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In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less conventional forms of data, have been used to identify and probe deeper into beliefs and conceptions that are closely connected with identities, but which might not be obvious to the research participants themselves. The purpose of this chapter is to provide examples of how images can be used in research, and to identify some of the features particularly pertinent or specific to the use of images. The authors draw on their own research using these forms of data in studies on teaching and learning in higher education. The authors describe key issues related to data collection and analysis, and identify challenges in these processes. They also discuss trustworthiness of images as data and dependability of interpretations in the process of analysing photographs, drawings and metaphors, and identify ethical perspectives specific to research utilising these data.

Special education teachers and paraeducators who generated and analyzed metaphors to describe their relationships uncovered insights into how they perceive their roles and responsibilities, and identified models for a more effective collaboration. The metaphors generated by 67 special education teachers and paraeducators indicate that they value relationships characterized by compatibility (e.g., “peanut butter and jelly”) and coordination of effort (e.g., “well-oiled machine”) and have diverse views on the relative contributions paraeducators make to the instructional program (e.g., “my right arm” vs. “icing on the cake”). Notably absent is acknowledgment of the teacher’s critical role as team leader, responsible for directing the work of paraeducators; metaphors like “two peas in a pod” far outnumber those like “architect and builder.” The chapter includes a description of a process that teachers and paraeducators can use to generate and analyze metaphors to serve as models for a more effective collaboration; examples are provided.

As an object of study, mergers and acquisitions are often characterized as containing two entities that in one way or the other become one. Metaphorically, researchers frequently talk about this relationship in terms of a “marriage.” In this chapter, the authors discuss the marriage metaphor with regard to its adequacy in M&A studies. The authors suggest that the metaphor contains strong normative understandings that to some extent condition how we understand M&As. This chapter highlights three dimensions to problematize the metaphor: sequence of events, number of partners, and power relations in a marriage. For each dimension, the underlying metaphorical belief is discussed and a specific risk is identified. The general message is that M&A research should consider more closely the nature of the relationship between the two (or more) parties of M&A to provide a better understanding of which situations that are actually studied.

Culture is important to many aspects of business life, especially when a business must interface with people, either as customers, employees, suppliers, or stakeholders.– M. L. Jones (2007, p. 2)

In order for an information system (IS) to be sustainable, it must create value for its shareholders and for the society at large. We believe it is both possible and recommended that systems designers approach the design of systems thoughtfully, using a positive lens, to develop systems that not only increase profit but also add to the well-being of all. We have also observed that a systems designer can approach an organization with an open mind, accept the organization's set of values, adopt a positive design attitude, and still develop a system that is not sustainable. In this study, we looked to see whether there was an additional factor, one based in the environment created by governments that influenced the sustainability of systems. Since previous research shows that observing the predominant metaphors found in organizations can help explain the success or failure of different types of ISs, we attempted to do the same for societal metaphors. We identify the orientation, attitudes, and limits of various forms of government and demonstrate their similarities to the primary organizational metaphors. We then propose that the type of government may influence the sustainability of ISs and further argue that systems designers need to be aware of how forms of government affect the design of ISs and their sustainability.

The aim of this chapter is to discuss the communicative side of modern companies operating in the food industry, paying attention to the CSR discourse conducted in online communication. In this contribution, an attempt is made to show how the dialogue on corporate social conscience taking place at corporate websites shapes the way companies can be perceived in terms of organizational metaphors and how this perception mirrors the performance of CSR-oriented companies.

The approach applied in this chapter relies on both discursive and social theories, characteristic of investigating metaphors. To narrow the scope of the research exclusively to one sector and its online identity, the author focuses on the role of websites and their discursive content to study the CSR communication in the food industry.

The analysis of online corporate representation related to CSR practices in the selected companies operating in the food industry has led to the creation of six metaphors that can be used to discuss the performance of modern food producers from the metaphorical perspective.

The chapter concentrates on analysing the selected websites of Polish and Italian food companies, without dividing the alimentation sector into subtypes.

The topic discussed in this study may be interesting not only for the specialists and academics interested in CSR but also for the broadly understood stakeholders of the alimentation sector.

The chapter draws the readers’ attention to the role of communication in the relation between organizations and stakeholders and how it may shape organizational identities.

The issue of CSR-oriented communication in the food industry has not been studied in detail as far as organizational metaphors are concerned. As has been shown in this chapter, organizational metaphors facilitate the understanding of corporate identity in the alimentation sector, stressing its focus on corporate social conscience.

This chapter illustrates the elicitation of metaphor using clean language interviewing (CLI) from a study with a population of 30 business leaders to find out what they could learn through articulating and exploring their metaphors about leadership. This responded to claims in the literature on leadership that mental models are the key to leadership and yet leaders are largely unaware of their models. The aim of the study was to encourage leaders to pay attention to their metaphors and to understand if this could help develop their self-awareness. The entire phenomenological study was based on clean language principles to guide the research process. The chapter includes an extract from one interview to illustrate the use of clean questions to elicit verbal and visual metaphors. It shows the application of the cleanness rating to the interview as a method to understand the relative extent of clean or leading questions and facilitate researcher reflexivity. Moreover, the chapter illustrates the use of drawings as integral to clean language practice. The chapter concludes with findings from the study about facilitating self-awareness through CLI and shares some lessons learned about using CLI with business populations.

We evaluate the use of metaphors in academic literature on women in academia. Utilizing the work of Husu (2001) and the concept of intersectionality, we explore the ways in which notions of structure and/or agency are reflected in metaphors and the consequences of this.

The research comprised an analysis of 113 articles on women in academia and a subanalysis of 17 articles on women in Political Science published in academic journals between 2004 and 2013.

In the case of metaphors about academic institutions, the most popular metaphors are the glass ceiling, the leaky pipeline, and the old boys’ network, and, in the case of metaphors about women academics, strangers/outsiders and mothers/housekeepers.

Usage of metaphors in the literature analyzed suggests that the literature often now works with a more nuanced conception of the structure/agency problematic than at the time Husu was writing: instead of focusing on either structures or agents in isolation, the literature has begun to look more critically at the interplay between them, although this may not be replicated at a disciplinary level.

We highlight the potential benefits of interdependent metaphors which are able to reflect more fully the structurally situated nature of (female) agency. These metaphors, while recognizing the (multiple and intersecting) structural constraints that women may face both within and outwith the academy, are able to capture more fully the different forms female power and agency can take. Consequently, they contribute both to the politicization of problems that female academics may face and to the stimulation of collective responses for a fairer and better academy.

Purpose – The purpose of this chapter is to examine how the exploration of metaphors of learning and teaching can contribute to the professional development of teacher candidates and teacher educators.

Approach – The chapter draws on the author's experiences as a teacher and teacher educator to illustrate ways in which metaphors of teaching offer deeper understandings of the personal and social dimensions of teaching and teacher education practices.

Findings – Metaphors and other artifacts by the author and teacher candidates are examined to illustrate how metaphors have been be used to story experience in teacher education.

Research implications – Imagining and re-imagining metaphors provide a solid foundation for the preparation and development of teachers. Engaging teacher candidates in the identification and development of their metaphors of learning and teaching contributes to their development into teachers able to understand the experiences of their students and adapt their teaching to enhance student learning. The exploration of metaphor can also help teacher educators to better understand their professional identities and practices.

Value – Teacher educators are uniquely positioned to help teachers explore how their teacher images inform practice and to analyze these images to enhance personal professional knowledge and teaching practices.

This study takes the position that the concept of fraud is socially constructed. Moreover, it asks why and how different understandings of fraud have emerged. Insights from the work of Lakoff and Johnson (1999, 2003; Lakoff, 2002, 2004, 2009) are used to analyze language revealing dominant worldviews and metaphors regarding fraud. The research method is a case study (Yin, 2014), and the analytical approach used parallels the one described in O’Dwyer (2004). The research setting is a report issued by the Financial Crisis Inquiry Commission, which provides a context to study different understandings of fraud due to the report’s divided nature. The analysis reveals three alternative worldviews, representing different assumptions about reality, that are at the root of the different understandings of fraud. These worldviews also lead to the usage of different conceptual metaphors which allow the commissioners to interpret facts in a manner that supports each worldview’s assumptions. The paper also concludes by providing a nuanced and critical examination of the results of the commission concerning its understanding of fraud.