Qualitative research methods in managementSummer 2008

Session

Summer 2008

QUALITATIVE METHODS IN MANAGEMENT

80-469-04

Professor:Ann Langley

Office: 5.205

Telephone: (514) 340-7748

E-mail:

Secretary:Martine Lefebvre

Office: 5.249

Telephone: (514) 340-6325

Objectives:

This seminar aims to help doctoral students get started on their thesis project. The seminar is intended primarily for PhD students interested in so-called “qualitative methods”. This expression covers a wide range of approaches that are based on a variety of ontological and epistemological foundations, but that all imply the collection and analysis of empirical materials expressed in terms other than numbers. In general, enthusiasm for these approaches is based on the fact that they build on human beings’ natural modes of learning by allowing the researcher to observe, listen, exchange, read experiment and interpret in order to better understand phenomena through direct contact with the world. However, while everyday knowledge may remain tacit, scientific research aims to produce explicit knowledge or interpretations. For these to be credible, it becomes necessary to systematize the collection and analysis of information: in other words to have some kind of “method.” This seminar aims to enable participants to learn the elements of method that will allow them to undertake quality qualitative research.

More specifically, the seminar has three objectives:

1)Introduce participants to the range of qualitative methods available. At the end of the seminar, participants should have developed an appreciation for different epistemological and methodological perspectives on qualitative research and be able to make appropriate choices. This also implies a consideration of criteria to evaluate the quality of research and tactics to ensure that this quality is achieved.

2)Develop skills related to the use of the most popular data collection and analysis techniques. Specifically, at the end of the seminar, participants will have acquired a certain assurance in the use of observation and interview methods and will have learned the basics of a software program for the analysis of qualitative data: ATLAS/TI.

3)Provide an opportunity for students to advance their thesis project. Part of the seminar will take the form of a workshop in which participants will develop a practical project and discuss it with colleagues. At the end of the seminar, participants will have written a first draft of a research proposal that will include a justification for the research, the presentation of a conceptual framework, a research design and some exploratory collection and analysis of qualitative data.

Prerequisites:

There are no specific prerequisites. The idea time to take this seminar is after the preliminary choice of a topic, but before the first entry into the field. The seminar offers an opportunity to make initial contact with the field and to experiment with research methods that will be used later in the thesis. The course aims to be flexible in the sense that the main objective is to help students as much as possible in getting started with their research program.

Pedagogical methods:

Several pedagogical methods will be used:

  • A practical research project that will require the use of qualitative methods..
  • Readings and discussion of articlesdescribing the methods used and their application.
  • Practical exercises in class and between sessions.
  • For some sessions, participation by invited speakers to exchange experiences.
  • Lectures or class presentations on specific topics.

We hope to benefit also from the previous experience of class participants to enrich the discussion and learning.

Pedagogical materials:

Compulsory
  • Codex «Méthodes de recherche» 80469B1
  • Codex «Applications de la recherche qualitative en gestion» 80469C2
  • Patton, M.Q., Qualitative Research and Evaluation Methods, 3e Edition, NewburyPark: Sage, 2002.
  • Logiciel ATLAS/ti. (Accès au laboratoire des étudiants de Ph.D).
Recommended
  • Miles, M.B. and Huberman, Qualitative data analysis, Sage publications, 1995. (ou la version française)
  • Yin, R.K., Case Study Research, 2003
  • Golden-Biddle, K. et Locke, K., Composing Qualitative Research, Thousand Oaks, CA: Sage, 2007

Evaluation:

1.Readings, discussions, exercises and class activities:60%

Most sessions will require preparatory work on the part of participants including readings, exercises, assignments to be submitted. Each session will also require active participation. Sometimes students will be asked to facilitate a discussion on an assigned theme. Sometimes, we will work on advancing the thesis project. Sometimes, we will practice data collection and analysis techniques. Sometimes, we will comment on the work of our colleagues. Sometimes, we may exchange data among colleagues to discuss analysis methods. Participation in all of these activities in included in the overall evaluation.

2.Presentation and final project report:40%

Each participant will undertake an individual research project during the seminar. The objective of this project is to advance the student’s thinking about their thesis. The final paper will include a justification for the research, the development of a conceptual framework, the presentation of a preliminary research design, and the collection and analysis of exploratory data. The empirical study will use data from at least two different sources (for example, combining three interviews with documentary evidence or observations). The exercise will lead to a written report of around 30 pages (30%) as well as a presentation during the final session (10%). Various intermediate reports (e.g., conceptual framework, proposed design, interview guide, coded data) will be handed in and discussed with colleagues during the seminar (see above). We will attempt to advance the project as much as possible during the course sessions. However, to provide time to complete the exploratory project satisfactorily, we will hold our final session at the end of August. This session will take the form of a colloquium where each presentation will be commented on by another member of the class.

Preliminary plan

N.B. The exercises indicated for each session are indicative only and may vary as needed. Class participation is part of the evaluation of each session.

Session 1: Introduction

  • Seminar objectives and logistics
  • Introductions, identification of interests of participants.
  • How to choose a research topic?
  • Specifics, joys and challenges of qualitative research.
  • Doing qualitative research in theory and in practice.

Lectures

  • Patton, chap. 1. «The Nature of Qualitative Inquiry», Qualitative Research and Evaluation Methods
  • Gersick, C., «Time and transition in work teams: Toward a new model of group development,» Academy of Management Journal, 31 (1), 1988, (9-41) + Gersick, C., «Journey 2: Time and transition in my work on teams: Looking back on a new model of group development,» in Doing Exemplary Research, (ed. Frost, P.J. and Stablein, R.), NewburyPark: Sage, 1992, (52-76).
  • Shah, S.K. et Corley, K.G. "Building better theory by bridging the quantitative-qualitative divide" Journal of Management Studies, 43(8), 2006, (1821-1835).

Session 2: Formulating a research question

  • Formulating a research project.
  • Criteria for evaluating research questions.
  • Discussion of participants’ research questions.

Lectures

  • Quivy, R.et Van Campenhoudt, L., «La question de départ» dans Manuel de recherche en sciences sociales, Paris: Dunod, 1995, (21-38).
  • Allard-Poesi, F. et Maréchal, C., «Construction de l’objet de la recherche», dans Méthodes de recherche en management, (ed. R-A. Thiétart et coll.), Paris: Dunod, 1999.

To hand in: The research question for your research project (5%).

Session 3: Paradigms and exemplars of qualitative research

  • Discussion of alternative epistemologies and orientations for qualitative research
  • Questions raised by the examples.
  • Methods and practices.
  • Identification of exemplars

General readings

  • Guba, E. & Lincoln, Y.S., «Competing paradigms in qualitative research», in Handbook of Qualitative Research, par Denzin, N. K., 1994, (105-117).

Examples (see the Applications codex):

  • Eisenhardt, K.M., « Making fast strategic decisions in high-velocity environments», Academy of Management Journal, 1989, (543-576) + Eisenhardt, K., «Building theory from case study research», Academy of Management Review, 14(4), 1989, (532-550). + Critique et réponse par Dyer and Wilkins.
  • Schouten, J.W. and McAlexander, J.H., «Subcultures of consumption; An ethnography of the new bikers», Journal of Consumer Research, 22, 1995, (43-61). + Kisfalvi, V.: “Subjectivity and emotions as sources of insight in an ethnographic case study: A tale of the field,” M@n@gement, 9(3), 2006, (109-127).
  • Vaara, E. and Tienari, J. "Justification, legitimation and naturalization of mergers and acquisitions: A critical discourse analysis of media texts," Organization, 9(2), 2002, (275-304). + Vaara, E. and Tienari, J. "Critical discourse analysis as a methodology for international business studies," in Handbook of Qualitative Research Methods for Business, (eds. R. Marschan-Piekkari & C. Welch), Cheltenham UK: Edward Elgar, 2004.
  • Barker, J. “Tightening the iron cage: Concertive control in self-managing teams,” Administrative Science Quarterly, 38, 1993, 408-437. + Jermier, J.M. & Barley, S.R. Introduction to special issue on critical perspectives on organizational control, Administrative Science Quarterly, 43, 1998, 235-256.

To do: analysis of an article: prepare a presentation, defence or critique of one of the approaches and be prepared to discuss the others (5%).

Session 4: Developing a bibliography

  • Sources of documentation.
  • Bibliographic research strategies.
  • Data bases.
  • Software for reference management (Endnote, Keynote, etc.)

Readings:

  • Usunier, J.-C, Easterby-Smith, M., Thorpe, R., «Faire la revue de la littérature,» dans Introduction à la recherche en gestion, Paris: Economica, 1993, (99-116).
  • Glesne, C.: «But is it ethical? Learning to do right,» in Becoming qualitative researchers, Addison-Wesley Longman, chapter 6, (113-129).

To do: bibliographic research exercise (form to be determined as a function of the needs and state of advancement of participants’ research projects; some students may be asked to prepare demonstrations of software or data base searches. The objectives will be to help other members of the class develop a relevant bibliography for their research) (5%).

Session 5: Justifying your research

  • Strategies for justifying qualitative research
  • How to position ones’ research with respect to others.
  • Writing strategies for the literature review.

Readings

  • Golden-Biddle, K. et Locke, K., chap. 2, (25-46).
  • Marshall, C. and Rossman, G.B., «The substance of the study: framing the research question», Chapter 2 inDesigning Qualitative Research, NewburyPark: Sage, 1989, (21-44).

Examples (see the Applications codex)

To hand in: a short literature review justifying your research project (maximum 5 pages, based on at least 5 articles/ major texts). Exchange with your colleagues (5%).

Session 6: Designing qualitative research 1

  • The qualitative research process.
  • Initial choices: can one/ should one plan a qualitative research project?
  • The «conceptual framework» for qualitative research.

Readings

  • Miles, M.B. et Huberman, A.M., «Focusing and Bounding the Collection of Data», Qualitative Data Analysis, Thousand Oaks: Sage, 1994, (16-39)
  • Eisenhardt, K.M., «Building theory from case study research», Academy of Management Review, 14(4), 1989, (532-550).

Examples (see the Applications codex)

To do and hand in: Construct a preliminary « conceptual framework » for your research: to discuss in class. Note your reactions to this exercise (5%).

Session 7: Designing qualitative research 2

  • Units and levels of analysis.
  • Purposeful sampling.
  • Alternate data sources.
  • Access and confidentiality.

Readings

  • Patton, M.Q. chap. 5., «Designing Qualitative Studies», Qualitative Research and Evaluation Methods
  • Eisenhardt, K.M., «Building theory from case study research», Academy of Management Review, 14(4), 1989, (532-550).
  • Leonard-Barton, D., «A dual methodology for case studies: Synergistic use of a longitudinal site with replicated multiple sites», Organization Science, 1(3), 1990, (248-266).
  • Yin, R.K.: “Designing Case Studies”, chap. 2, Case Study Research, (19-56), 2003.

To hand in: Draft of a research design for your project (sampling, data sources, access issues) (5%).

Session 8: Observation

  • When and why use observation?
  • Participant and non-participant observation.
  • How to observe, what to observe?
  • How to take notes.
  • Ethical dilemmas in observation.

Lectures

  • Ancona, D., Kochan, T., Scully, M., Van Maanen, J. and Westney, D.E., "Team process observation guide" In Organizational Behavior and Processes, Cincinnati: South-Western College Publishing, C6-C12.
  • Patton, M.Q., chap. 6, “Fieldwork Strategies and Observation Methodes”, Qualitative Research and Evaluation Methods, NewburyPark: Sage, 2002, (259-330).
  • Barley, S., «Images of imaging: Notes on doing longitudinal fieldwork», Organization Science, 1(2), 1990, (220-247). (Codex d’applications)
  • Spradley, J.P. Participant Observation, New York: Rinehart & Winston, 1980, chap. 3, 4, (63-84).

To do: prepare an observation frame for an assigned theme and apply it to a simulated observation context (5%).

Session 9: Interviewing

  • When and why do interviews?
  • Interview guides for different situations.
  • Avantages and disadvantages of interviews.
  • Ensuring quality interviews.
  • Sharing experience and experimenting in class.

Readings:

  • J.P. Daunais, «L’entretien non-directif,» dans Gauthier, B. (ed.) Recherche Sociale, Presses de l’Université du Québec, 1992, (273-293).
  • Patton, M.Q., «Qualitative interviewing», Qualitative Research and Evaluation Methods, NewburyPark: Sage, 2002, chap. 7 (339-422).
  • Huber, G.P. and Power, D.J., «Retrospective reports of strategic-level managers: Guidelines for increasing accuracy,” Strategic Management Journal, 6(2), 1985, (171-180).
  • Romelaer, P., Notes sur l’entretien semi-directif préparé pour le séminaire du CEFAG, novembre 2001.

To do: Prepare an interview guide for your study (5%).

Session 10: Using documents in qualitative research

  • When and why to use documents.
  • Documents as historical records, cultural artifacts, discourse.
  • Sources of documentary data.
  • Discourse analysis based on documents.
  • Invitée: Hélène Giroux.

Readings

  • Barr, P.S., Stimpert, J.L. and Huff, A.S., «Cognitive change, strategic action and organizational renewal», Strategic Management Journal, 13(summer), 1992, (15-36).
  • Giroux, H. and Taylor, J.R.: "L'évolution du discourse sur la qualité: D'une traduction à l'autre, Annexe 1," Communication et organisation, 15, 1999, (58-63).
  • Meyer, A., «Visual Data in Organizational Research», Organization Science, 2(2), 1991, (218-236).

To do: A text analysis using cognitive mapping and/or other discourse analysis techniques (5%).

Session 11: Data analysis aids

  • Reduction and presentation of data.
  • Data coding: exercises and styles.
  • Workshop with ATLAS. Illustrations of functionalities on real data.
  • Invité: à déterminer.

Readings

  • Strauss, A. and Corbin, J., Basics of Qualitative Research, NewburyPark: Sage, 1990, chapitres 5 et 7
  • Manuel d’Atlas
  • Duhaime, C. et Landry, S., «Quand les ciseaux font place à l’ordinateur», Gestion, 20(4), 1995, (54-62).

To do: Prepare some data (interview, documents, etc.) for ATLAS and test the software. Come with questions/ comments! (5%).

Session 12: Strategies for theorizing from qualitative data

  • Data analysis strategies.
  • From narrative to quantitative strategies.
  • From coding to theorizing: how to make the leap.

Readings:

  • Langley, A., «Strategies for theorizing from process data», Academy of Management Review, 24(4), 1999, (691-710).
  • Huberman, A.M. et Miles, M.B., Analyse de données qualitatives, 1991, extraits

Examples (see the Applications codex):

To do: Analyse a qualitative application article that you like. What strategies are used? How is this made convincing?

Session 13: Quality criteria and triangulation

  • Quality criteria for positivist research
  • Quality criteria for naturalist research.
  • How to mobilize different data sources and methods.
  • Illustrations and discussion of experiences.
  • Invited speaker: recent graduates of doctoral program.

Readings

  • Lincoln, Y.S. & Guba, E.G. «Establishing trustworthiness,» Chapitre 11 dans Naturalistic Inquiry, 1985, (289-331).
  • Patton, M.Q., “Enhancing the Quality and Credibility of Qualitative Analysis”, Qualitative Research and Evaluation Methods, chap. 9, 2002, (541-589).
  • Sutton, R.I. et Rafeli, A., «Untangling the relationship between displayed emotions and organizational sales: the case of convenience stores,» Academy of Management Journal, 31(3), 1988, (461-487).
  • Sutton, R.I. et Rafaeli, A., «Journey 4: How we untangled the relationship between displayed emotion and sales: A tale of bickering and optimism», in Doing Exemplary Research (ed. Frost, P. et Stablein, R.), NewburyPark: Sage, 1992, (113-140).

To do: Prepare a comment on criteria for judging the quality of your research (5%).

Session 14: Writing up

  • Importance of writing in qualitative research.
  • Writing strategies.
  • Links between analysis and writing..
  • Discussion of research projects and next steps.

Lectures

  • Golden-Biddle, K. & Locke, K.D., Composing Qualitative Research, Thousand Oaks: Sage, 1997, chap.3.
  • Lee, A.S., «Reviewing a manuscript for publication», Journal of Operations Management, 13(1), 1995, (87-92).
  • Document de travail pour évaluation: "Becoming a leader in a complex organization"
  • Sutton, R.I., «The virtues of closet qualitative research,» Organization Science, 8(1), 1997, (97-106).

To do: Review an article to be assigned.

Session 15: Mini-colloquium (dates to be determine: end of August 2007)

  • Presentations of completed projects

To do: hand in final version of project report.

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