What Has Happened to Mode 2?

Bartunek, Jean M.

doi:10.1111/j.1467-8551.2011.00773.x

Cited by 56 publications

(48 citation statements)

References 20 publications

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“…Nonetheless, the mainly positivist approach of the Anglo-Saxon academy is not confident with Mode 2 methodologies (Greenwood and Levin, 1998), denigrating forms of research that incorporate action and collaboration with practitioners as being at risk of subjectivism (e.g., Kieser and Leiner, 2009). In response to this, the Mode 2 community points out that Mode 2 research is misleadingly evaluated based on positivist Mode 1 standards Bartunek, 2011;Coghlan and Shani, 2014;Pasmore et al, 2008;Eden and Huxham, 2006), leading to the conclusion that Mode 2 lacks rigour. It is (Gibbons, 2000).…”

Section: Mode 1 Vs Mode 2 Researchmentioning

confidence: 99%

“…Authors (e.g., Bartunek, 2011;Hodgkinson, 2001;MacLean, 2002;Tranfield and Starkey, 1998;Gibbons et al, 1994) distinguish between Mode 1 knowledge production and Mode 2 knowledge production. Mode 1 occurs mainly as a result of an academic agenda, and "Mode 1 problems are set and solved in a context governed by the largely academic interests of a specific community" (Gibbons et al, 1994, p. 3).…”

Section: Mode 1 Vs Mode 2 Researchmentioning

confidence: 99%

“…On the one hand, some Mode 1 scholars claim that collaborating with practitioners may bring a lack of rigour to the research process (e.g., Kieser and Leiner, 2009). On the other hand, Mode 2 scholars show how, in the last decade, much of the management research appearing in top-rated journals has been of little relevance for most practitioners (e.g., MacLean et al, 2002;Bartunek, 2011;Zhang et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The epistemological underpinnings of action research are grounded in so-called Mode 2 knowledge production, defined and discussed as being antithetic to the traditional Mode 1 approach (Bartunek, 2011;Hodgkinson, 2001;MacLean et al, 2002;Tranfield and Starkey, 1998;Gibbons et al, 1994). In the Mode 1 approach, knowledge production occurs mainly as a result of an academic agenda.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The action research cycle reloaded: Conducting action research across buyer-supplier relationships

Maestrini

Luzzini

Shani

et al. 2016

Journal of Purchasing and Supply Management

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a b s t r a c tBuyer-supplier relationships in purchasing and supply chain management practice are instrumental and often "messy". Indeed, the buyer and the supplier generally interact while pursuing their own interest, which are often subject to change over time. The action research method can help address the complexity of buyer-supplier relationships, generating important theoretical insights and relevant managerial implications. First, action research helps the researcher to better understand the problem by integrating diverse perspectives. Second, it allows the researcher to influence the buyer-supplier relationship directly, providing mutually beneficial solutions. This study proposes action research as a suitable interactive method that could complement other methodologies in the field of purchasing and supply chain management, as well as in other fields. An expanded action research framework -the "action research cycle reloaded" -is proposed and the role of the action researcher in the buyer-supplier context is discussed. The framework is applied to study the design and implementation of a supplier performance measurement system in the banking industry.

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Section: Mode 1 Vs Mode 2 Researchmentioning

confidence: 99%

Section: Mode 1 Vs Mode 2 Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The action research cycle reloaded: Conducting action research across buyer-supplier relationships

Maestrini

Luzzini

Shani

et al. 2016

Journal of Purchasing and Supply Management

View full text Add to dashboard Cite

show abstract

“…Burgoyne and James (2006) suggest that research should be concerned with "solving some 'live' problem for those for whom the research is produced" (p304); Starkey and Madan (2001) point out the need for "actionable advice rather than reflexive analysis" (p4) ;and MacLean et al (2002) calls for excellence in both academic rigor and managerial relevance. As a potential consequence of this, Bartunek (2011) questioned what progress has been made in addressing the "double hurdle" of relevance and rigour in the 10 years since the need was originally identified. Consequently, this inquiry attempts to address the question of how can a firm develop an Entrepreneurial Orientation?…”

Section: Introductionmentioning

confidence: 99%

"Want to be Entrepreneurial, you need to be APRIC: A Sand Cone Model of Entrepreneurial Orientation"

Marzec

Matthews

Johnson³

2016

AMPROC

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Much of the literature on Entrepreneurial orientation (EO) is typified by the substantial benefits it brings, thus it is a characteristic that is highly desirable by businesses. However fundamentally, it is seen an in innate characteristic of a firm, either present or not, with little research questioning whether and how EO can be developed-this investigation challenges this preconception. Inspired by the famous Sand cone model of operational capability, we conceptualise that EO can be constructed in a sequential, cumulative fashion, starting with Autonomy, then Proactiveness, Risk Taking, Innovativeness, and finally Competitive Aggression (the APRIC framework). Using a two-stage testing methodology in SmartPLS and a sample of 200 respondents, we find partial support for our framework which inspires confidence in our assumption that EO can be developed. Two further research streams are therefore suggested-those that continue the work on investigating the sequences to developing EO, congruent with much of the extant work done on the original Sand cone model; and those that examine the contingency factors that many influence the sequence.

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Conducting Mode 2 research in HRM: A phase‐based framework

Guerci

Radaelli

Shani

2018

Human Resource Management

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Recent studies in the field of human resource management (HRM) have highlighted that current research is mostly performed and consumed by academics, and is driven by theoretical and disciplinary concerns rather than practical ones. This debate has invoked the need to produce more Mode 2 research in the HRM field, that is, research driven by practical problems that integrate collaborative efforts by academics and practitioners. Yet, guidelines on how academics and practitioners may implement Mode 2 research remain disjointed and incomplete. Our study provides a phase‐based collaborative‐based framework for the implementation of Mode 2 research in the HRM field, in ways that both academic rigor and practical relevance are achieved. Our framework is informed by a comprehensive review of previous Mode 2 research, within and outside the HRM field. The proposed framework details four macro‐phases: the codevelopment of research questions with practitioners; the design of collaborative spaces and mechanisms; the design and management of double‐loop iterative research processes; and finally the academic and practice legitimization of Mode 2 outcomes. Our framework has the objective to support HRM researchers and practitioners, as well as relevant institutions and gatekeepers in the design, implementation, education, and assessment of Mode 2 research.

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What Has Happened to Mode 2?

Cited by 56 publications

References 20 publications

The action research cycle reloaded: Conducting action research across buyer-supplier relationships

The action research cycle reloaded: Conducting action research across buyer-supplier relationships

"Want to be Entrepreneurial, you need to be APRIC: A Sand Cone Model of Entrepreneurial Orientation"

Conducting Mode 2 research in HRM: A phase‐based framework

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