1099932

Nanna Mik-Meyer, Professor, Department of Organization, Copenhagen Business School

Anne Reff Pedersen, Professor MSO, Department of Organization, Copenhagen Business School

Anne Roelsgaard Obling, Associate Professor, Institute for Leadership and Organization, Danish Defence

The PhD student should be well versed in basic literature on qualitative methods and be in the middle of – or just finished with – his/her data collection. The student should attach to the application one document:

A brief note (no more than 300 words), listing:

• Your research topic and research question(s)
• Precise description of the data you have gathered 5 August 2020
• Key concepts/theoretical perspective(s) that inspire your research
• Five key questions on methodological/analytical issues in your project

Deadline for sending this document is 5 August 2020.

The PhD student will be told if he/she is accepted to the course before 8 August 2020. If you are accepted you should work out a three-pages (maximum) analysis of data gathered in your PhD project. The three pages shall offer an analysis of interview quotes/sequences or text from documents. This data should weigh 1/3 of the presentation (approx. one page) and the analysis of the data should weigh 2/3 of the presentation (approx. 2 pages).

Deadline for sending this text is 4 September 2020.

An important feature of qualitative research is that it generally describes itself as inductive rather than deductive, that is, qualitative research develops interpretation and concepts based on empirical data rather than collecting data to test for given hypotheses or models. However, qualitative analyses vary in relation to when in the process concepts enter the analytical work. Consequently, this course will involve analytical approaches that have an explicit conceptual basis and an analytical approach that builds the conceptual framework along the way.

Dialogue-based lectures, group discussions as well as concrete feedback sessions to all participating students. The three pages analysis of data provided by all participants will constitute the outset for discussions in the course (cf. ‘student presentations’), and you must be prepared to participate in discussions of your individual presentation as well as other students’ analyses.

Day 1
10.00    Introduction to the course – Mik-Meyer
10.30    Lecture 1 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART

11.30    Lunch

12.30    Lecture 2 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART 2
13.30    Break
13.45    Joint discussion
14.45    Break
15.00    Lecture 3 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART 3

16.00    Day ends

Day 2
9.00     Lecture 4 Mik-Meyer: EXAMPLE 1: GROUNDED THEORY
9:45     Joint discussion
10:30   Lecture 5 Mik-Meyer: How to conduct a GT analysis
11.15   Break
11:30   Lecture 6 Reff Pedersen: EXAMPLE 2: NARRATIVE ANALYSIS
12:30   Lunch
13.30   Joint discussion
14:15   Lecture 7 Reff Pedersen: How to conduct an NARRATIVE analysis

15:00   Student presentations
16.00   Day ends

Day 3
9.00     Lecture 8 Obling: EXAMPLE 3: PHENOMENOLOGY 
10.00   Joint discussion
10.45   Lecture 9 Obling: How to conduct an PHENOMENOLOGY analysis
11.30   Break
11:45   Student presentations and discussions 
12:30   Lunch
13.30   Student presentations and discussions
15.00   Break
15.15   Student presentations and discussions 
16.00   Day ends

Day 4
9.00     Lecture 10 Mik-Meyer: EXAMPLE 3: SYMBOLIC INTERACTIONISM
10.00   Joint discussion
10.45   Lecture 11 Mik-Meyer: How to conduct an SI analysis
11.30   Break
11:45   Student presentations and discussions
12:30   Lunch
13.30   Student presentations and discussions
15.00   Break
15.15   Lecture 12: Mik-Meyer: PROS AND CONS TOWARDS DIFFERENT ANALYTICAL APPROACHES
16.00   Course ends

1) The course will provide the students with hands-on knowledge on how to conduct systematic, consistent and transparent analyses of qualitative data.

2) The course will discuss qualitative analysis in relation to the aforementioned three perspectives and their criteria of how to progress from data to analysis.

3) By sharing examples of actual analysis, the students with have a good platform for developing the quality of their PhD’s projects’ analyses as well as learn from the discussions of fellow students’ projects.

On completion of the course, students should have better understanding of the craft skill needed for conducting convincing qualitative analyses.

Certificates will be granted to students with full participation in all sessions. The students will receive a diploma where it is certified that the students have taken part in and completed all requirements for the PhD course.

Järvinen, M. & Mik-Meyer, N. (2020) Qualitative Analysis. London: SAGE. Please read chapters: 1, 2, 3, 4, 5, 10, 11 and 12. (Key book of the course)

Blumer, H. (1986) Chapter 1 “The methodological position of symbolic interaction” and chapter 3 “Society as symbolic interaction” in Blumer, H. (ed) Symbolic Interactionism. Perspective and method. Berkeley: University of California Press. (approx. 70 pages)

Clarke, A. E. (2003) Situational analysis: grounded theory mapping after the postmodern turn, Symbolic Interactionism, 26 (4): 533-576.

Gephardt, R. 2004. What is qualitative research and why is it important? Academy of Management Journal, 7: 454–462.

Holstein, J. A. & Gubrium, J. F. (1995) The active interview. New York: Sage.

Humle, D. M., & Pedersen, A. R. (2015). Fragmented work stories: Developing an antenarrative approach by discontinuity, tensions and editing. Management Learning, 46(5), 582-597.

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): 481-509.

Pratt, M. G. (2009) For the lack of a boilerplate: tips on writing up (and reviewing) qualitative research, Academy of Management Journal, 52 (5): 856-862.

Schütz A (1944) The Stranger: An essay in social psychology, American Journal of Sociology, 49(6): 499–507.

Searle, C. & Silverman, D. (1997) Ensuring rigour in qualitative research, The European Journal of Public Health, 7 (4): 379-384.

Vaara, E., Sonenshein, S., & Boje, D. (2016). Narratives as sources of stability and change in organizations: approaches and directions for future research. Academy of Management Annals, 10(1), 495-560.

Supplementary literature

Blumer, H. (1986) Symbolic Interactionism. Perspective and method. Berkeley: University of California Press.

Charmaz, K. (2006) Constructing Grounded Theory: A practical guide through qualitative analysis. London: Sage.

Denzin, N. K. & Lincoln, Y. (2000) (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage.

Goffman, E. (1990) The presentation of self in everyday life. New York: Double day.

Justesen, L. & Mik-Meyer, N. (2012) Qualitative research methods in organisation studies. Copehagen: Hans Reitzels Publishers.

Patton, M. Q (2001) Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.

Silverman, D. (2013) Interpreting qualitative data. London: Sage.

Suddaby, R. (2006) From the Editors: What grounded Theory is not, Academy of Management Journal, 49(4), 633-642.

Copenhagen Business School
Kilen - Kilevej 14 A
DK-2000 Frederiksberg
Room: KL 4.74 (4th floor)

PhD support
Nina Iversen
Tel.: +45 3815 2475
E-mail: ni.research@cbs.dk

Please note that your registration is binding after the registration deadline.

In case we receive more registrations for the course than we have places, the registrations will be prioritised according to two factors: 1) PhD projects that fit the content of the course, and 2) CBS PhD Students