Kursusinformation

Who are we avnd how do we become who we are, doing the things we end up by doing? In social research, critical scholars have increasingly drawn attention to the limitations of theory offering explanations of these questions based on a logic of objectivity or scientific rationality alone (Cunliffe, 2022; Mowles, 2021; Sandberg & Tsoukas, 2011). From a critical perspective, if we are socially formed then we can never be fully objective about our own formation: our views will always be partial. But rather than apologizing for our own partiality, reflexivity enables us to mobilize our partial points of view in pursuit of more helpful and resonant accounts of who we are and what we find ourselves doing together. Reflexivity is a methodological resource, or at least that’s the claim that we will explore together as part of this course.

To become reflexive is to assume and to acknowledge that both practitioners and researchers together produce the empirical material that is used to generate knowledge about organizational life (Cunliffe, 2011). Here, reflexivity is an active questioning of taken-for-granted conceptions about the nature of social reality, knowledge, and the validity of our methods of inquiry as social beings (Cunliffe, 2002b, 2008), as well as the conditions or our own forming. It pays attention to the social embedding of knowledge (Mowles, 2021) and thus tries to uncover and acknowledge the partiality of different points of view while standing firm about the value of theories arising from subjective and intersubjective ontologies and epistemologies (Cunliffe, 2022). It assumes no privileged position somehow outside the social, but it also has a tendency to unravel our certainties. So in discussing reflexivity we also have to concern ourselves with the question of the criteria by which we can evaluate the quality of knowledge claims (Tracy, 2010) and we have to ask ourselves too whether reflexivity has its limitations (Mowles, 2015).

On the course we will introduce how a variety of different scholars/thinkers have approached the same problematic of reflexivity, from pragmatism (Dewey, 1919;1922), through social constructionism (Gergen, 1997), and dialogic understandings (Shotter, 2005), through phenomenology (Heidegger, 1927), to hermeneutics (Gadamer, 1975) and process sociology (Elias, 2000; Tsoukas, 2019). Within all these perspectives scholars struggle with the question of how social beings can better understand their sociality.

Learning objectives

·        Students achieve a working understanding of a taxonomy of research methods and their theoretical underpinnings.

·        Students improve their ability to identify and articulate their own theoretical assumptions, preferences and research perspective and locate it in the taxonomy above.

·        Students understand the relevance of reflexivity theoretically and practically for their research.

·        Students experience the difference that reflexivity can make to them as researchers through experiential pedagogy.

Students become more fluent in talking, listening and being moved by others: they become more group-minded.

Teaching methods:

Having introduced some traditions of thinking about reflexivity, the course will then demonstrate in practice how reflexive theorizing can be achieved in ways that are rigorous and persuasive. We will try to walk the talk together in taking reflexivity seriously as a practice and in a group setting. The reflexive theorizing will have to be developed in ways that are consistent with the participant’s chosen research method.

The workshop is highly participatory and students are encouraged to work with their own research – both metatheoretically and also practically when it comes to the particular methods used. We will conduct hands-on exercises where participants get a chance to reflect on how different ways of approaching reflexivity may be helpful in their research.

Organizer:

Karina Solsø, PhD, Vising Lecturer, Department of Culture and Learning & Visiting Lecturer at University of Hertfordshire, UK

Lecturers:

Chris Mowles, Professor, Director of the Doctor of Management Programme, University of Hertfordshire, UK

Lone Hersted, Associate Professor, Head of the research group POLO (Processes and Learning in Organizations), Department of Culture and Learning, Aalborg University

Morten Ziethen, Associate Professor, Department of Culture and Learning, Aalborg University

The four lecturers will provide feedback to the ph.d students’ extended abstracts.

ECTS: 3

Date: 13th to 15th November 2023

Place: Kroghstraede 3, Aalborg

Number of seats: 20

Deadline for registration: October 1st 2023
Deadline for extended abstract: 15th October 2023

Important information concerning PhD courses

We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 1000 for each course where the student does not show up. Cancellations are accepted before deadline 1st May. Registered illness is of course an acceptable reason for not attending on those days, but please let the secretary know. Furthermore, all courses open for registration approximately three months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.