Search results
1 – 10 of 833The purpose of this study is to examine the effect of leader humility on team reflexivity. This study also investigates the mediating role of relation-oriented shared leadership…
Abstract
Purpose
The purpose of this study is to examine the effect of leader humility on team reflexivity. This study also investigates the mediating role of relation-oriented shared leadership and the moderating role of leader trust.
Design/methodology/approach
This study collected data from the information technology (IT) service provider of a large telecommunications company in South Korea. A total of 311 employees (individual response rate of 31.2%) in 59 teams (team response rate of 83.01%) were included in the final analysis. Several hierarchical regression analyses and PROCESS macro were used.
Findings
The results indicate that leaders’ humble behaviour is positively associated with team reflexivity and facilitates relation-oriented shared leadership among team members, particularly when they have a higher level of affect-based trust in leaders.
Practical implications
This study may help researchers and practitioners better understand the conditions influencing the impact of leader humility on team members’ behaviour.
Originality/value
The main value of this study is to add to the knowledge on team reflexivity by identifying leader humility as a critical factor affecting team reflexivity. Furthermore, this study provides a deeper understanding of why leader humility influences team reflexivity.
Details
Keywords
Rachael Millard and M. Bilal Akbar
This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming…
Abstract
Purpose
This paper aims to understand what reflexivity means and explores which types of reflexivity could be applied within social marketing practice as a critical approach to overcoming failures.
Design/methodology/approach
This paper is a critical literature review.
Findings
The study proposes a typology for a reflexive approach to social marketing practice to overcome failures. The typology is built on self and critical reflexivity, simultaneously allowing social marketers to reflect on external and internal factors that may affect the individual's role and could negatively affect social marketing practice unless otherwise considered. The types of reflexivity discussed are not prescriptive; instead, the authors intend to provoke further discussion on an under-researched but vital area of social marketing.
Research limitations/implications
The proposed typology is conceptual; an empirical investigation to gain social marketer's views would further enhance the effectiveness of the applications of the typology.
Practical implications
Social marketers could use the proposed typology for future practice.
Originality/value
This is the first study that conceptualises various types of reflexivity within social marketing practice to overcome failures.
Details
Keywords
Zhining Wang, Di Song, Shuang Ren, Benjamin D. Rosenberg and Shaohan Cai
Based on the conservation of resources theory, the authors propose a research model depicting the positive relationship between team reflexivity and work-to-family enrichment via…
Abstract
Purpose
Based on the conservation of resources theory, the authors propose a research model depicting the positive relationship between team reflexivity and work-to-family enrichment via the mediation of thriving at work, with the moderation of transformational leadership. This paper aims to discuss the aforementioned idea.
Design/methodology/approach
The authors collected data from 367 employees in 79 teams at three time points. The authors test the model by using a multilevel moderated mediation analysis.
Findings
Results of this paper indicate that thriving at work partially mediates the relationship between team reflexivity and work-to-family enrichment. Furthermore, transformational leadership enhances the positive relationship between team reflexivity and thriving at work.
Practical implications
Organizations are advised to encourage employees' involvement in team reflexivity, facilitate their thriving at work and raise managers' awareness of work-family issues. Exemplary measures include nurturing open communication and providing training programs that encourage positivity in the workplace. By doing so, organization could strengthen the relationship between team reflexivity and work-to-family enrichment.
Originality/value
This research demonstrates the positive relationship between team reflexivity and work-to-family enrichment, deepening theoretical understanding of the antecedents of the construct. The findings of moderated mediation analysis shed light on the mechanism through which team reflexivity affects work-to-family enrichment, and the role that transformational leadership plays.
Details
Keywords
I provide an exploration and critique of reflexive research practice, which explores the nature of reflexivity, its relevance to and influence on accounting academic identity…
Abstract
Purpose
I provide an exploration and critique of reflexive research practice, which explores the nature of reflexivity, its relevance to and influence on accounting academic identity formation.
Design/methodology/approach
The paper gives detailed explanations of three different approaches to reflexivity dependent on perspectives on reality and exemplifies the chosen approach – intersubjective reflexivity. It draws from three personal experiences to illustrate intersubjective reflexive practice in action and its impact on academic identity, including my own identity as a feminist accounting academic. The examples involve the process of reflexively “being struck” regarding voice and representation; addressing power, privilege and decolonisation in knowledge production; and negotiating insider/outsider academic identities.
Findings
I reconceptualise and illustrate reflexivity as academic identity formation that enables transformative experience and more reflexive academic praxis within a turbulent academic context. Reflexive academic identity formation will resonate with accounting academics who are reflecting on the role and purpose of the accounting academy and their identity within it.
Originality/value
The paper provides a significant contribution into understanding intersubjective reflexivity, by reconceptualising intersubjective reflexivity beyond research and applying it to the identity formation of accounting academics. I identify the process of reflexive identity transformation through active engagement in identity work and emotion work, which transforms academic praxis. I argue for a broader more nuanced and power-laden perspective on reflexivity and academic praxis, which moves us to consider the responsibility of our academic identity and actions as accounting academics.
Details
Keywords
Elizabeth M. Pope and Stephanie Anne Shelton
Qualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods…
Abstract
Purpose
Qualitative research is well-established and widely adopted across a range of disciplines; however, there is little discussion of the teaching of qualitative research methods. What engagements there are primarily focus on methods rather than core concepts that inform ethical and effective use of those approaches. “Subjectivity” and “reflexivity” are pervasive concepts taken up in numerous textbooks, handbooks, and journal guidelines. But, despite being an expected and critical aspect of qualitative methodologies, few scholars consider how researchers might learn to engage with these necessary aspects effectively.
Design/methodology/approach
This is a conceptual paper written from the authors' experiences teaching qualitative research to graduate students at the master's and doctoral levels.
Findings
This conceptual paper offers an andragogical discussion of how novice and student researchers might learn to consider the concepts of reflexivity and subjectivity. Additionally, it considers how the deep and critical reflection inherent in both subjectivity and reflexivity are valuable aspects in extending discussions and applications of qualitative research in various disciplines.
Originality/value
This paper offers a fresh and unique consideration of teaching novice researchers how to practice reflexivity and examine their subjectivities using the work of Alan Peshkin as a model.
Details
Keywords
In ethnographic research, negotiating insider–outsider perspectives is essential in order to get closer to the participants’ lives. By highlighting the importance of empathy and…
Abstract
Purpose
In ethnographic research, negotiating insider–outsider perspectives is essential in order to get closer to the participants’ lives. By highlighting the importance of empathy and reflexivity, the paper attempts to trace my reflexive navigation as a novice researcher as I enter the field as an outsider. The process of co-creation between the researcher and the participant is mediated by the nuances of the researcher’s identity, thereby shaping the researcher–participant relationship.
Design/methodology/approach
The current study elaborates my journey as a Ph.D. scholar in an ethnographic study of persons with spinal cord injury or amputation. The different themes organised around my personal reflections discuss the various challenges I faced and how I navigated through them.
Findings
The paper reflects on how different aspects of my identity, such as being non-disabled, a female and differences in socioeconomic status shaped the researcher–participant relationship. Additionally, it highlights how I traverse through the blurred worlds of insider–outsider and explore the role of reflexivity and empathy in creating a horizontal researcher–participant relationship.
Originality/value
This reflexive journey offers potential insights into budding researchers who often face dilemmas whether or not it is necessary for qualitative researchers to be members of the population they are studying. The paper also contributes to an understanding around practising reflexivity while working with a sensitive population. It argues researchers to look beyond the insider–outsider debate and utilise reflexivity as a tool for a nonhierarchical researcher–participant relationship.
Details
Keywords
This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and…
Abstract
Purpose
This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.
Design/methodology/approach
Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.
Findings
The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.
Originality/value
The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.
Details
Keywords
Martin Beaulieu, Claudia Rebolledo and Raphael Lissillour
This paper aims to investigate the competencies that researchers need to develop and employ for successful collaborative research.
Abstract
Purpose
This paper aims to investigate the competencies that researchers need to develop and employ for successful collaborative research.
Design/methodology/approach
The authors use a reflexive approach built on participant observation of six cases of collaborative research in public procurement and logistics.
Findings
The authors identify and explain two major competencies that are required for successful collaborative research. The first is boundary-spanning competence that represents the researchers' ability to move fluidly from the academic milieu to the practitioner's environment. The second is reflexivity competence that allows the researchers to learn from each collaborative research project they participate in and further improve their boundary-spanning competence.
Originality/value
This study goes beyond the list of skills for collaborative research reported in the literature to describe two major competencies that researchers should develop to perform successful collaborative research. This reflection may serve as a starting point for the development of a sociological understanding of the collaborative research field.
Details
Keywords
The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational…
Abstract
Purpose
The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational problem as the educational starting point. Managers' reflective thinking capacity becomes important due to an increasing organizational complexity and the growing trend of introducing post-new public management paradigms.
Design/methodology/approach
Inspired by Brinkmann's (2012) approach to the inquiry on everyday life materials, semi-structured interviews were conducted with public managers taking a public management program. A phenomenologically inspired content analysis was applied in the process of scrutinizing the findings, subsequently informing the discussion on the development of problem solving through public management education.
Findings
The analysis indicates that the managers' pre-understanding of continuing education at the university level, managers' personal objectives, along with a growing experience with and insights into problem-based learning (PBL), appear to facilitate managers' integration of theory and practice. As revealed in this paper, an inquiry that integrates daily organizational practice and theoretical models and terms, as the origin of the personal development module, seems to facilitate managers' reflective thinking and self-reflexivity.
Originality/value
This paper illustrates that learning processes facilitated by seminars like the personal development module (PDM) not only facilitates the development of reflective thinking, but managers also seem to develop competencies in self-reflexivity – the latter being an underdeveloped element of Dewey's (1933) notion of reflective thinking. Thus, further theoretical and empirical research is needed to explore the potentials of developing a pragmatically inspired notion that offers an understanding of managers' self-reflexivity. By inquiring about managerial puzzlements through a personal development lens, a self-reflective focus adds to the Dewey-inspired approach to reflective thinking.
Details
Keywords
The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical…
Abstract
Purpose
The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity.
Design/methodology/approach
Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing.
Findings
Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry.
Originality/value
This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.
Details