 August 2021

Mark Pearson, Linda Sunderland and Corrine Hendy

The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within…

Abstract

Purpose

The evidence base associated with Open dialogue (OD) continues to develop. However, much of the literature associated with this “whole system philosophy” is focussed within therapeutic clinical practice. The purpose of this paper is to explore another key aspect of OD within a higher education context, the creation of “dialogical practice culture” and the application of key OD principles to enable an open, empowering ethos which permeates all aspects of teaching and learning and supports co-production.

Design/methodology/approach

The authors use a collective auto ethnographic approach to reflect on their experiences of developing and delivering a series of co-produced seminars within pre-registration mental health nurse education over a period of 4 years. This paper explores the data produced through this process focussing on the pedagogical impact and challenges of applying OD principles to teaching and learning practice.

Findings

The paper highlights the way in which two core principles of OD, resonate with the co-production process within teaching design and delivery. Moreover, the paper illustrates the impact that threading these principles throughout teaching practice can have: enhancing the learning environment and facilitating mutual empowerment, and thus supporting the students’ development of empowering therapeutic practice with service users. A significant theme in these reflections has been the nature of empowerment and the necessity to openly address power differentials and relationships.

Originality/value

This innovative paper is the first to explore the application of OD principles within a nurse education context; considering how they support co-production and enable an empowering culture. This exploration helps to provide a foundation for further inquiry and research.

Details

The Journal of Mental Health Training, Education and Practice, vol. 16 no. 5
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 30 August 2022

Maude Brunet

The aims of this paper are to mobilize project management concepts in order to draw parallels with the doctoral project and to share the author’s experience and lessons learned.

Abstract

Purpose

The aims of this paper are to mobilize project management concepts in order to draw parallels with the doctoral project and to share the author’s experience and lessons learned.

Design/methodology/approach

This paper is based on a qualitative inquiry using an autoethnographic approach.

Findings

This paper contributes a self-reflexive examination of the doctoral project experience that incites current and future doctoral students and early-career researchers to take advantage of opportunities that make the experience satisfying, lay the foundations of an academic career and help ensure the thesis is completed in a timely and orderly manner.

Originality/value

Examining the doctoral project through the lens of one of the highest standards in project management, developed by the Project Management Institute (PMI), this paper enables PhD students in project management and other fields of study to understand the basics of a project and take action to structure their doctoral journey in a way that enhances both their experience and chances of success.

Details

International Journal of Managing Projects in Business, vol. 15 no. 7
Type: Research Article
ISSN: 1753-8378

Keywords

Article
Publication date: 8 June 2022

Robin S. Grenier, Peter Williams and Yonjoo Cho

The purpose of this paper is to conclude this special issue on innovation in qualitative research by addressing the preceding papers in relation to the work of Human Resource…

Abstract

Purpose

The purpose of this paper is to conclude this special issue on innovation in qualitative research by addressing the preceding papers in relation to the work of Human Resource Development (HRD) scholars and scholar-practitioners, consider the implications to the field of HRD and point to additional directions for innovative qualitative approaches. The authors use the term “innovative” to mean either an approach (or technique) that is newly conceived or one that is new to HRD (or little used).

Design/methodology/approach

The authors reviewed the papers in the special issue, identified other innovative qualitative approaches from the HRD literature and described briefly additional innovative approaches from other fields to suggest future directions for HRD professionals.

Findings

In this review, the authors noted the relatively few approaches to qualitative research that have been used regularly in HRD literature and suggested further innovative approaches that could deepen the understanding of organizations, including narrative, visual and indigenous methods, among others.

Research limitations/implications

This paper provides for HRD scholars an overview of a few qualitative research methodologies that are new to HRD and identifies additional approaches and epistemological challenges that could be valuable for future inquiry into complex organizations by HRD scholars and practitioners.

Practical implications

The authors suggest various feasible approaches and tools for HRD professionals to inquire into their practice in organizations to identify needs, evaluate outcomes and inquire into socially complex issues.

Originality/value

This study’s intent is to encourage the use of various innovative qualitative inquiry approaches when appropriate to understand and transform organizations. In particular, this study encourages the approaches that center the voices and experiences of those being studied and emphasizes the ways of listening to voices from the margins that may have been ignored previously.

Details

European Journal of Training and Development, vol. 46 no. 7/8
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 23 May 2018

Enid Marie Rosario-Ramos

This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys…

Abstract

Purpose

This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys toward radical healing (Ginwright, 2010) by using critically caring pedagogies – pedagogies grounded in teachers’ deep understanding of the systemic inequalities faced by their students and a strong commitment to contributing to social justice. Radical healing involves naming and redefining individual experiences of oppression as collective struggle to express desire and hope (Winn, 2012; 2013; Tuck, 2009).

Design/methodology/approach

The data used for this paper included video data from a two-week writing unit and fieldnotes from preceding lessons, classroom documents and handouts and final work from students. Data were analyzed through a process of open and focused coding (Coffey and Atkinson 1996; Miles and Huberman, 1994).

Findings

Three major practices emerged from the analysis of instruction: affirming student experience, connecting individual and community struggles and using writing as a space for expressing desire and hope. Student work showed how students used their writing to engage in the kind of analysis that autoethnographies encourage – reflection on individual lives as collective experiences and the expression of hope – which the author aligns with the goals of radical healing. Students wrote about enduring difficult life circumstances. They also found connections between their experiences and the lives of their peers and communities. Finally, they used their writing to express desire and hope.

Originality/value

The teacher’s pedagogy provides an illustration of teaching critically caring literacies (Camangian, 2010) that may lead to radical healing (Ginwright, 2010) – a pedagogy that seeks justice and encourages resilience, particularly for youth who have experienced great injustices. This kind of pedagogy requires not only the willingness to feel critical hope (Duncan-Andrade, 2009) with students but also a commitment to challenging disciplinary canons by allowing students’ lives to enter the classroom. In her classroom, the teacher created a space for her students to reflect on their lives and experience radical healing by encouraging them to contextualize their experiences within socio-historical processes and social, economic and political structures that were designed to create and sustain inequity. The autoethnography unit provided an opportunity for students to evaluate their own histories, come to terms with the past and begin to express desire and imagine hopeful futures (Tuck, 2009; Winn, 2012; 2013).

Details

English Teaching: Practice & Critique, vol. 17 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 6 April 2009

Gabriela Coronado

This paper is the result of a reflection on my personal experience while researching the politics of culture and identity in intercultural collaborations in Mexico. It deals with…

Abstract

This paper is the result of a reflection on my personal experience while researching the politics of culture and identity in intercultural collaborations in Mexico. It deals with how autoethnography transformed my relationship with the way of doing research and particularly how a dream at the beginning of my ethnographic research changed my assumptions of my role as interpreter. Using the analysis of the dream as a guide for understanding the dynamics of intercultural organisations in Mexico, I conceptualised organisations as open systems whose meanings are organised and interlinked, forming hypertexts. I considered participants in those organisations, and myself, as quotidian ethnographers, able to create meanings and make sense of them for action. In that light, I listened to the stories from some organisations and ‘read’ their meanings by following the links between multiple representations, in different kinds of cultural narratives emerging from anywhere and manifested in any medium.

Details

Qualitative Research Journal, vol. 9 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

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