Alle aantekeningen van de gepresenteerde slides over genoemde onderwerpen. Regelmatig toevoegingen vanuit de docent tijdens de les. Makkelijk overzicht met (sub)titels.
Lecture 1: Research paradigms ........................................................................................................................ 2
Key concepts: Ontology and Epistomology .......................................................................................................... 2
Research paradigms and methods + relevance ................................................................................................... 2
Relevance for method choice............................................................................................................................... 3
Summary research paradigms............................................................................................................................. 3
Lecture 2: Fundamentals of qualita;ve research ............................................................................................. 4
Designing qualitaAve research ............................................................................................................................ 4
QualitaAve date sources (interviews, observaAons, secondary data) ................................................................. 5
Ethics ................................................................................................................................................................... 5
The role of (self-)reflexivity .................................................................................................................................. 6
Engaged scholarship............................................................................................................................................ 6
Lecture 3: The plurailty of qualita;ve reseach designs and types of data ......................................................... 7
Recap last week ................................................................................................................................................... 7
Langley & Abdallah on templates and turns ....................................................................................................... 7
QualitaAve research ............................................................................................................................................ 8
Eisenhardt: nomotheAc theory from case comparisons ...................................................................................... 8
The Gioia template: intrepreAve modeling.......................................................................................................... 9
Eisenhardt vs Gioia .............................................................................................................................................. 9
Discursive turn / “linguisAc turn” in organizaAon studies ................................................................................. 10
The pracAce turn in organizaAon studies .......................................................................................................... 10
Assessing qualitaAve research........................................................................................................................... 11
Lecture 4: from data to theory ...................................................................................................................... 13
Recap from last week ........................................................................................................................................ 13
Interviews and Ethics ......................................................................................................................................... 14
Coding ............................................................................................................................................................... 14
Developing a code book .................................................................................................................................... 16
Discourse analysis ............................................................................................................................................. 16
Content mapping (KrisAna Lauche) ................................................................................................................... 17
Computer-assisted qualitaAve data analysis so_ware (CAQDAS) ..................................................................... 17
Lecture 5: Wri;ng it up: the craD of wri;ng................................................................................................... 18
WriAng it up ...................................................................................................................................................... 18
Models ............................................................................................................................................................... 19
Exam preparaAon .............................................................................................................................................. 20
So_ware ............................................................................................................................................................ 20
Quality of qualitaAve research .......................................................................................................................... 21
, LECTURE 1: RESEARCH PARADIGMS
Research paradigms – a defen1on: “the basic belief system or worldview that guides the inves1gator.”
- It defines the way we see the world and our fundamental assump1ons about the world.
- It guides our decisions and our understanding.
- It guides our understanding of “good” research.
o How should research look loke is based on how you look at the world.
- Research paradigms describes the ontological and epistemological founda1on of any researcher and
research.
Ø If a tree falls in a forest and no one is around to hear it, does it make a sound?
Ø It is beEer to choose a philosophy of science than to inherit one by default.
KEY CONCEPTS: ONTOLOGY AND EPISTOMOLOGY
Ontology, the philosophy of being – we have to define – individual opinion of this, view of the world.
- The proper1es of “reality” (is there an objec1ve outside our percep1on?).
- Posi1ons range between radical realism (yes, there is an objec1ve reality) and radical nominalism
(“reality” exists only in thoughts and has no counterparts in “reality”).
Epistemology, or theory of knowledge or science – how can we approach reality?
- Our assump1ons about how knowledge produc;on, ‘good’ research, research goals and limita1ons.
o Radical research: measure the table.
o Radical nominalism: is more subjec1ve, research is different
- What is the rela1onship between the knower and knowledge?
o Knower is the inves1gator.
o Knowledge is what we would like to do.
- Two extremes: posi;vism (dualism between knowledge and knower, knowledge can be formulated in
general proposi1ons “how things are”) and an;-posi;vism (knowledge emerges from the interpreta1on
and language systems of researchers only, it emerges in the interac1on between the researched and the
researchers).
o Posi1vism; radical realism – there is objec1vity.
§ The table exists when we leave the room, is seen in natural science.
o An1-posi1vism: radical nominalism
§ The table is only here because I am researching the table. How do we approach reality?
§ If it is not meaningful for people and their social life, then there will be no research.
When people get social about a problem, then there is something to research.
RESEARCH PARADIGMS AND METHODS + RELEVANCE
In BA, quan1fying social research corresponding to the natural sciences (posi1vism) was predominant for many
years. The current diversity of paradigms is fed by the cri;que of posi;vism by the social sciences.
The cri1que is not a cri1que of the (mostly quan1ta1ve) methods, but more fundamentally a cri;que of the
underlying assump1ons about the social world and how it is studied. Different paradigms all have a different view
of the world (ontology) and how this is studied (epistemology).
This is far more than the division between quan;ta;ve and qualita;ve. Therefore, qualita1ve research,
according to Guba & Lincoln is NOT a paradigm in itself but different qualita1ve methods are grounded on
different paradigma;c underpinnings or can be carried out in different paradigma1c ways.
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