Doing Narrative Research

Andrews, Molly; Squire, Corinne; Tamboukou, Maria

doi:10.4135/9780857024992

Cited by 350 publications

(164 citation statements)

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“…Boje, 1991;Weick, 2001). In general, narrative research offers no clear or unambiguous framework (Andrews et al, 2008). Also the terms 'story' or 'narrative' are equivocal (see also Polkinghorne, 1988).…”

Section: Research Strategy and Definitions Of Narrativementioning

confidence: 99%

Constructing leadership by storytelling – the meaning of trust and narratives

Auvinen

Aaltio

Blomqvist

2013

Leadership &Amp; Organization Development Journal

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Purpose -This paper approaches manager's storytelling as a means for promoting organizational aims and for constructing leadership, and examines the intentions of managers in this process. We focus on the context of storytelling and the content of the stories told by managers in order to identify areas of influence on subordinates. Storytelling in relation to building a narrative identity for the manager is also studied. Design/methodology/approach -This is an exploratory empirical study that draws on 13 thematic interviews with Finnish managers working in different fields. A qualitative thematic analysis is used in order to analyze the data. Findings -As a result of the study we found that managers tell stories in order to evoke leadership characterized by six areas of influence: motivation, inspiration, defusing conflict, influencing superiors, discovering a focus and constructing trust. According to the findings, the managers see stories as an effective means of building trust between leaders and their subordinates. It was also found that managers can use stories self-reflectively and as a means of self-development. Practical implications -Storytelling can empower leadership and support interaction with subordinates. One application of this study is informing elements of leadership development such as business education programmes for managers and future managers. Originality/value -Narrative leadership is a highly valued but still under-researched approach to leadership. This study seeks to fill this gap in the research by providing an empirically based contribution to the field, emphasizing the intentional nature of storytelling.

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Section: Research Strategy and Definitions Of Narrativementioning

confidence: 99%

Constructing leadership by storytelling – the meaning of trust and narratives

Auvinen

Aaltio

Blomqvist

2013

Leadership &Amp; Organization Development Journal

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“…When students' narratives are the objects of research, the purpose of conducting interviews is to encourage the interviewee to present stories and descriptions (Andrews, Squire, & Tamboukou, 2008;Hollway & Jefferson, 2000). Attention is paid as to how the students ascribe and make meaning of their lives.…”

Section: Conducting Narrative Interviewsmentioning

confidence: 99%

“…Like interviews in upper-secondary school, these interviews were conducted using the narrative interview method (Andrews et al, 2008), to investigate how the students made meaning of their new programme. The first question in the interview was 'please tell me what has happened since we met in the last interview' encouraging students to share their narratives.…”

Section: Collecting Data In Stem Higher Educationmentioning

confidence: 99%

To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

Holmegaard

Madsen

Ulriksen

2012

International Journal of Science Education

123

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In the literature, there is a general concern that a less number of students choose to study science, technology, engineering or mathematics (STEM). This paper presents results from a Danish longitudinal study which examines students' choice of whether or not to continue studying STEM after upper-secondary school. In particular, this study focuses on students who held an STEM subject as one of their favourite subjects at secondary educational level, but who chose not to study STEM at the tertiary level. This paper explores how students' perceptions of STEM relate to their identity work. The data used, primarily consist of interviews with 38 students at the end of upper-secondary school. The analysis explores the students' expectations of what higher education STEM might be like. These expectations are contrasted with the first-year experiences of 18 of the 38 students who eventually entered a higher education STEM programme. The results show that the students who did not choose STEM, perceived STEM as stable, rigid and fixed, and, hence, too narrow a platform for developing and constructing desirable identities. The experiences of those students who actually entered a STEM programme turned out to be similar to these expectations. However, many choosers would also prefer their studies as less rigid and fixed. If the institutions could adjust to the form and content of the courses, it might both meet the interests of choosers and non-choosers and thereby both increase recruitment and retention at STEM higher education programmes.

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“…A técnica da narrativa autobiográfica pode focar tanto no relato de eventos passados que aconteceram à pessoa que conta a história, quanto na experiência real ou imaginada do sujeito (Andrews, Squire, & Tamboukou, 2013). Constitui-se como uma forma de eliciar momentos históricos da vida do indivíduo, evidenciando aspectos culturais que permitem interpretar o significado atribuído pelo narrador à experiência, trazendo à tona aspectos identitários e sociais (Freitas & Galvão, 2007).…”

Section: Estudos Sobre Levantamento De Memórias Escolaresunclassified

Investigação das memórias escolares de estudantes universitários

Neto

Santos

2017

Psicol. Esc. Educ.

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ResumoEste trabalho visa investigar as memórias escolares de estudantes universitários por meio do uso de narrativas autobiográficas, buscando compreender o significado que atribuem ao espaço escolar. Embora a escola seja considerada como espaço de transmissão de conhecimentos científica e historicamente produzidos, é importante refletir que se trata de um lugar onde o sujeito se constitui, em termos sociais, físicos, emocionais e culturais. Por meio da análise de conteúdo das narrativas autobiográficas apresentadas por 105 estudantes universitários foi possível identificar 11 categorias de memórias: relacional positiva, conflituosa, lúdica, pedagógica, saudosista, hierárquica, participação familiar, alimentar, grupal transgressora, ruptura familiar e prospectiva. Os resultados indicam que os aspectos relacionais e lúdicos foram mais lembrados do que os pedagógicos. Discute-se que o levantamento de memórias escolares é uma estratégia interessante para aumentar o conhecimento acerca das práticas realizadas no espaço escolar e do significado atribuído à escola. Palavras-chave:Lembranças; escola; narrativas biográficas. Investigating college students' school memories AbstractThis work aims to investigate the school memories of university students, through the use of autobiographical narratives, trying to understand the meaning they attribute to the school space. Although the school is considered as a space for the transmission of scientific and historically produced knowledge, it is important to reflect that it is a place where the subject is constituted in social, physical, emotional and cultural terms. Through the content analysis of the autobiographical narratives presented by 105 university students, it was possible to identify 11 categories of memories:

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Doing Narrative Research

Cited by 350 publications

References 0 publications

Constructing leadership by storytelling – the meaning of trust and narratives

Constructing leadership by storytelling – the meaning of trust and narratives

To Choose or Not to Choose Science: Constructions of desirable identities among young people considering a STEM higher education programme

Investigação das memórias escolares de estudantes universitários

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