The extended case method brings existing theory to bear on a particular ethnographic case, enabling complex macro-level questions to be examined through their everyday manifestations in micro-level social settings. Yet it remains comparatively underutilized among organizational researchers, many of whom may be deterred by an apparent lack of practical guidance. The article addresses this by outlining three main steps, illustrated by the authors' own experience of implementing the extended case method in a recently published organizational study. In so doing, the article makes clear the distinctiveness of the method, particularly compared to the better-known grounded theory approach to ethnography. It concludes that by offering a bridge between interpretive and critical approaches, the extended case method represents a valuable addition to the toolkit of organizational researchers.
Existing research highlights the role of partnerships between business and non‐governmental organisations (NGOs) in addressing poverty, climate change, disease and other challenges. But less is known about how such partnerships may also challenge our very understanding of the nature of those problems. This paper draws on Habermas' theoretical ideas about communicative action and deliberative democracy, applying them to an ethnographic study of Concern Universal, an international NGO with a particular focus on working collaboratively with business. The focus of the study is the seam between two apparently different ‘worlds’, along which alternating processes of ‘colonisation’ and resistance are played out. Partnership emerges as an arena for both instrumental and communicative encounters, in which slow progress is occasionally punctuated by leaps in partners' understanding of both themselves and the challenges they seek to address. As such, despite the evolutionary ambitions of participants, partnership emerges as a potential catalyst of social change.
Critical Theory pioneered the theorization of human-animal relations, helping establish that agency extends beyond the human world. Nonhuman agency is now widely accepted within the “new materialisms” and beyond but there are growing calls for more critical approaches that consider why and how such agency is mobilized. These calls effectively bring together the concerns of “old” and “new” materialisms. I therefore return to Critical Theory, bringing its explanatory analysis, practical framework and future imaginary into conversation with more recent research into nonhuman agency. Together, they reveal how the relations between human and nonhuman actors shape and are shaped by their broader socio-political context. I suggest that paying closer attention to human-domestic animal relations in particular might help us resolve some of the issues at stake. Consequently, for illustrations to extend the analysis, the article turns to horses, a nonhuman group who occupy a unique place in our collective unconscious.
Purpose This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments. Design/methodology/approach The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation. Findings The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators. Originality/value A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.
Sociology increasingly recognises that ‘the social’ extends beyond ‘the human’. The ongoing theoretical integration of animals has extended our understanding of notions like alienation, violence and technology. This article considers in turn the highly contested concept of sustainability. Focusing on our entangled relationships with domestic animals, particularly horses, extends our critical understanding of sustainability in three ways. First, by recognising horses as social actors, we can challenge the anthropocentrism of sustainability and integrate animals into our analysis of how social systems create and /or resist sustainability claims. Second, in adding species to traditional categories of race, class and gender, we can extend critiques of sustainability by considering how it intersects with relations of power. Third, by exploring how alternative visions of the future emerge from within everyday as well as epic settings and encounters, the article broadens our understanding of what should be sustained and for whom.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.