Management education through autoethnography

Sambrook, Sally

doi:10.1080/13678868.2020.1818529

Cited by 12 publications

(8 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An autoethnography is a qualitative research approach that is becoming more common in HRD literature (Gedro et al, 2013;Grenier, 2015Grenier, , 2016Sambrook, 2020). In this type of research, authors are the focus of the study, describing and analytically examining a phenomenon through personal experiences that are shaped by legal, social, and cultural effects (Grenier, 2015).…”

Section: Methodological Choicementioning

confidence: 99%

The disappearing research agendas of mother‐scholars in academia during the COVID‐19 pandemic: Autoethnographic studies

Lekchiri

Chuang

Crowder

et al. 2022

New Horiz Adult Ed & HR Dev

View full text Add to dashboard Cite

It is not new for mother–scholars to face challenges in balancing work and life demands; however, the COVID–19 pandemic has redefined the meaning of mother–scholars as they maneuver working from home, caring for their dependents, and maintaining their research productivity. The following manuscript is a collection of autoethnographic studies of the experiences of four women of differing ranks in the academy: pre–tenure, mid–career, and late–career. What they all have in common is caregiving responsibilities that abruptly derailed their research agendas when the pandemic interrupted their lives.

show abstract

Section: Methodological Choicementioning

confidence: 99%

The disappearing research agendas of mother‐scholars in academia during the COVID‐19 pandemic: Autoethnographic studies

Lekchiri

Chuang

Crowder

et al. 2022

New Horiz Adult Ed & HR Dev

View full text Add to dashboard Cite

show abstract

“…Auto-ethnography was employed as a method for critically analysing experiential anecdotes. Wall (2006) defines auto-ethnography as “research that connects the personal (auto) to the cultural (ethnos), situating the self in a social context” (Cited in Sambrook, 2020, p. 3). Additionally, there is no clear differentiation between “fact” and “fiction” (Bryman and Bell, 2015).…”

Section: Auto-ethnographical Epistemologymentioning

confidence: 99%

“…It is the researcher's choice on a topic worth discussing and exploring, and he or she should be wary of potential consequences. Auto-ethnography increases the researcher's self-awareness, critical reflection, and reflexivity; however, it can be problematic in terms of ethical considerations and is difficult to master (Sambrook, 2020). According to Doloriert and Sambrook, 2012, there are three primary streams of auto-ethnography: within higher education (HE) organisations, within “previous/other life” organisations and as a member conducting research for other organisations.…”

Section: Auto-ethnographical Epistemologymentioning

confidence: 99%

Multicultural experience in organisations: an auto-ethnographic enquiry

Guruge

2022

JOE

View full text Add to dashboard Cite

PurposeThis paper aims to draw attention to multicultural experience as a manager. It is an auto-ethnographic enquiry which comprises own experiences and intercultural and intra-cultural engagement of the author’s self in both mono-cultural and multicultural environments drawing from archival records of personal account of experience.Design/methodology/approachThe paper adopted auto-ethnographic enquiry of the author’s experience in multicultural environment. The auto-ethnography as a research method is discussed along with its criticisms, validity, reliability and generalisability.FindingsThe findings include power distance, elitism in hiring practices, inclusivity of women, challenges in South Asian Muslim countries, challenges in the non-anglophone country and their implications for a practitioner.Research limitations/implicationsAs the author employed an auto-ethnographic enquiry based on the author’s prior experience, this raises questions about wider generalisability and applicable contexts. Findings of the enquiry can be tested using further qualitative enquiries such as in-depth interviews with a sample of stakeholders in a multicultural environment.Practical implicationsThe paper provides insights useful in managing in multicultural environments discussed. Also, it provides implications for policy makers in organisations. Practitioners can use the paper to get an insight into the markets the author already have been to and use the learning for decision-making during market development efforts.Originality/valueAuto-ethnography in multicultural environment is scant. This auto-ethnographical enquiry provides original content of practitioner experience compared with the related theory.

show abstract

“…As a method, it enables the learners to document their interactions and negotiations with food and self and in the process study and critique socio-political and cultural practices (Boylorn & Orbe, 2020 ; Holman Jones, 2018 ). Already established as a pedagogical practice, critical autoethnography has been reviewed in literature both from the facilitators’ and learners’ perspectives (Armstrong, 2008 ; Barr, 2019 ; Dania, 2021 ; Pennington, 2007 ; Roland & Jones, 2020 ; Sambrook, 2021 ; Yazan, 2019 ). The learner-centric paradigm of critical autoethnography that emphasizes the visibility of learners’ voices and responses to pedagogical practices (Cook, 2014 ; Crawley et al, 2008 ) is the premise on which TAPA is based.…”

Section: Task-based Autoethnographic Pedagogical Approach (Tapa)mentioning

confidence: 99%

Task-based Autoethnographic Pedagogical Approach: a phenomenological inquiry into online learning of Critical Food Studies courses

Vijayaraghavan

Chattaraj

2022

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

The disengaging experiences reported in the online mode of learning have resulted in considerable deliberations highlighting the need for pedagogical innovations. Therefore, it is crucial to rethink these ideas and develop pedagogical approaches that accommodate a dynamic understanding of learning spaces and meet the demands of the teaching–learning environment of the contemporary period. This study discusses the various steps through which the task-based autoethnographic pedagogical approach (TAPA) was implemented in an undergraduate-level Critical Food Studies course and proposes it as an effective approach to administering certain courses by enabling active learning in the online mode. The study captures learners’ perceptions of meaningful online learning experiences by using an interpretative phenomenological approach, mapping the aspects that contribute to a sense of rekindled interest and involvement in the course. Some of the dominant patterns that emerge from this phenomenological study are (1) appreciation towards praxis-based online learning, (2) recognition of lived space as a ripe site for inquiry and learning, (3) a heightened sense of engagement with lived contexts, and identity discourses, (4) learners’ negotiations with TAPA, and (5) learner as an active agent and curator of knowledge. Thus, while situating TAPA as an effective pedagogical approach for online learning and Critical Food Studies curriculum, it is also posited as an approach that initiates negotiation with the epistemic hierarchies within academia. Supplementary Information The online version contains supplementary material available at 10.1007/s12564-022-09809-x.

show abstract

Management education through autoethnography

Cited by 12 publications

References 68 publications

The disappearing research agendas of mother‐scholars in academia during the COVID‐19 pandemic: Autoethnographic studies

The disappearing research agendas of mother‐scholars in academia during the COVID‐19 pandemic: Autoethnographic studies

Multicultural experience in organisations: an auto-ethnographic enquiry

Task-based Autoethnographic Pedagogical Approach: a phenomenological inquiry into online learning of Critical Food Studies courses

Contact Info

Product

Resources

About