A Narrative Approach to Organization Studies

Czarniawska, Barbara

doi:10.4135/9781412983235

Cited by 959 publications

(728 citation statements)

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“…For organizational narrative, unity of action or purpose provides coherence (Czarniawska 1997(Czarniawska , 1998. Within the physical and technological limits of the situation, the connections between events ("what happens next") are enacted in each case by the contingent actions of the participants.…”

Section: Narrativesmentioning

confidence: 99%

Narrative Networks: Patterns of Technology and Organization

Pentland

Feldman

2007

Organization Science

256

178

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T his paper introduces the narrative network as a device for representing patterns of "technology in use." The narrative network offers a novel conceptual vocabulary for the description of information and communication technologies (ICTs) and their relationship to organizational forms. We argue that as ICTs have become increasingly modular and recombinable, so have organizational processes and forms. The narrative network draws on concepts from structuration theory, actor network theory (ANT), and the theory of organizational routines. A narrative network expresses the set of stories (performances) that have been, or could be, generated by combining and recombining fragments of technology in use. This paper discusses how thinking of technology and organizations as narrative networks influences our understanding of design.

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Section: Narrativesmentioning

confidence: 99%

Narrative Networks: Patterns of Technology and Organization

Pentland

Feldman

2007

Organization Science

256

178

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“…Stories offer rich research material to both social constructionist and psychoanalytic approaches. From a social constructionist perspective, a story lays bare some of the emotion rules, the scripts and the interactions through which emotions are constructed, displayed and communicated (Czarniawska-Joerges, 1997;Czarniawska-Joerges, 1998;Fineman, 2003). From a psychoanalytic perspective, stories often express unconscious fantasies and wish fulfilments -privileging desire and fantasy as important sources of meaning over factual accuracy (Gabriel, 1991).…”

Section: Methodsmentioning

confidence: 99%

Bridging the contradictions of social constructionism and psychoanalysis in a study of workplace emotions in India

Ulus

Gabriel

2016

Culture and Organization

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This article makes a contribution to the study of emotions in organizations by offering a systematic juxtaposition and cross-fertilization of psychoanalytic and social constructionist approaches. These two traditions have found it hard to communicate in the past when addressing organizational emotions. Points of similarity and tension between them are discussed in connection with two critical case studies of female Indian managers discussing their emotions at the workplace. These were obtained during field work in which emotions were studied through narratives generated by a free-association interview approach. Both the emotions described in the narratives themselves and the emotions of the interview encounter were analysed, as resources for a rapprochement of contrasting perspectives on emotion. This rapprochement acknowledges the psychoanalytic emphasis on unconscious dynamics shaping the emotional lives of individuals and groups, while also honouring the social constructionist emphasis on how emotions are influenced by social, cultural and discursive practices.

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“…Consistent with the principles of existential phenomenology (Thompson et al, 1989;Cope, 2005a), our approach elevated the lived experience of the entrepreneurial student as the focus of our research, seeking to make sense of learning in the way that it is experienced by the students. This was further informed by an ontological understanding of reality as 'narratively' constructed (Hopkinson and Hogarth-Scott, 2001), narrative being long recognized as a primary mode of acquiring human knowledge and of communication (Czarniawska, 1998) and the main means by which people make sense of and structure their life experiences (Bruner, 2004). The methodology was therefore designed to gather and interpret students' reflexive accounts of their learning experience, having completed an enterprising education module.…”

Section: Methodsmentioning

confidence: 99%

“…We followed Czarniawska's (1998) advice and 'concocted' an appropriate device in order to facilitate the endeavours of making sense of the students' experience. Use of the term 'device' is based on its potential for interpretation as 'artfulness and instrumentality, but not necessarily high tech and standardisation' (Czarniawska, 1998, p 1) and, in addition, that '.…”

Section: Methodsmentioning

confidence: 99%

From the Zoo to the Jungle – Narrative Pedagogies and Enterprise Education

Costin¹,

Dodd²,

Hynes³

et al. 2013

Industry and Higher Education

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There is scope for a better understanding of the development of entrepreneurial competences in students through experiential learning pedagogies by engaging them with the entrepreneurs in the entrepreneurs' habitats. This study analyses a novel pedagogical interaction which embraces the narrative aspects of entrepreneurial learning by encouraging students to review and relate their experiences of enterprise education critically and to reflect on how those experiences prepare them for an entrepreneurial career. The study highlights the value of experimenting with more embedded ways of teaching entrepreneurship that resonate with the lived experience of entrepreneurs. In light of their analysis, the authors offer recommendations on how to incorporate entrepreneurial learning mechanisms as part of the education of future entrepreneurs.

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A Narrative Approach to Organization Studies

Cited by 959 publications

References 0 publications

Narrative Networks: Patterns of Technology and Organization

Narrative Networks: Patterns of Technology and Organization

Bridging the contradictions of social constructionism and psychoanalysis in a study of workplace emotions in India

From the Zoo to the Jungle – Narrative Pedagogies and Enterprise Education

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