Multiparadigm Inquiry: Exploring Organizational Pluralism and Paradox

Lewis, Marianne W.; Kelemen, Mihaela

doi:10.1177/0018726702055002185

Cited by 146 publications

(153 citation statements)

References 36 publications

(67 reference statements)

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“…Each approach offers theoretically different, yet perhaps pragmatically, even politically, related, critiques of the control-based, profit-seeking, instrumentalist managerialism that pervades much PM (Hodgson and Cicmil, 2006;Cicmil et al 2009). While we do not presume that we can resolve incommensurate ontological, epistemological, methodological positions (contra Gioia and Pitre, 1990;Lewis and Grimes, 1999;Lewis and Keleman, 2002), it is striking how all of the Positivist studies of CFFs indicate how PM necessarily identifies its own limits, the boundaries along which the outcomes of the project are beyond management. Positivism is typically associated with a narrow performative managerialism (Fournier and Grey, 2000); yet the empirical drive of positivism necessarily also evokes the limitations and vagaries of managerial control and performative intent, especially when applied to diagnose management failures.…”

Section: Concluding Commentsmentioning

confidence: 92%

“…Nevertheless any act of translation is always partial: both situated and incomplete (Haraway, 1991), replete with power effects (Carniawska, 1998;Tadajewski, 2009), and can, as such, operate as a form of repression (Burrell and Morgan, 1979;Jackson and Carter, 1991;Parker and McHugh, 1991). Yet, it is surely unfeasible to prohibit such acts as they are equally vital to academic learning, critique, creativity, collaboration, reflexivity and disciplinizaiton (Davila and Oyon, 2007;Kaghan and Phillips, 1998;Lewis and Keleman, 2002;Pollack, 2006;Weaver and Gioia, 1994;Willmott, 1993).…”

Section: Theoretical Pluralism Revisitedmentioning

confidence: 99%

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A critical argument in favor of theoretical pluralism: Project failure and the many and varied limitations of project management

Sage

Dainty

Brookes

2014

International Journal of Project Management

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In project management, failure is often assumed to be evidence of deficient management: a problem that can be overcome by better management. Drawing on qualitative research within UK construction projects we examine how four different theoretical approaches (positivism, structural Marxism, interpretivism and actor-network theory) all challenge this managerial assumption. Each theoretical perspective enables a specific analysis of empirical data that critiques the notion that project failures are easily, simply, or largely, associated with the failure of project management. In so doing, our pluralist analysis reveals the social and political contextualization of performance in project management. We thus conclude by proposing that practitioner and scholarly concerns with project failure (and success), can actively contribute to attempts to reflect upon various matters of political concern as developed within the Making Projects Critical community, and by extension Critical Management Studies. Thus, we propose greater interaction between critical and mainstream project research communities.

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Section: Concluding Commentsmentioning

confidence: 92%

Section: Theoretical Pluralism Revisitedmentioning

confidence: 99%

A critical argument in favor of theoretical pluralism: Project failure and the many and varied limitations of project management

Sage

Dainty

Brookes

2014

International Journal of Project Management

View full text Add to dashboard Cite

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“…There are three principle strategies that can be adopted: multiparadigm reviews whereby a literature review is produced based on the insights available from multiple paradigms (Kelemen & Hassard, 2003;Lewis & Kelemen, 2002). This can be used to cast multiple theoretical traditions on to the topic of interest or provide a multiperspective account for student discussion, thereby keying into current educational theory which stresses epistemological pluralism and discussion (Grey, Knights, & Willmott, 1996).…”

Section: Multiple Paradigm Researchmentioning

confidence: 99%

“…Crockett, Downey, Fırat, Ozanne, & Pettigrew, 2013;Ozanne & Fischer, 2012). We propose that using multiple paradigms enables scholars to explore the relationship between development and consumer practice in greater depth (Bradshaw-Camball & Murray, 1991) than is possible with one paradigm alone (Lewis & Grimes, 1999;Lewis & Kelemen, 2002).…”

mentioning

confidence: 99%

The discourses of marketing and development: towards ‘critical transformative marketing research’

Tadajewski

Chelekis

DeBerry‐Spence

et al. 2014

Journal of Marketing Management

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In order to understand the connection between development, marketing and transformative consumer research (TCR), with its attendant interest in promoting human well-being, this article begins by charting the links between US 'exceptionalism', 'Manifest Destiny' and modernisation theory, demonstrating the confluence of US perspectives and experiences in articulations and understandings of the contributions of marketing practice and consumer research to society. Our narrative subsequently engages with the rise of social marketing (1960s-) and finally TCR (2006-). We move beyond calls for an appreciation of paradigm plurality to encourage TCR scholars to adopt a multiple paradigmatic approach as part of a three-pronged strategy that encompasses an initial 'provisional moral agnosticism'. As part of this stance, we argue that scholars should value the insights provided by multiple paradigms, turning each paradigmatic lens sequentially on to the issue of the relationship between marketing, development and consumer well-being. After having scrutinised these issues using multiple perspectives, scholars can then decide whether to pursue TCR-led activism. The final strategy that we identify is termed 'critical intolerance'.

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“…Complexity theorists, specifically, have advocated for the use of various theories to explore organizations [66] . However, multi-theoretical models remain underemployed by higher education researchers, [67] .…”

Section: Advocating For a Multi-theoretical Modelmentioning

confidence: 99%

Studying Organizational Change: Rigorous Attention To Complex Systems Via A Multi-theoretical Research Model

Bouwma-Gearhart

Sitomer

Fisher

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored enhancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at research universities, including the interactions of levers (people, organizations, policy, initiatives) of change and documenting the good, hard work required across disciplinary boundaries to achieve meaningful change in STEM education. Ann Sitomer, Oregon State UniversityAnn earned a PhD in mathematics education from Portland State University in 2014. Her dissertation examined the informal ways of reasoning about ratio, rate and proportion that adult returning students bring to an arithmetic review class and how these ways of thinking interacted with the curriculum. Other research interests include teachers' professional noticing of learners' mathematical thinking and organizational change. Ann works on both the implementation and research sides of the ESTEME@OSU project. Dr. Kathleen Quardokus Fisher, Oregon State UniversityDr. Kathleen Quardokus Fisher is a postdoctoral scholar at Oregon State University. She is currently participating in a project that supports the use of evidence-based instructional practices in undergraduate STEM courses through developing communities of practice. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses. Ms. Christina Smith, Oregon State UniversityChristina Smith is a graduate student in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. She received her B.S. from the University of Utah in chemical engineering and is pursuing her Ph.D. also in chemical engineering with an emphasis on engineering education. Her research focuses on how the beliefs of graduate students around teaching and learning interact with and influence the environments in which they are asked to teach. Prof. Milo Koretsky, Oregon State UniversityMilo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. AbstractThe purpose of this paper is two-fold. We first explore the question how mig...

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Multiparadigm Inquiry: Exploring Organizational Pluralism and Paradox

Cited by 146 publications

References 36 publications

A critical argument in favor of theoretical pluralism: Project failure and the many and varied limitations of project management

A critical argument in favor of theoretical pluralism: Project failure and the many and varied limitations of project management

The discourses of marketing and development: towards ‘critical transformative marketing research’

Studying Organizational Change: Rigorous Attention To Complex Systems Via A Multi-theoretical Research Model

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