Participant Reflexivity in Organizational Research Design

Abstract

Despite the considerable interest in researcher reflexivity within the organizational literature, little attention has been paid to participant reflexivity, here defined as the reflexive considerations of research participants that are stimulated by their involvement in research. Our argument is that engagement in the research process is a context where such reflexive thinking is likely to happen and that through certain methodological approaches, participants’ reflexive thinking becomes more conscious and therefore potentially accessible to the researcher. In identifying the participant reflexivity that emerged as part of a photo-elicitation study of work-life balance and conflict, we outline the kinds of reflexive dialogue that participants reported as being stimulated by involvement in the research and explore the link between emotion and reflexive practice. Hence our paper contributes to our understanding of qualitative research and reflexivity first by highlighting empirically the kinds of internal dialogue reported when participants engage in self-reflexivity as part of the research process; second, by outlining how we can access participant reflexivity methodologically, including through emotions; and third, by explicating the value for researchers in accessing participant reflexivity.

Unmasking Reflexivity in HR Managers During the COVID-19 Lockdown in Italy

“…What emerges from this study is that HR managers reacted in very different ways to the spread of COVID-19 and these differences seem to be connected to the managers’ ability to reflect upon the situation in progress. In particular, we make use of the concept described by Cassell et al (2019) who, emphasizing the benefits of reflective thought, points to people’s capacity for meta-thinking as being critical in enabling them to construct a complex representation of the work situation they are experiencing. This ability to face a crisis or emergency by achieving some detachment from the contingent events and expanding their reflective capacity is not evenly spread among managers.…”

“…We are thinking, in particular, of the works of Cunliffe (2003) , Alvesson (2003) , Ripamonti and Galuppo (2016) , Ripamonti et al (2016 , 2018) , and Caetano (2015) who emphasize the important role and contribution of reflexivity to management and organizational learning ( Cassell et al, 2019 ). As Cassell et al (2019) wrote, the literature on this topic outlines a variety of benefits that come from reflexivity, including “enabling us to think about our thinking. and in questioning our own taken-for-granted beliefs and those of others” (p. 3).…”

Making space for relational reflexivity in longitudinal qualitative research

“…It is traditional in qualitative research to consider reflexivity in terms of the researcher experience and how this process can add nuance to understanding of the topic of focus. 2 Indeed, Balmer et al justifiably discuss how researcher reflexivity should also take into account how time affects (and potentially changes) their thought processes and understandings. 1 However, less emphasis has been placed on participant reflexivity and how this might contribute to the research process.…”

“…3(p583),6 Potential for multiple 'types' of dialogue are possible including, for example, challenging the 'taken for granted' aspects of everyday life, helping participants make sense of emotions and encouraging learning from experience. 2 This relationally reflexive dialogue becomes ever more pertinent when we consider the multiple research encounters and multiple reflexive spaces offered through time by longitudinal research methods. 1,2 As Balmer et al point out, a methodological example of longitudinal qualitative research through time is offered by longitudinal audio-diary studies performed to explore doctors' transitions.…”

“…2 This relationally reflexive dialogue becomes ever more pertinent when we consider the multiple research encounters and multiple reflexive spaces offered through time by longitudinal research methods. 1,2 As Balmer et al point out, a methodological example of longitudinal qualitative research through time is offered by longitudinal audio-diary studies performed to explore doctors' transitions. 1,4 Here, participants were first interviewed to sensitise them to the topic of study before submitting audio-diaries over a time and then undertaking a second interview in which the diaries were discussed.…”