Disturbing Observations as a Basis for Collaborative Research

Mesman, Jessica

doi:10.1080/09505430701568685

Cited by 34 publications

(25 citation statements)

References 8 publications

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“…Both the larger project and the sub‐study employed an ‘interventionist’ ethnographic approach (Mesman ) known as video‐reflexive ethnography (Iedema et al . ).…”

Section: Methodsmentioning

confidence: 99%

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Involving patients in understanding hospital infection control using visual methods

Wyer

Jackson

Iedema

et al. 2015

Journal of Clinical Nursing

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“…Both the larger project and the sub‐study employed an ‘interventionist’ ethnographic approach (Mesman ) known as video‐reflexive ethnography (Iedema et al . ).…”

Section: Methodsmentioning

confidence: 99%

“…Both the larger project and the sub-study employed an 'interventionist' ethnographic approach (Mesman 2007) known as video-reflexive ethnography . This method involves videoing care interactions and then showing the footage back to those videoed in reflexive sessions.…”

Section: Designmentioning

confidence: 99%

Involving patients in understanding hospital infection control using visual methods

Wyer

Jackson

Iedema

et al. 2015

Journal of Clinical Nursing

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“…One peculiarity of my intervention was that, in addition to the more familiar role for the social scientist as 'consultant' (e.g. Czarniawska, 2001;Markussen and Olesen, 2007;Mesman, 2007;Vikkelsø, 2007;Wouters and Beaulieu, 2007), I also assumed the role 'witness', specifi cally an expert witness about the validity of fi ngerprint identifi cation. Although not all organizational researchers should expect to become legal witnesses, it has been argued that the performance of ethnographic fi eld work is itself a form of witnessing and its reporting a form of testimony (Quattrone, 2006).…”

Section: Organization 16(1) Articlesmentioning

confidence: 99%

A Cautionary Tale About Cautionary Tales About Intervention

Cole

2009

Organization

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Expressions of discomfort or concern with interventions by radical social science movements, such as Critical Management Studies (CMS) or Science and Technology Studies (STS) in public controversies have rested heavily on two concerns: fi rst, that radical social science is not useful to institutions like business and, second, that, in order to make themselves useful such interventions must compromise the radicalism of the social science program. A third concern has been that intervention is not the job of the social scientist. Recently, my and others' interpretations of my own intervention in law in one case have become something of an object lesson in the perils and pitfalls posed by legal interventions by STS scholars. This paper presents a more optimistic interpretation of my intervention experiences in fi ngerprint cases based on a broader array of experience than that single case. I suggest, fi rst, that we may need to think more carefully about how to measure the utility of critical social science interventions. Second, I suggest that there may be cases in which building alliances with mainstream scientifi c institutions may not necessarily constitute a failure of radicalism. I conclude by suggesting that the evaluation of expert knowledge is the job of STS, if it 'means business'.

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“…Who actually qualifies as a research user, however, is not a simple question (Shove & Rip, 2000;Becker et al, 2006). Who owns research and controls it can be contested in the light of conflicting agenda between researchers, funders and other participants such as professionals in the field (Mesman, 2007). Moreover, a 'research -practice gap' can exist between fundamentally different frames of reference with regard to the types of information believed to constitute valid bases for action (Rynes et al, 2001).…”

mentioning

confidence: 98%

“…Personal reflections on Knowledge Transfer and changing UK research priorities 93 and influence than are usually articulated in Knowledge Transfer models (Shove & Rip, 2000;Mesman, 2007). A research agenda that takes seriously the need to engage with non-academic stakeholders in all their diversity, including the more disadvantaged and 'hard-to-reach' parts of the Third Sector, will need to work with a variety of culturally and subculturally relevant means of getting people from different communities to work together (Kagan, 2007).…”

mentioning

confidence: 98%

Personal reflections on Knowledge Transfer and changing UK research priorities

Hardill

Baines

2009

Twenty-First Century Society

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As advanced capitalist economies including the UK have moved from being resource-based to knowledge-based, national governments have seized upon knowledge and innovation produced in universities as drivers of economic growth, job creation and social development. Knowledge Transfer extends a university's mission beyond teaching and research and forms one element of third-stream activities, which are about the interactions between universities and the rest of society. For government, Knowledge Transfer is about the transfer of ideas, research results and skills directly from universities (and other research organisations) to business, government and the wider community. Many social scientists prefer less linear models that include notions of interaction, conversation and interpretation. In this paper we reflect upon how the innovative processes of Knowledge Transfer for the social sciences have been advanced by the actions of the UK's Research Council responsible for social science research. Drawing upon our own experience of undertaking projects within the Knowledge Transfer remit, we comment on sense-making and dialogue across the boundaries of academia and practice.

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Disturbing Observations as a Basis for Collaborative Research

Cited by 34 publications

References 8 publications

Involving patients in understanding hospital infection control using visual methods

Involving patients in understanding hospital infection control using visual methods

A Cautionary Tale About Cautionary Tales About Intervention

Personal reflections on Knowledge Transfer and changing UK research priorities

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