An Introduction to Video Methods in Organizational Research

LeBaron, Curtis; Jarzabkowski, Paula; Pratt, Michael G.; Fetzer, Greg

doi:10.1177/1094428117745649

Cited by 99 publications

(82 citation statements)

References 83 publications

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“…This emerging interest has led to a growing body of studies that use audio/video‐recordings as their principal data to explore, for example, how emotion features in strategic work (Liu and Maitlis, ) and how strategic work involves material, bodily and spatial actions (cf. Jarzabkowski, Burke and Spee, ; LeBaron et al ., ). Focused ethnography differs from, and thus is able to contribute to, this body of research by concentrating on the organization of particular work practices identified through ethnographic fieldwork.…”

Section: Typology Of Phenomenology‐based Ethnographic Methodsmentioning

confidence: 97%

Phenomenology‐Based Ethnography for Management Studies and Organizational Analysis

Lehn

2018

British J of Management

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This paper introduces phenomenology-based ethnography as a novel ethnographic approach for research in management studies and organizational analysis and describes three methods that have been developed from this approach: life-world analytical ethnography, focused ethnography and go-along ethnography. Phenomenology-based ethnography has emerged from developments in sociology that draw on 'social phenomenology' developed by Alfred Schütz. These developments involve the use of phenomenology-based ethnographic methods that shift the focus of research onto participants' subjective experiences of the field further than has been required by other ethnographic approaches. This paper uses a set of dimensions that allow a comparison of these phenomenology-based methods' aims, techniques of data collection and analysis, and required effort. These three methods are then compared with current ethnographic methods used in organizational research and management studies. The paper concludes with a discussion that explores and addresses the critique of how phenomenology-based ethnography conceives the relationship between the researcher and the research subject.

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Section: Typology Of Phenomenology‐based Ethnographic Methodsmentioning

confidence: 97%

Phenomenology‐Based Ethnography for Management Studies and Organizational Analysis

Lehn

2018

British J of Management

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“…To facilitate the discussion, I have divided the videoblogging process into four parts -sender, channel, artefact, receiver -all located in the organizational context but affected by the outside environment. This section does not go into methodological detail, because ultimately the particular research question of a study directs how video data are used (LeBaron et al, 2018). However, I will offer suggestions on how to construct an understanding of the factors influencing the generation and consumption of videoblogs in organizations to research design, focusing in particular on how videoblogging influences social practices in organizations.…”

Section: Researching Videoblogs and Videobloggingmentioning

confidence: 99%

“…It comprises multimodal elements, namely, audio and visual, and sensory (referring to feelings, like empathy with the vlogger, but not touch) (Meyer et al, 2013;Pink et al, 2015;Hall, 2016). The data can be viewed asynchronously, rewound, rewatched, jumping between sequences in the video (LeBaron et al, 2018). A number of books and articles discuss how to consider and use these qualities in analysis (see for example Hindmarsh and Tutt, 2012;Gylfe et al, 2016;Wilhoit, 2017).…”

Section: Researching Videoblogs and Videobloggingmentioning

confidence: 99%

“…A number of books and articles discuss how to consider and use these qualities in analysis (see for example Hindmarsh and Tutt, 2012;Gylfe et al, 2016;Wilhoit, 2017). The qualities may make video data seem able to depict true interactions, but researchers should bear in mind that any video data are always constructed rather than just captured (Ray and Smith, 2012;LeBaron et al, 2018). Therefore, decisions regarding the production of a video have ontological and theoretical implications (LeBaron et al, 2018).…”

Section: Researching Videoblogs and Videobloggingmentioning

confidence: 99%

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Strategizing with organizational videoblogs: sensegiving, self-branding or spectacle?

Krohn

2019

QROM

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Purpose Despite the increased interest in video methods and the role of visuality in organizations and management, the use of video in organizations has received scant attention. The purpose of this paper is to explore organizational videoblogs as a phenomenon, and discuss avenues that open up for qualitative research. The paper examines the affordances of organizational videoblogs in a strategy context by contrasting them with more conventional corporate videos, in order to discuss how spectacularization and social media style communication is influencing social practices in organizations. Design/methodology/approach First, this paper introduces the phenomenon of organizational videoblogging and its implications for research. Second, it engages in a theoretical discussion on videoblogs as a strategizing activity, through three different analytical lenses: strategic sensegiving, strategic self-branding and strategy as spectacle. Illustrative empirical examples are used to support the theoretical discussion. Findings The paper argues that organizational videoblogging is a phenomenon that changes social practices in organizations by injecting a visual, social media type communication. Organizational videoblogs emphasize authenticity and provide new affordances for sensegiving and self-branding in strategizing, but ultimately lead us to ask whether they risk turning strategizing into an infotainment-like spectacle. Originality/value The value of this paper lies in conceptualizing how and why organizational videoblogs can be studied in organizations. The paper provides future research with vocabulary and characteristics to distinguish different types of video in organizations.

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“…In our work, we promote a perspective on emergent storytelling that develops from data collection and analysis, allowing the research to drive the narrative, and situating it in the context from where data was collected. We rely on theories and practices of research and storytelling that leverage the affordances of participant observation and interview for the construction of narratives (Bailey & Tilley, 2002;de Carteret, 2008;de Jager, Fogarty & Tewson, 2017;Gallagher, 2011;Hancox, 2017;LeBaron, Jarzabkowski, Pratt & Fetzer, 2017;Lewis, 2011;Meadows, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Research as storytelling: the use of video for mixed methods research

Walker

Boyer

2018

Video J. of Educ. and Pedagogy

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Background: Mixed methods research commonly uses video as a tool for collecting data and capturing reflections from participants, but it is less common to use video as a means for disseminating results. However, video can be a powerful way to share research findings with a broad audience especially when combining the traditions of ethnography, documentary filmmaking, and storytelling. Results: Our literature review focused on aspects relating to video within mixed methods research that applied to the perspective presented within this paper: the history, affordances and constraints of using video in research, the application of video within mixed methods design, and the traditions of research as storytelling. We constructed a Mind Map of the current literature to reveal convergent and divergent themes and found that current research focuses on four main properties in regards to video: video as a tool for storytelling/research, properties of the camera/video itself, how video impacts the person/researcher, and methods by which the researcher/viewer consumes video. Through this process, we found that little has been written about how video could be used as a vehicle to present findings of a study. From this contextual framework and through examples from our own research, we present current and potential roles of video storytelling in mixed methods research. With digital technologies, video can be used within the context of research not only as data and a tool for analysis, but also to present findings and results in an engaging way. Conclusions: In conclusion, previous research has focused on using video as a tool for data collection and analysis, but there are emerging opportunities for video to play an increased role in mixed methods research as a tool for the presentation of findings. By leveraging storytelling techniques used in documentary film, while staying true to the analytical methods of the research design, researchers can use video to effectively communicate implications of their work to an audience beyond academics and use video storytelling to disseminate findings to the public.

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An Introduction to Video Methods in Organizational Research

Cited by 99 publications

References 83 publications

Phenomenology‐Based Ethnography for Management Studies and Organizational Analysis

Phenomenology‐Based Ethnography for Management Studies and Organizational Analysis

Strategizing with organizational videoblogs: sensegiving, self-branding or spectacle?

Research as storytelling: the use of video for mixed methods research

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