Creative Methods in Organizational Research

Broussine, Michael

doi:10.4135/9781849208772

Cited by 33 publications

(35 citation statements)

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“…We use freehand drawing as a projective technique (i.e., the 'output of artistic endeavors allows participants to reveal inner thoughts and feelings that may not be accessible through more conventional developmental modes' (Taylor and Ladkin, 2009, p. 56)) to embody students' experience of Irish politics that is then available for reflection and sensemaking (Broussine, 2008;Gaya Wicks and Rippin, 2010;Grisoni and Collins, 2012;Rose, 2008). Thus, through the process of creating drawings and then making them available as a means of accessing tacit knowledge about Irish politics, meaning is assigned by both the individuals who create the drawings and the audience who then interpret them (Rose, 2008;Warren, 2002).…”

Section: Resultsmentioning

confidence: 99%

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Donnelly

Hogan

2013

Eur Polit Sci

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Recognising that the world into which students emerge upon graduation is characterised by constant change, we embrace a critical pedagogy that can be implemented in the classroom through the use of freehand drawing. Freehand drawing is a technique that can stimulate a critical stance, as visual representations allow us to comprehend the world differently, while permitting us see how others understand the world. First year students, in their first lecture, were asked to draw their interpretations of Irish politics and to explain in writing what they had drawn. The students were then placed in groups and asked to note what they saw in each other's drawings, allowing for the identification of general patterns and themes. In this context, freehand drawing facilitates our ability to: 'see' how we understand a topic and that there are multiple ways of understanding; test theories, orthodoxies and accepted truths; scrutinise tacit assumptions; and ponder other possibilities. In employing freehand drawing in this manner, our aim is to create a learning environment where students develop their capacity for critical self-reflection.

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Section: Resultsmentioning

confidence: 99%

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Donnelly

Hogan

2013

Eur Polit Sci

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“…She uses a different analogy, literary invention, to explore the notion of theorizing suggesting that such an approach does not create a fiction but rather provides a means to engage with reality by using a narrative plot to explore and make sense of the complexities of organizational practice and context. This suggests that developments in what have been called 'creative methods in organizational research' (Broussine 2008), including dialogue, stories, poetry, theatre, art and drawing may be worthy of serious consideration. Further, recent writings on organizational ethnography focus on the notion that truth is essentially unknowable in any objective or generalizable sense, but it is the interpretations, representations and experiences of the researcher that take center stage.…”

Section: The Second Blindness: Transformation and Mimesismentioning

confidence: 99%

Journeying and the experiential gaze in research: Theorizing as a form of knowing

French

Gaggiotti

Simpson

2014

Culture and Organization

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“…The tablecloth technique, where participants are asked to record their responses on a large paper tablecloth, was used (De Chesnay, 2015). This allows for the capture of more holistic and presentational ways of knowing and enables participants to tap in to unconscious insights and escape the linearity (Reason, 2001;Broussine, 2008;Page et al, 2014). Participants were then asked to:…”

Section: An Appreciative Inquiry Informed Intervention/methodsmentioning

confidence: 99%

“…The researcher then used Broussine's (2008) "multifaceted" method to systematically explore and qualitatively analyse picture data utilising the research questions as sub headings. Two of the main qualities used in the analysis of drawings are in part from the metaphorical representation and multifaceted components which offer insights into unconscious thought and expression (Broussine, 2008;Page et al, 2014). Data analysis involved a prolonged and intimate period with the data, iteratively cross-referencing the data in relation to the research questions (Creswell, 2007).…”

Section: An Appreciative Inquiry Informed Intervention/methodsmentioning

confidence: 99%

Positive emotion in workplace impact

Wall

Russell

Moore

2017

JWAM

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Purpose The purpose of this paper is to highlight the role of positive emotions in generating workplace impacts and examine it through the application of an adapted appreciative inquiry process in the context of a work-based project aimed at promoting integrated working under challenging organisational circumstances. Design/methodology/approach The paper adopts a case study methodology which highlights how an organisation facing difficult circumstances (such as austerity measures, siloed cultures, constant threats of reorganisation, and requirement to work across occupational boundaries) adapted an appreciative inquiry intervention/method. Findings This paper found, first, that the utilisation of appreciative inquiry in the context of an adapted work-based project in difficult organisational circumstances generated positive emotions manifest through a compelling vision and action plans, second, that the impacts (such as a vision) can become entangled and therefore part of the wider ecological context which promotes pathways to such impact, but that, third, there are a various cultural and climate features which may limit the implementation of actions or the continuation of psychological states beyond the time-bound nature of the work-based project. Practical implications The paper illustrates how an organisation adapted a form of appreciative inquiry to facilitate organisational change and generated outcomes which were meaningful to the various occupational groupings involved. Originality/value This paper offers new evidence and insight into the adaptation of appreciative inquiry under challenging circumstances in the context of a work-based learning project. It also provides a richer picture of how positive emotion can manifest in ways which are meaningful to a localised context.

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Creative Methods in Organizational Research

Cited by 33 publications

References 0 publications

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Journeying and the experiential gaze in research: Theorizing as a form of knowing

Positive emotion in workplace impact

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