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.
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.
Additional content will be provided upon request.