The Individual in the ATLAS Collaboration: A Learning Perspective

Bressan, Beatrice; Boisot, Max

doi:10.1093/acprof:oso/9780199567928.003.0011

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“…In the same collection, Bressan and Boisot (2011) posit a “personal I-Space,” a “portfolio” of knowledge assets. It “not only identifies those knowledge assets held by an individual that are relevant to her work” but also “indicates to what extent they are likely to contribute to the stock of her social capital” (p. 218).…”

Section: Boisot’s I-space Modelmentioning

confidence: 99%

“…Examples include workshops (Boisot, 1998; Griffiths et al , 1998; cf. Ihrig and MacMillan, 2013), interviews (Bressan and Boisot, 2011) and observations (Boisot and Liang, 1992). Yet, in none of these investigations is the methodology spelled out in enough detail to reproduce, nor do the authors discuss data validation.…”

Section: Incompatibilities: Disjunctures In Assumptions Between I-spa...mentioning

confidence: 99%

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Mapping representations in qualitative case studies: can we adapt Boisot’s I-Space model?

Spinuzzi¹

2023

JWL

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Purpose This paper aims to consider ways to visually model data generated by qualitative case studies, pointing out a need for visualizations that depict both synchronic relations across representations and how those relations change diachronically. To develop an appropriate modeling approach, the paper critically examines Max Boisot’s I-Space model, a conceptual model for understanding the interplay among knowledge assets used by a population. I-Space maps information in three dimensions (abstraction, codification and diffusion). It is not directly adoptable for case study methodology due to three fundamental disjunctures: in theory, methodology and unit of analysis. However, it can be adapted for qualitative research by substituting analogues for abstraction, codification and diffusion. Design/methodology/approach Using an example from early-stage technology entrepreneurship, this paper first reviews network, flow and matrix models used to systematically visualize case study data. It then presents Boisot’s I-Space model and critiques it from the perspective of qualitative workplace studies. Finally, it adapts the model using measures that have been used in qualitative case studies. Findings This paper notes three limitations of the I-Space model when applied to empirical cases of workplace learning. Its theory of information does not account well for how people use representations synchronically for learning. It is a conceptual framework, and the tentative attempts to use it for mapping representations have been used in workshops, not for systematically collected data. It does not adequately bound a case for analysis. Thus, it can be applied analogically but not directly for mapping representations in qualitative case studies. Practical implications This paper identifies a possible way to develop I-Space for strategically mapping representations in qualitative case studies, using measures analogous to the I-Space axes to reflect observable behavior. Originality/value In providing a methodological critique for one model of knowledge management, this paper also develops criteria for appropriate modeling of meaningful artifacts in the context of qualitative studies of workplaces.

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Section: Boisot’s I-space Modelmentioning

confidence: 99%