NAAD W1 Learning set

NAAD W1 Learning set Order Description Literature synthesis of Knowledge creation , all instructions will be uploaded. Free Online OCR Convert JPEG, PNG, GIF, BMP, TIFF, PDF, DjVu to Text Select pages from 1 to 18 Recognition language(s) (you can select multiple) Rotate image 0° CCW 90° 180° CW 90° Page layout analysis - split multi-column text into columns Page of 18 Download Copy to Clipboard Google Translate Bing Translator Paste Online Edit Online Knowledge Creation Module Syllabus Learner Experience The aim of this module is to provide students with a philosophical and methodological underpinning of knowledge creation in management research. The module will provide students with key theories to support their application of action research during the programme and place action research in historical context. In the construction of knowledge, it is important that students consider what management research is; how to understand the relation between cause and meaning; the notion of positivism, idealism, realism and postmodernism; the nature of the qualitative process and the nature of the quantitative process. Module Aims At the end of this module, students will have gained an understanding of the issues involved in knowledge creation and will: 0 Understand the philosophical history of social scientific research and how this affects management research in particular; 0 Be familiar with debates about the purpose of management research, the process of knowledge creation and dissemination into managerial practice; 0 Understand a range of concepts in management research, including positivism and interpretivism; objectivism and constructionism; modernism and postmodernism; quantitative and qualitative, and be able to apply them critically; 0 Have a critical awareness of the influence of power, politics and ethics on management research; 0 Have an appreciation of how understandings of management research affect the theory and practice of action research. Download Google Translate Bing Translator Edit Online Knowledge Creation Module Syllabus Learner Experience The aim of this module is to provide students with a philosophical and methodological underpinning of knowledge creation in management research. The module will provide students with key theories to support their application of action research during the programme and place action research in historical context. In the construction of knowledge, it is important that students consider what management research is; how to understand the relation between cause and meaning; the notion of positivism, idealism, realism and postmodernism; the nature of the qualitative process and the nature of the quantitative process. Module Aims At the end of this module, students will have gained an understanding of the issues involved in knowledge creation and will: • • • • • Understand the philosophical history of social scientific research and how this affects management research in particular; Be familiar with debates about the purpose of management research, the process of knowledge creation and dissemination into managerial practice; Understand a range of concepts in management research, including positivism and interpretivism; objectivism and constructionism; modernism and postmodernism; quantitative and qualitative, and be able to apply them critically; Have a critical awareness of the influence of power, politics and ethics on management research; Have an appreciation of how understandings of management research affect the theory and practice of action research. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 1 Module Learning Outcomes By the end of the module the student will be able to: • • • • • • • Describe the history and development of social scientific investigation with specific relevance to action research (e.g. within pragmatism, symbolic interactionism, and phenomenology) Define the concepts of positivism and interpretivism; objectivism and constructionism; modernism and postmodernism and appreciate how they imply different methodological approaches to management research; Evaluate the advantages and limitations associated with quantitative and qualitative research strategies; Apply concepts of quality and relevance to management research and understand how assessments of quality and relevance are affected by historical, societal and political context; Reflect on why management research is conducted and critically evaluate the competing models of knowledge creation that may be used to justify and legitimate it; Evaluate the role of personal beliefs, values and ethics on the conduct of management research; Apply skills of formulating research problems and questions, research strategy and research design to the action research project. Module in Relation to the DBA Programme The module is a core module for the DBA programme. It provides a framework for academic and strategic thinking. The module is designed so that previous knowledge of other modules is not required. Learning Strategies The mode of delivery of taught modules is by distance learning over the Internet. This mode of study enables students to pursue modules via home study. Module delivery involves the establishment of a virtual classroom in which a relatively small group of students (usually 12–15) work under the direction of the Doctoral Tutor both as a larger group and in two smaller learning sets, using an internetbased distance learning package. Communication within the virtual classroom is asynchronous, preserving the requirement that students are able to pursue the module in their own time, within the weekly time-frame of each seminar. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 2 All communications that take place within the virtual classroom, including all assignments carried out by students and assessments by Instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: • • Module delivery is monitored by staff of the University of Liverpool Management School to ensure that defined syllabuses, procedures, and assessment processes are followed, appropriate standards are maintained and to check that plagiarism has been detected. All assessment is subject to moderation both by the Management School e-Learning Unit and by the external examiner. In addition to the online learning paradigm discussed above, this Programme integrates Critical Action Learning (CAL) as a means of both intensifying the learning experience in general and linking theory to practice in particular. In the Programme’s instantiation of CAL: • • • • • • • Students will be formed into learning sets (functioning as applied problemsolving and learning groups) during each module. The primary purpose of the learning sets is to aid team members in the critical identification, review and resolution of particular, workplace-based problems that each student brings to their team. The learning sets will be “facilitated” by the Doctoral Tutor. It is through this facilitated critical review process whereby the student identifies and defines an issue to work on (known as “problematising” in the literature) and then subsequently works on the resolution of that problem aided by conversation with and insightful questioning from other members of the team. Through this process, the students develop significant, doctoral-level depth of learning in each module. The instructor will assess the quality of each student’s input to their team members during the course of the module. This assessment will form 25% of the student’s grade and this element must be passed in order for the student to pass the module. Having worked through this process with the team, students write up this problem identification, review, and solving process. This piece of work (known as the CAL Project) constitutes a significant portion of the student’s grade. Each CAL Project is developed and graded within the context of its associated module. However, students will be encouraged to view these “mini projects” as opportunities (1) to hone successively their doctoral research skills and (2) to identify appropriate problems for their action research thesis. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 3 Self-study The self-study part of the course includes: • Required and recommended reading related to each week’s topics • Hyperlinks to Web-based materials related to each week’s topics • Links to media that support the week’s activities Weekly notes Each week’s theme is made up of several topics. These are introduced and explained in turn in the weekly notes for the week. The weekly notes are also available as recorded sound files. However, you should note that the sound files may differ slightly from the text versions. For example, the full references to sources, Internet addresses, and so on, are given only in the text files. You can listen to the recorded versions of the lecture notes as many times as you want and download the sound files to your computer or other devices. Required Texts and Software Johnson, P. and Duberley, J. (2000) Understanding Management Research: An Introduction to Epistemology. London: Sage. Thorpe, R. and Holt, R. (2008) The Sage Dictionary of Qualitative Management Research. London: Sage. Students should have access to word processing software in order to complete activities and assignments. Journal Articles Students can access all of the required journal articles online in the Liverpool University Library for Online Programmes at http://www.liv.ac.uk/library/ohecampus/index.htm . Links to these articles are also provided in the appropriate Weekly Learning Resources Areas. Students are encouraged to make use of related academic and professional journals to supplement the module materials and to assist in the preparation of assignments. Many of these serials can be accessed through the University of Liverpool Library for Online Programmes. Module readings Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 4 Students are provided with weekly reading assignments, which can be found in the weekly Readings folder. Students are encouraged to make use of related academic and professional journals to supplement the course materials and to assist in the preparation of assignments. Many of these serials can be accessed through the University of Liverpool electronic library resources at http://www.liv.ac.uk/library/ohecampus/index.htm. Media files You will need an audio player, such as Windows Media Player, if you want to listen to the recorded version of the lecture notes. (The text version is also provided and you do not have to listen to the media files if you prefer the written text). Overview of Module Work See the “Syllabus by Week” section at the end of this document for weekly activities and assignments, as well as due dates. NB: Please note that for each of the following module work items, word counts for responses and submitted documents are approximate. It is acceptable to submit a work product that is within 25% of the approximate word count. • Literature Syntheses are required in Weeks 1, 2, and 3, and Weeks 6, 7, and 8, and pertain to the weekly assigned readings. • Learning Set Participation is required in each week of the module. Remember that your responses will be assessed based upon the timeliness and quality of your work in the set. You are expected to participate substantially; specifically, to post at least 3 or 4 meaningful and insightful responses to your Learning Set. For example, the Instructor will look for the following items in your posts: Asking insightful questions o o o o Offering contributions based upon the literature and their practice Must be adding to the learning of the group Must be critically collaborative inquiry Should promote critical reflection in team members Your Learning Set participation will be assessed in two segments. Following the completion of Week 5, you will receive feedback and an initial grade based on Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 5 your Learning Set participation in Weeks 1-5. This assessment will form 10% of your total grade. At the end of the module, you will receive additional feedback and a second grade based on your Learning Set participation in Weeks 6-10. This assessment will form 15% of your grade, for a total of 25% for Learning Set participation overall. • The Critical Literature Review, due in Week 4, is a 2,000-word document and is the first component of the CAL project. This document should: o Frame the identified problem in the context of the relevant literature o Identify different viewpoints on the problem from the literature o Provide the theoretical scaffolding for the problematising process • The Problematising Write-up, due in Week 5, is a 750-word document and is the second component of the CAL project. This document summarises how the identified issue was problematised and how this process impacted the final statement of the problem • The CAL Final Report, due in Week 10, is a 2,500-word document (beyond the literature review and problematising write-up) that details how you approached solving the identified problem, issues encountered during the problem-solving process, and outcomes from the process. As such, the final report is the final component of the CAL project and: o Provides both a narrative of whole project and the iterative process of engaging with the identified problem o May be written in the 1st or 3rd person o Identifies the steps taken to address the problem o Indicates how the literature informed the process o Provides results and conclusions drawn from the process o Students will have an opportunity to resubmit this element of assessment if the first submission does not reach a pass standard. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 6 It is understood that issues may arise in the workplace which may prevent students from undertaking or completing such “change” oriented projects. It is the role of the Doctoral Tutor to work with the students in such situations to identify an appropriate project which may be based more on a literature review and the development of a proposal for a change project rather than the actual implementation of a change project. This will be allowed in two modules only. The module assessment structure is designed such that student progress is monitored on a week by week basis. Therefore, student progress issues will be managed in a timely fashion during the module and throughout the programme. Assessment The table below outlines the mandatory contribution in each category and the weight that applies to each component. Weeks 1 2 3 Literature Synthesis X X X Learning Set Participation, Part 1 X X X 4 X 5 Problematising Write-Up CAL Final Report 6 7 8 X X X 9 10 % of EOM 10 X Learning Set Participation, Part 2 Critical Literature Review Weight 10 X X X X X X 15 10 X 20 X 35 Total 100 Student performance on the modules (inclusive of the 20 instructional credits and 10 of the research credits applied via CAL and AR) will be assessed according to the above structure. For general information on assessment and grading, please consult the Student Handbook section pertaining to DBA Grading at http://www.uol.ohecampus.com/handbook/hb/index.html. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 7 Syllabus by Week Week 1: The Purpose of Management Knowledge Learning Objectives • • • Analyse the historical roots and contemporary development of management knowledge Critically assess the role of communities of practice in management knowledge creation Evaluate the characteristics of management as a field of study Readings • Introduction to Learning Set Participation • Bartunek, J.M., Rynes, S.L. & Ireland, R.D. (2006) ‘What makes management research interesting and why does it matter?’ Academy of Management Journal, 49 (1), pp.9-15. • Huff, A.S. & Huff, J.O. (2001) ‘Re-focusing the business school agenda’, British Journal of Management, 12, pp.S49-S54. • Huff, A.S. (2000) ‘1999 Presidential address: changes in organizational knowledge production’, Academy of Management Review, 25 (2), pp.288293. • Starkey, K. & Tempest, S. (2008) ‘A clear sense of purpose? The evolving role of the business school’, Journal of Management Development, 27 (4), pp.379-390. • Tranfield, D. & Starkey, K. (1998) ‘The nature, social organization and promotion of management research: towards policy’, British Journal of Management, 9 (4), pp.207-222. • Wilkinson, A. & Mellahi, K. (2005) ‘Organizational failure: Introduction to the special issue’, Long Range Planning: International Journal of Strategic Management, 38 (3), pp.233–238. Media • Video: Fifty Lessons Ltd. (2011). Managing the data deluge. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 8 Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Introductions • Post your introduction on Thursday (Day 1), the first day of class, and be sure to respond to at least three of your colleagues by Saturday (Day 3). Learning Set Participation • Post your initial response to the questions in the Learning Set by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the assigned questions. Week 2: Rigour and Relevance Learning Objectives • • • Analyse the difference between rigour and relevance and the relationship between them Evaluate the logics of discovery and application in the creation of management knowledge Critically analyse the concepts of evidence-based management and systematic review as a methodology for knowledge creation Readings • • • Anderson, N., Heriot, P., & Hodgkinson, G.P. (2001) ‘The practitionerresearcher divide in industrial, work and organizational (IWO) psychology: where are we now and where do we go from here?’ Journal of Occupational and Organizational Psychology, 74 (4), pp.391-411. Bennis, W.G. & O’Toole, J. (2005) ‘How business schools lost their way’, Harvard Business Review, 83 (5), pp.96-104. Morrell, K. (2008) ‘The narrative of “evidence based” management: a polemic’, Journal of Management Studies, 45 (3), pp.613-635. Knowledge Creation Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 9 • Rousseau, D.M. (2006) ‘Is there such a thing as evidence-based management?’ Academy of Management Review, 31 (2), pp.256-269. • Shrivastava, P. (1987) ‘Rigor and practical usefulness of research in strategic management’, Strategic Management Journal, 8 (1), pp.77-92. • Starkey, K., Hatchuel, A., & Tempest, S. (2009) ‘Management research and the new logics of discovery and engagement’, Journal of Management Studies, 46 (3), pp.547-558. Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Participation • Post your initial response to the questions in the Learning Set by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the assigned questions. Week 3: Perspectives and Paradigms Learning Objectives • • • Analyse the philosophical positions of positivism and interpretivism in management research Describe the concept of paradigms and discuss how this is applied in management research Evaluate how these ideas inform the traditions of quantitative and qualitative research Readings • Donaldson, L. (2008) ‘Vita contemplativa—Following the scientific method: how I became a committed functionalist and positivist’, Organization Studies, 26 (7), pp.1071-1088. Knowledge Creation 10 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 • Hassard, J. (1991) ‘Multiple paradigms and organizational analysis: a case study’, Organization Studies, 12 (2), pp.275–299. • Jackson, N. & Carter, P. (1991) ‘In defence of paradigm incommensurability’, Organization Studies, 12 (1), pp.109–127. • Morgan, G. (1980) ‘Paradigms, metaphors, and puzzle solving in organization theory’, Administrative Science Quarterly, 25 (4), pp.605-622. • Van Maanen, J. (1995) ‘Style as theory’, Organization Science, 6 (1), pp.133-143. • Willmott, H. (1993) ‘Breaking the paradigm mentality’, Organization Studies, 14 (5), pp.681–719. Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Week 4: Postmodernism and Critical Management Research Learning Objectives • • • • Analyse the main postpositivist research traditions, including postmodernism and critical management studies, and explain their relationship to modernism and positivism Describe the implications of postpositivist traditions for management knowledge creation Evaluate the strengths and weaknesses associated with these approaches Critically review literature about knowledge creation Readings Knowledge Creation 11 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 • Document: Critical Literature Review Handout (PDF) • Alvesson, M. & Deetz, S. (2004) ‘Critical theory and postmodernism: approaches to organization studies’. In S. Clegg, C. Hardy & W. Nord (eds.) Handbook of Organization Studies (2nd ed.). London: Sage. • Alvesson, M. (1995) ‘The meaning and meaninglessness of postmodernism: some ironic remarks’, Organization Studies, 16 (6), pp.1047–1075. • Calàs, M.B. & Smircich, L. (1999) ‘Past postmodernism? Reflections and tentative directions’, Academy of Management Review, 24 (4), pp.649671. • Chia, R. (1995) ‘From modern to postmodern organizational analysis’, Organization Studies, 16 (4), pp.579-604. • Fournier, V. & Grey, C. (2000) ‘At the critical moment: conditions and prospects for critical management studies’, Human Relations, 53 (1), pp.732. • Kilduff, M. & Mehra, A. (1997) ‘Postmodernism and organizational research’, Academy of Management Review, 22 (2), pp.453-481. Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Critical Literature Review • Post your Critical Literature Review by Wednesday (Day 7) Week 5: Problematising in Knowledge Creation Learning Objectives • Apply the problematising process to a workplace-based problem Knowledge Creation 12 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 Readings There are no required readings this week. Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Problematising Write-up • Post your write-up by Wednesday (Day 7) Week 6: Reactions to Change and Crisis Learning Objectives • • • • Evaluate ways to make effective decisions during change/crisis scenarios Evaluate problems in the planning and implementation of organisational change and crisis Describe the behavioural and political issues surrounding the implementation of organizational change and crisis Analyse the role of leadership in managing through and learning from crisis situations Readings • Abrahamson, E. (1991) ‘Managerial fads and fashions: the diffusion and rejection of innovations’, Academy of Management Review, 16, pp.586612. • Barley, S.R. and Kunda, G. (1992) ‘Design and devotion: surges of rational and normative ideologies of control in managerial discourse’, Administrative Science Quarterly, 37, pp.363-399. • Guest, D. (1992) 'Right enough to be dangerously wrong', in G. Salaman (ed.) Human Resource Strategies, pp.5-19. Buckingham: Open University Press. Knowledge Creation 13 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 • Huczynski, A.A. (1993) ‘Explaining the succession of management fads’, International Journal of Human Resource Management, 4 (2), pp.443-463. • Ramsay, H. (1977) ‘Cycles of control: worker participation in sociological and historical perspective’, Sociology, 11 (3), pp.481-506. Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Week 7: Politics and Ethics Learning Objectives • • • • Critically evaluate the routes through which management knowledge is produced and disseminated Evaluate the measures of quality that are applied to quantitative and qualitative research and consider their relative status as forms of knowledge creation Analyse the role of knowledge creation in enabling less powerful organisational voices to be heard and understood Analyse the ethical implications of the knowledge creation process within a context of ethical oversight and debates about bureaucratization Readings • Bell, E. & Bryman, A. (2007) ‘The ethics of management research: an exploratory content analysis’, British Journal of Management, 18(1), pp.63-77. • C.R. & Greenwood, R. (2002), ‘ASQ Forum: disconnects and consequences in organization theory?’, Administrative Science Quarterly, Knowledge Creation 14 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 47 (3), pp.411–421. • Clegg, S.R. (2002) ‘“Lives in the balance”: A comment on Hinings and Greenwood’s “Disconnects and consequences in organization theory?”’ Administrative Science Quarterly, 47 (3), pp.428-441. • Easterby-Smith, M., Golden-Biddle, K. & Locke, K. (2008) ‘Working with pluralism: determining quality in qualitative research’, Organizational Research Methods, 11 (3), pp.419-429. • Grey, C. (2010) ‘Organizing studies: publications, politics and polemic’, Organization Studies, 31 (6), pp.677-694. • Pratt, M.G. (2008) ‘Fitting oval pegs into round holes: tensions in evaluating and publishing qualitative research in top-tier North American journals’, Organizational Research Methods, 11 (3), pp.481-509. Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Week 8: Insider and Action Research Learning Objectives • • • Analyse the competing traditions of insider and outsider research, including participatory methods of knowledge co-production Evaluate the implications of different forms of action research for practicing managers Describe the relationship between theory and practice within action research Readings Knowledge Creation 15 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 • Brannick, T. & Coghlan, D. (2007) ‘In defense of being “native”: The case for insider academic research’, Organizational Research Methods, 10 (1), pp. 59-74. • Cassell, C. & Johnson, P. (2006) ‘Action research: explaining the diversity’, Human Relations, 59 (6), pp.783-814. • Coghlan, D. (2001) ‘Insider action research projects: Implications for practising managers’, Management Learning, 32 (1), pp.49-60. • Eden, C. & Huxham, C. (March 1996 or 2005?) ‘Action research for management research’, British Journal of Management, 7(1), pp. 75-86. • Evered, R. & Louis, M.R. (1981) ‘Alternative perspectives in the organizational sciences: “Inquiry from the inside” and “inquiry from the outside.”’ Academy of Management Review, 6 (3), pp.385-395. • Greenwood, D.J., Whyte, W.F. & Harkavy, I. (1993) ‘Participatory action research as a process and as a goal’, Human Relations, 46 (2), pp. 175192. • Zuber-Skerritt, O. & Perry, C. (2002) ‘Action research within organisations and university thesis writing,’ The Learning Organization, 9(4), 171-179. Literature Synthesis • Post your Literature Synthesis both to your Learning Set and to the Turnitin link provided by Saturday (Day 3) Learning Set Participation • Post your initial response to the questions both to the Learning Set Discussion forum and to the Turnitin link provided by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Week 9: Personal Values and Reflexivity Learning Objectives • Evaluate the impact of reflexivity in management knowledge creation Knowledge Creation 16 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 • Analyse the role of reflexivity within competing paradigms of management research Readings • Bigley, G.A. & Roberts, K.H. (2001) ‘The incident command system: high reliability organizing for complex and volatile task environments’, Academy of Management Journal, 44 (6) pp.1281–1299. • Carmeli, A. & Markman, G.D. (2010) ‘Capture, governance, and resilience: strategy implications from the history of Rome’, Strategic Management Journal. • Comfort, L.K., Sungu, Y., Johnson, D. & Dunn, M. (2001) ‘Complex systems in crisis: Anticipation and resilience in dynamic environments’, Journal of Contingencies and Crisis Management, 9 (3), pp.144–158. • Kaplan, S. (2008) ‘Framing contests: strategy making under uncertainty’, Organization Science, 19 (5), pp.729–752. • Roberts, K.H. (1990) ‘Some characteristics of one type of high reliability organization’, Organization Science, 1 (2), pp.160–177. Learning Set Participation • Post your initial response to the questions to the Learning Set by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. Week 10: The CAL Final Report Learning Objectives • • • Evaluate the role of knowledge creation in addressing workplace-based problems Analyse the cultural, historical and political complexities of the knowledge creation process Evaluate how this module has affected personal approaches to addressing workplace-based problems Knowledge Creation 17 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. Last update: 23 May, 2013 Readings • Document: CAL Final Report Sample Structure Learning Set Participation • Post your initial response to the questions to the Learning Set by Monday (Day 5) and respond to your teammates by Wednesday (Day 7). On Days 1- 4 (Thursday-Sunday) be sure to engage your learning set members with questions about the reading or with your answers to the above questions. CAL Final Report • Post your Report by Wednesday (Day 7) The Doctoral Development Plan (DDP) Entry Knowledge Creation 18 Copyright - Laureate Online Education © All rights reserved, 2000 – 2013, The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and any additional material is copyrighted by Laureate Online Education B.V. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)