Emancipating Reflexive Voice in Developing Contemporary Graduate Identity: Qualitative Research in Organizations and Management

Report of Action Research project to improve opportunities for critcal and creative thinking in graduate education.  This article is currently in review.

Abstract: 

Purpose: The purpose of this action-research-based appreciative inquiry was to explore and create instances of theorizing, or otherwise thinking deeply, among graduate students in a hybrid learning context (computer mediated and face to face).

 

Design/Methodololgy: The qualitative, appreciative action research method incorporated three iterative cycles of look, think, and act.  Action Research cycle 1 examined data from curriculum materials,. Cycle 2 explored archived (computer mediated) classroom data and class observations. Cycle 3 incorporated on-site visits, interviews with faculty, and student focus groups.  

 

Findings: Effective theorizing is being limited in the research site by an emphasis on validation a narrow range of logics and a lack of “discovery thinking.”  A new initiative incorporated findings.

 

Research Limitations: Findings are limited to the setting where the data was collected.

 

Practical Implications: The intent was to assess how a hybrid (85% computer  mediated, 15% face to face) graduate university program might collaboratively engage faculty members and students to develop models and recommendations supporting and enhancing more effective theorizing in management. 

 

Social Implications: Social Science graduate students, who learn and apply multi-logic theorizing skills to management, may bring social change to organizations.

Originality: Applying multi-logic theorizing is a new approach to preparing social science graduate student management skills. 

 

 

Publication Type: 
Journal Article
Authors: 
Elizabeth Johnston and Anthony Kortens
Year of Publication: 
2018
Journal, Book, Magazine or Other Publication Title: 
Qualitative Management Review (in review)

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