The mark of the researcher’s hand: the imperfections of craft in the process of becoming a qualitative researcher

Brown, Anna M.

doi:10.1177/1350507620972235

Cited by 6 publications

(4 citation statements)

References 92 publications

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“…We selected examples that “offer concise, contrasting, and representative illustrations” (Hawkins et al, 2017: 297) of the business school, but we recognize that these still center on an environment and a set of experiences that is often closed off to marginalized groups. We also recognize that the craft of research is deeply personal and a “social, embodied and situated performance” (Brown, 2021: 543), and as such this article only speaks for one context within the business school. This is important to recognize when we are engaging with Freire, as his work was focused on people in positions far less privileged than ours.…”

Section: Methodsmentioning

confidence: 99%

(De)humanization in the business school: Critical reflection on doctoral experiences

Cooper,

Majumdar

2023

Management Learning

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Recently in academia, and particularly in management and organization studies, there is more attention being paid to unpacking our own oppressive systems and practices. In this article, we join the conversation examining the pressures of academia by exploring how reflexivity can be elicited through engaging with theory. We draw on the theories and concepts of Paulo Freire to (re-)interpret how PhD students experience the material practices and symbolic systems of the business school. We use autoethnographic vignettes to engage with our personal experiences and stories as field-based researchers and PhD scholars in UK business schools. Through critical reflection and cooperation-based dialogue, we analyzed these experiences using Freire’s concepts of banking education and (de)humanization. This can be considered conscientização (conscientization), raising critical consciousness of our own experiences. We find that doctoral students suffer from processes of dehumanization in the business school, but they also reinforce these processes through social reproduction. We reflect on the need for solidarity and how an awareness of the role we play within the system can shift our thinking toward constructive social change.

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Section: Methodsmentioning

confidence: 99%

(De)humanization in the business school: Critical reflection on doctoral experiences

Cooper,

Majumdar

2023

Management Learning

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“…She was, in many ways, a peer of those participating in the hackathon—a similar age and demographic, sharing cultural and aesthetic references and understandings; and yet, as a researcher and decidedly not a participant, she developed a ‘perspective by incongruity’ (Goodall, 2010). Data presented in this article are therefore shaped by her experience in (and of) the field and her own becoming as a researcher (Brown, 2021). Olga’s engagement with the field over the course of the year allowed her to observe the unfolding of events for herself.…”

Section: Methodsmentioning

confidence: 99%

Making Markets Material: Enactments, Resistances, and Erasures of Materiality in the Graduate Labour Market

Loza

Roscoe

2023

Work, Employment and Society

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Scholarship on the graduate labour market, preoccupied by structure, agency, and power, has largely focused on the market’s discursive composition. It has not yet paid significant attention to the concrete, material apparatus of the market and how this shapes market outcomes. In contrast, we approach the construction of the graduate labour market from a new materialist perspective and with reference to the growing literature of ‘market studies’. We consider the empirical case of a graduate recruitment hackathon to show how the hackathon’s material features were implicated in enacting a specific occurrence of the graduate labour market. The agendas of the hackathon’s designers and their visions of the graduate labour market were enacted in the hackathon’s material arrangements, but this enactment was not always reliable: in some instances materiality resisted and erased corporate agendas. Our article contributes to the sociology of work by highlighting the dynamic relationship between materiality and power (re)production in the graduate labour market.

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“…Wanderley and Barros, 2020). In fact, at the time of writing this editorial, one of the most read and most cited articles in the journal was about the doctoral student experience (Weatherall, 2019); likewise, the Best Paper Award for 2021 was also given to a piece written by an early career scholar and addressing their experience of becoming a researcher (Brown, 2021). Management Learning has a long history of fostering critical and reflexive scholarship from academics all over the world and at different career stages.…”

Section: Moving Management Learning Forward With Ontological Empathymentioning

confidence: 99%

Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning

Prasad

Śliwa

2022

Management Learning

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As we write this editorial in January 2022, we look back on 2021 and we look ahead to another year of curating Management Learning together with a fantastic team of Associate Editors, a wonderful Editorial Assistant, a supportive publisher, and the community of International Editorial Board members, reviewers, and, of course, our readers. We have said 'goodbye' to 2021: another year replete with challenges and uncertainties, which, for this journal, has turned out to be very successful. Management Learning has continued to publish high quality, original, critical and reflexive scholarship on organisations and learning. Our 2-year impact factor has risen to 4.952. As a team, we have stuck together and grown closer. We were sad to see the term of Todd Bridgman as Co-Editor-in-Chief and Alexia Panayiotou as Associate Editor come to an end, and we thank them for the excellent and deeply committed work on leading and shaping this journal. At the same time, we are truly excited to welcome Ajnesh Prasad as the new Co-Editor-in-Chief of Management Learning.It is clear that 2022 has started for the journal on a high note and with a lot of enthusiasm, ambition and hope. We take this beginning of the new year -and the change in the composition of the team of Co-Editors-in-Chief -as an opportunity for reflection on our ethical commitments as Editors-in-Chief of Management Learning. What are we committed to as journal editors, especially while working under the current circumstances and given the institutional pressures of contemporary business schools? What does this mean to us? How do we put these commitments into practice? Ontological empathy and journal editorship in the era of rankingsIn framing these reflections, we find it helpful to bring in the idea of ontological empathy, introduced to the field of management and organisation studies by Christine Oliver. In her 2009 Plenary Address delivered at the Academy of Management, Oliver (2010) defined ontological empathy as

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The mark of the researcher’s hand: the imperfections of craft in the process of becoming a qualitative researcher

Cited by 6 publications

References 92 publications

(De)humanization in the business school: Critical reflection on doctoral experiences

(De)humanization in the business school: Critical reflection on doctoral experiences

Making Markets Material: Enactments, Resistances, and Erasures of Materiality in the Graduate Labour Market

Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning

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