A Place for Theoretical <i>In</i>consistency

Newbury, Janet

doi:10.1177/160940691101000403

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…‘Taking down walls and building bridges between perspectives’ (Okhuysen and Bonardi, , p. 10) is currently recognized as a formidable yet promising opportunity for generating theoretical developments and new explanations for unexplained phenomena. As such, the issue of pluralism or theoretical inconsistency is highlighted (Frost et al ., ; Newbury, ); however, it has heretofore not been sufficiently addressed in building theory in case study research with regard to bridging these multiple theoretical domains.…”

Section: Resultsmentioning

confidence: 99%

Entering a Dialogue: Positioning Case Study Findings towards Theory

Ridder

Hoon

Baluch

2012

British J of Management

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Demonstrating a theoretical contribution is seen as a central challenge in case study research; however, the literature provides little guidance on the crucial step of positioning the study's theoretical claims in relationship to prior theory. This paper addresses the question of how to enter into a dialogue with extant theory in theory building case study research in the field of management. We present three ways of positioning to demonstrate a theoretical contribution, illustrating each with examples from recent case studies drawing on the dynamic capabilities approach. By distinguishing between seeking complementarities and dissimilarities in theory building, we add to this discussion and shed light on the benefits of entering a synergistic, antagonistic and pluralistic dialogue for making a significant theoretical contribution. Methodologically, we more fully specify how case study researchers can elaborate upon their theoretical claims in relation to prior theory.

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Section: Resultsmentioning

confidence: 99%

Entering a Dialogue: Positioning Case Study Findings towards Theory

Ridder

Hoon

Baluch

2012

British J of Management

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“…The ‘doing’ aspect is an active practice, one with an openness that extends to the debates and discussions it generates and one with applications and re-definitions in new disciplines and milieu (Lees and Baxter, 2011). Much academic inquiry follows a style of ‘theoretical consistency’, and approaches often stick to the ‘tried and tested’ (Newbury, 2011). This is not to dismiss the validity of these approaches; mono-approaches have garnered much interesting and informative work.…”

Section: Doing Multi-disciplinary Researchmentioning

confidence: 99%

Carnivalesque collaborations: reflections on ‘doing’ multi-disciplinary research

Spiller

Ball

Daniel

et al. 2014

Qualitative Research

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Many funding bodies emphasise the advantages of using multi-disciplinary approaches; in response, in this paper we consider our reflections on doing such a project. We contribute to the multidisciplinary literature by considering the standardizing effect of collaboration on multifarious research approaches. We argue that greater attention should be paid to 'doing' qualitative multidisciplinary research. We find that elements of 'letting go' and 'coming together' are important when new perspectives and knowledge are engaged. Therefore, we call for clarity on the multidisciplinary approaches and discuss how we came to understand the collaborative processes of researching, thinking, and writing. The paper begins with vignettes about our ontological journeys during the research project. In developing our argument, we consider the retrospective and reflexive qualities expressed in our vignettes and examine how our collaborative theorizing shaped the research project.

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“…Revealing the muted perspectives of those who have least opportunity to have their lived worlds articulated is inevitable and necessary through bricolage (Kincheloe, 2005a). As the bricoleur borrows, collects, commandeers even poaches ideas from different contexts, and placing them into new contexts different or bespoke considerations emerge that generate innovative and entrepreneurial responses and push known limits of knowledge (Newbury, 2011).…”

Section: The Hps As Interdisciplinary and Multidisciplinary Workmentioning

confidence: 99%

“…The bricoleur develops epistemological understanding about their knowledge work (Kincheloe, 2005a), seeking thick descriptions in and of complex settings. Bricoleurs working in the HPS consider the development of health as phenomena that are set relationally within the context and constructed with specific social processes (Newbury, 2011). For example, students who smoke, eat energy-dense food or eschew physical activity do so not because they do not know the risks rather and more likely, because the behaviour makes (perverse) sense in their physical and social geographic part of the world.…”

Section: The Hps As Interdisciplinary and Multidisciplinary Workmentioning

confidence: 99%

Bricolage and the Health Promoting School

Renwick

2014

Qualitative Research Journal

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Purpose -The propositional knowledge about the Health Promoting School (HPS) and how it privileges the health sector, and research through intervention and behaviour change rather than gaining an understanding of how social bases of health impact and influence individuals and the wider school community. The purpose of this paper is to explore how bricolage offers opportunity for understanding complexity, thick description and inter-and multi-disciplinary work. The experience of health promotion and what it looks like at the school level and provides epistemological considerations for reframing research about HPSs for purposes of social justice and equity through bricolage. Design/methodology/approach -An introduction reveals the challenges of health promotion settings, and schools in particular to achieve social justice and equity. Bricolage is discussed with reference to complexity, thick description and inter-and multi-disciplinary work. Considerations are given to bricolage as research to gain understanding and to contribute to social change. Findings -As a setting the HPS is a complex site of social interaction and where there is interplay of multiple, casual factors that influence health and wellbeing. The potential for social justice and equity remains latent and new approaches to investigating and researching are required. Bricolage offers substantial possibilities as it recognises the value of researching social contexts but with a deliberate intent to engage with participants. Practical implications -This paper considers how bricolage can re-focus ontological and epistemological positions to engage in health promotion as a social action. Originality/value -This paper raises questions about the ability of the HPS model to deliver on social justice under current compliance regimes.

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A Place for Theoretical Inconsistency

Cited by 8 publications

References 24 publications

Entering a Dialogue: Positioning Case Study Findings towards Theory

Entering a Dialogue: Positioning Case Study Findings towards Theory

Carnivalesque collaborations: reflections on ‘doing’ multi-disciplinary research

Bricolage and the Health Promoting School

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