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960271 |
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Course |
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| Qualitative Approaches to Theory Building | ||
Faculty |
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Verena Girschik, Department of Management, Society and Communication, CBS Jasper Hotho, Department of International Economics and Management, CBS Mark Lorenzen, Department of Innovation and Organizational Economics, CBS |
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Course Coordinator |
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| Verena Girschik | ||
Prerequisites |
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| This course is designed for doctoral students in economics, management and organization who are interested in understanding qualitative research and qualitative approaches to theory building. Although the course aims to provide state-of-the-art insights, it does not require previous knowledge of or experience with qualitative research. The modules are tailored towards students who aspire to publish in and review for highly ranked international journals. | ||
Aim |
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| The course aims to equip students with the ability to read, write and evaluate papers applying qualitative methodologies, and to understand how qualitative research can contribute to theory building. Much attention will be paid to the importance of the alignment between research question, qualitative approach, research design, and opportunities for theory development. The course does not aim to provide an exhaustive overview of qualitative methods, nor will it cover more specific approaches to data collection and analysis. | ||
Course content |
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| For details, see below under ‘Lecture plan’. | ||
Teaching style |
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| The course is organized as a four-day intensive workshop, structured in seven sessions. Each session combines an introductory lecture with in-class assignments and discussion. Students are expected to prepare for each session by reading the assigned literature, and participate actively. The course closes with a review assignment in which students are challenged to evaluate and critique a paper, and to offer constructive suggestions for its improvement. The review should be around 5 pages (max. 1500 words) and will be graded pass/fail. | ||
Lecture plan |
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Day 1 (April 23, 2018): Qualitative research: Purpose and approaches Day 1 provides a general introduction to qualitative research and its value as a means for theory development. Session 1 provides an introduction to qualitative research, its value, and possible rationales for adopting a qualitative research design. Session 2 introduces different approaches to doing qualitative research, and we will practice how to evaluate the strengths, weaknesses, and appropriateness of these approaches, and to recognizing these approaches in practice. Session 1: Introduction 10.00—12.30 Topics include: • What is qualitative research? • The purpose and value of qualitative research • Justifying qualitative research: When is qualitative research appropriate? Session 2: Alternative approaches to qualitative research 13.00—16.00 Topics include: • Alternative approaches to qualitative research in management research: Eisenhardt, Gioia, and beyond • Theory-method fit in qualitative research • Exercise: Recognizing and evaluating alternative approaches in practice. Day 2 (April 24): Designing and evaluating qualitative research Day 2 aims to equip students with the ability to design and evaluate qualitative research designs. Session 3 introduces students to central elements of qualitative research designs, including case selection and the selective introduction of variance. The session also highlights the importance of congruence between research question and research design. Session 4 focuses on the evaluation of qualitative research designs. Students are introduced to the meaning of rigor in qualitative research designs, and some of the ways in which rigor can be evaluated. Session 3: Designing qualitative research 10.00—12.30 Topics include: • Qualitative research designs: Single, comparative, and multiple case studies • Case selection strategies • Ensuring congruence between research question and research design Session 4: Evaluating qualitative research 13.00—16.00 Topics include: • Rigor in qualitative research • Exercise: Evaluating the alignment between research question, approach and design Day 3 (April 25): Moving from findings to theory Day 3 focuses on the opportunities for theorizing and theory development enabled by qualitative research. Session 5 introduces students to different types of theory and theorizing. We also discuss different forms of theory development and how these are enabled by different qualitative approaches. In session 6, we will look at alternative ways in which a theoretical contribution may be constructed. We will focus on the iterative process of going back and forth between data and theory and discuss alternative ways in which contributions may be constructed. Session 5: Theorizing from qualitative findings 10.00—12.30 Topics include: • What is theory? • Forms of theorizing • The opportunities for theorizing enabled by alternative qualitative approaches Session 6: Constructing a theoretical contribution 13.00—16.00 Topics include: • Moving from findings to theory—and back • Alternative ways of constructing theoretical contributions • Exercise: Identifying, comparing and evaluating alternative ways of constructing a contribution Day 4 (April 26): Reviewing, writing and publishing qualitative research Day 4 focuses on challenges related to the outcome of qualitative research, namely the writing of qualitative research papers and the subsequent publishing process. Session 7 focuses on the challenges of condensing rich qualitative findings into a concise and convincing manuscript, and the importance of writing to convince reviewers of the credibility of qualitative research findings in the absence of significance levels, effect sizes, and measures of explained variance. The day ends with a panel discussion between the instructors (and participants) of the course on the challenges of getting qualitative research published in leading academic journals in the field of management. The instructors will draw on their experience as authors, reviewers, and editors of qualitative research papers. Session 7: Writing up qualitative research April 26, 10.00—12.30 Topics include: • The challenges of writing up qualitative research • Establishing credibility through writing • Writing effective abstracts Session 8: Panel discussion: Editor, author and reviewer perspectives on publishing qualitative research April 26, 13.00—16.00 Topics include: • Reviewing qualitative research manuscripts • Expectations of reviewers, authors and journals • Handling reviewer comments |
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Learning objectives |
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Exam |
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Other |
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Start date |
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| 23/04/2018 | ||
End date |
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| 26/04/2018 | ||
Level |
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| PhD | ||
ECTS |
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| 3 | ||
Language |
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| English | ||
Course Literature |
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| Tentative course literature (to be updated):Day 1• Gehman, J., Glaser, V. L., Eisenhardt, K. M., Gioia, D., Langley, A., & Corley, K. G. (2017). Finding Theory–Method Fit: A Comparison of Three Qualitative Approaches to Theory Building. Journal of Management Inquiry, 1056492617706029.• Siggelkow, N. (2007). Persuasion with case studies. Academy of Management Journal, 50(1), 20-24.• Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative inquiry, 12(2), 219-245.• Langley, A., & Abdallah, C. (2011). Templates and turns in qualitative studies of strategy and management. Research Methodology in Strategy and Management, 6, 201-235.• Example of research: Maguire, S., & Hardy, C. (2009). Discourse and deinstitutionalization: The decline of DDT. Academy of management journal, 52(1), 148-178.Day 2• Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard educational review, 62(3), 279-301.• Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social research methods, 2, 214-253.• Seawright, J., & Gerring, J. (2008). Case selection techniques in case study research: A menu of qualitative and quantitative options. Political Research Quarterly, 61(2), 294-308.• Moran-Ellis, J., Alexander, V. D., Cronin, A., Dickinson, M., Fielding, J., Sleney, J., & Thomas, H. (2006). Triangulation and integration: processes, claims and implications. Qualitative research, 6(1), 45-59.• Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633-642.• Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532-550. • Eisenhardt, K. M., & Graebner, M. E. (2007). Theory building from cases: Opportunities and challenges. Academy of management journal, 50(1), 25-32.• Langley, A., Smallman, C., Tsoukas, H., & Van de Ven, A. H. (2013). Process studies of change in organization and management: Unveiling temporality, activity, and flow. Academy of Management Journal, 56(1), 1-13.• Langley, A. (1999). Strategies for theorizing from process data. Academy of Management review, 24(4), 691-710.• Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational Research Methods, 16(1), 15-31.Day 3• Klag & Langley: Approaching the conceptual leap in qualitative research• Welch, C., Piekkari, R., Plakoyiannaki, E., & Paavilainen-Mäntymäki, E. (2011). Theorising from case studies: Towards a pluralist future for international business research. Journal of International Business Studies, 42(5), 740-762.• Langley, A. (1999). Strategies for theorizing from process data. Academy of Management Review, 24(4), 691-710. • Sutton, R. I., & Staw, B. M. (1995). What theory is not. Administrative Science Quarterly, 371-384.• Weick, K. E. (1995). What theory is not, theorizing is. Administrative Science Quarterly, 40(3), 385-390.• DiMaggio, P. J. (1995). Comments on" What theory is not". Administrative Science Quarterly, 40(3), 391-397.• Corley, K. G., & Gioia, D. A. (2011). Building theory about theory building: what constitutes a theoretical contribution?. Academy of management review, 36(1), 12-32.• Whetten, D. A. (1989). What constitutes a theoretical contribution?. Academy of management review, 14(4), 490-495.• Cornelissen, J. (2017). Editor’s Comments: Developing Propositions, a Process Model, or a Typology? Addressing the Challenges of Writing Theory Without a Boilerplate. Academy of Management Review, 42(1), 1-9.• Cornelissen, J. P., & Durand, R. (2014). Moving forward: Developing theoretical contributions in management studies. Journal of Management Studies, 51(6), 995-1022.Day 4• Corley, K. (2012). Publishing in AMJ—Part 7: What's Different about Qualitative Research?. Academy of Management Journal, 55(3), 509-513. • Golden-Biddle, K., & Locke, K. (1993). Appealing work: An investigation of how ethnographic texts convince. Organization Science, 4(4), 595-616. • Locke, K., & Golden-Biddle, K. (1997). Constructing opportunities for contribution: Structuring intertextual coherence and “problematizing” in organizational studies. Academy of Management journal, 40(5), 1023-1062.• Pratt, M. G. (2009). From the editors: For the lack of a boilerplate: Tips on writing up (and reviewing) qualitative research. Academy of Management Journal, 52(5), 856-862. • 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.• Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16(10), 837-851.• Patriotta, G. (2017). Crafting papers for publication: Novelty and convention in academic writing. Journal of Management Studies. | ||
Fee |
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| DKK 3,900 | ||
Minimum number of participants |
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| 10 | ||
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Maximum number of participants |
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| 15 | ||
Location |
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Each day from 10-16 Kilevej 14A – room K4.74 2000 Frederiksberg |
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Contact information |
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PhD-Support Bente S. Ramovic bsr.research@cbs.dk Tel: +45 3815 3138 |
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Registration deadline |
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| 19/03/2018 | ||
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Please note that the registration is binding after the registration deadline. |
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