Reflexive Inquiry in Organizational Research: Questions and Possibilities

Cunliffe, Ann L.

doi:10.1177/00187267030568004

Cited by 451 publications

(465 citation statements)

References 37 publications

(43 reference statements)

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“…Innovation systems are complex and dynamic and scenario practice is applied more widely than our sample. Also, other analytical perspectives exist and may be equally valid (Cunliffe, 2003), see for instance Seidl & van Aaken (2009). Therefore, when using reflexivity in research or in scenario practice, it is also essential to make one's perspective clear so that the claims to knowledge can be constructively critiqued and improved.…”

Section: Discussionmentioning

confidence: 99%

“…Reflexivity as a methodology (Alvesson & Sköldberg, 2000), questions representation by suggesting that we are constantly constructing meaning and social realities as we interact with others and talk about our experience. We therefore cannot ignore the situated nature of that experience and the cultural, historical, and linguistic traditions that permeate our work (Cunliffe, 2003). This means that practice, such as scenario practice, is rooted in a particular moment and place.…”

Section: Methodsmentioning

confidence: 99%

“…The connection between practice and theory (unlike that between theory and practice) has traditionally been ignored, to the detriment of both (Gunderson et al, 2007). Reflexive inquiry draws on a social constructionist view of the world and provides a powerful approach that offers insights for academics and practitioners into how we constitute knowledge and realities in our thinking and research practice (Cunliffe, 2003). Reflexivity as a methodology (Alvesson & Sköldberg, 2000), questions representation by suggesting that we are constantly constructing meaning and social realities as we interact with others and talk about our experience.…”

Section: Methodsmentioning

confidence: 99%

“…stakeholder values (De Smedt, 2006). This questioning takes then the form of a 'turning back' on knowledge, truth claims, language, and representation to make them more transparent (Cunliffe, 2003, p985 after Lawson 1985.…”

Section: Methodsmentioning

confidence: 99%

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Future scenarios to inspire innovation

Smedt

Borch

Fuller

2013

Technological Forecasting and Social Change

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In recent years and accelerated by the economic and financial crisis, complex global issues have moved to the forefront of policy making. These grand challenges require policy makers to address a variety of interrelated issues, which are built upon yet uncoordinated and dispersed bodies of knowledge. Due to the social dynamics of innovation, new socio-technical subsystems are emerging, however there is lack of exploitation of innovative solutions. In this paper we argue that issues of how knowledge is represented can have a part in this lack of exploitation. For example, when drivers of change are not only multiple but also mutable, it is not sensible to extrapolate the future from data and relationships of the past. This paper investigates ways in which futures thinking can be used as a tool for inspiring actions and structures that address the grand challenges. By analysing several scenario cases, elements of good practice and principles on how to strengthen innovation systems through future scenarios are identified. This is needed because innovation itself needs to be oriented along more sustainable pathways enabling transformations of socio-technical systems. Highlights-Grand challenges bringing the social dimension of innovation in the picture -Investigating the role for futures thinking and scenarios to inspire innovation -Future scenarios as a tool for orienting innovation systems

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Future scenarios to inspire innovation

Smedt

Borch

Fuller

2013

Technological Forecasting and Social Change

View full text Add to dashboard Cite

show abstract

“…As a result of embracing the ideas of Mezirow's (2000, p. 22, cited by Papastamatis & Panitsides, 2014) 10-stage model, our critical reflections and reflexive dialogue (Pithouse-Morgan & van Laren, 2012), and our interactions with one another, we are able to commence on a journey that actualises our conceptions pertaining to the what, how, and why of a humanising pedagogy. Mezirow's perspective (2000, p. 22, cited by Papastamatis & Panitsides, 2014 enabled us not only to rethink and modify our existing understandings (Finlay, 2002), but it enabled us to confront and transform our existing thinking and possible biases (Mezirow, 1997) including so-called truths (Cunliffe, 2003) that can become beliefs. As such, our reflective writings have enabled us to construct a shared understanding of possible aspects that can be taken into consideration pertaining to the praxis of a humanising pedagogy by focusing on the what, how and why: what a humanising pedagogy is promoting; how it could be promoted, and; why it is important to promote it.…”

Section: Discussionmentioning

confidence: 99%

Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy

Zinn¹,

Adam²,

Kurup³

et al. 2016

Educ. res. soc. change

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While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A participatory mode of inquiry using metaphor drawings was used as a means of deconstructing the complex phenomenon of a humanising pedagogy-this included self-study by four teacher educators (authors of this paper) to facilitate shared understandings of its praxis. Such processes have the potential to catalyse the kind of transformative learning that continues to inform praxis.

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The UK construction and facilities management sector's response to the Modern Slavery Act: An intra‐industry initiative against modern slavery

et al. 2020

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The United Kingdom's Modern Slavery Act exposed companies to a new ethical challenge in their supply chains. An estimated 40.3 million people worldwide are in modern slavery, working in a range of supply chains, including construction and facilities management. In this article, we show how the UK construction and facilities management sector responded to this challenge through an intra‐industry initiative and went through a process of collaborative sense‐making and sector‐wide agreement on a joint approach to challenge modern slavery in the sector's operations and supply chains. The research takes an engaged research approach whereby the researchers have been able to gain deep and continued access to the phenomenon from participation in a multi‐company initiative on the implementation of responses to the UK Modern Slavery Act in supply chain and procurement activities of their sector. We identify and discuss key areas for supply chain and procurement practitioners tasked with addressing a human rights topic in their operations and supply chains: Motivation, risk hot‐spots, challenges and response and provide a rich understanding of an intra‐industry initiative which creates a basis for further research on collective sustainability approaches by businesses who are otherwise commercial competitors. The study's results and insights are useful for policymakers and practitioners who are aiming to apply market‐based approaches for sustainability improvements in supply chains.

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Reflexive Inquiry in Organizational Research: Questions and Possibilities

Cited by 451 publications

References 37 publications

Future scenarios to inspire innovation

Future scenarios to inspire innovation

Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy

The UK construction and facilities management sector's response to the Modern Slavery Act: An intra‐industry initiative against modern slavery

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