Qualitative Research in Business Communication: A Review and Analysis

Tucker, Mary L.; Powell, Karen Sterkel; Meyer, G. Dale

doi:10.1177/002194369503200405

Cited by 20 publications

(15 citation statements)

References 37 publications

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“…Such approaches are recommended where little is known on the subject matter or where it is quite vague or does not have a solid theoretical foundation (Eisenhardt, 1989;Tucker et al, 1998). The first phase of this study was a large-scale survey of MNEs involving structured interviews with senior HR practitioners in MNEs.…”

Section: Methodsmentioning

confidence: 99%

Global talent management: exploring talent identification in the multinational enterprise

McDonnell

Hickey²,

Gunnigle

2011

EJIM

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Abstract:In recent decades, interest in talent management has continued to grow among practitioners, consultants and academics. Conceptual development and subsequent empirical analysis has been limited and struggled to keep pace with the plethora of management consultancy reports in the area. More recently, global talent management has come to the fore due to the increasing importance and challenges Multinational Enterprises (MNEs) face in satisfying their talent demands. This paper analyses the operationalisation of the talent identification stage in global talent management. In doing so, we find that the use of talent pool segmentation is becoming a popular means of identifying and managing talent; however, MNEs face a number of challenges in ensuring that it is an effective system. Keywords: talent identification; GTM; global talent management; talent pools; MNE; multinational enterprise; high potentials.

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Section: Methodsmentioning

confidence: 99%

Global talent management: exploring talent identification in the multinational enterprise

McDonnell

Hickey²,

Gunnigle

2011

EJIM

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“…By applying these arguments to our case we questioned whether the producers of the texts (students) took the role of creative directors, identifying the cultural world of their colleagues (audience) overseas, and therefore, whether they selected the elements, i.e., words, images and symbols, that evoked culturally appropriate meanings (McCracken 1988 Our research is a response to the need to better understand the complexity of global professional communication. It also responds to the critique that, due to limited and conventional research methodologies, studies in the field support narrow research paradigms on repetitive topics (Tucker, Powell & Meyer, 1995). In this paper we offer a "situation focused" communication approach that considers the complexity of contemporary global professional communication.…”

Section: Rq 1 What Variables Of Both the Film Makers And Target Audmentioning

confidence: 99%

Business communication as cultural text: Exchange and feedback of promotional video clips

Zaidman

Holmes

2009

International Journal of Intercultural Relations

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Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in International journal of intercultural relations.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional "texts"-video clips to promote a university program-which they exchanged with their counterparts overseas to receive feedback.We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories-information and language-as important analytical tools.Variables of age, gender, intra-and intercultural differences, and (cultural) context also resulted in student audiences" multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a "situation focused communication approach," where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts.

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“…The combination of qualitative and quantitative research methods provides data and findings that are much richer than those derived from one of these methods alone. Qualitative methods are commonly used as a first step in quantitative studies (Tucker et al, 1995), and the ESLA team used observational data to formulate quantitative surveys as well as to focus researchers' attention on pertinent issues that were further discussed in semi-structured interviews. Furthermore, the combination of methods enabled complementary perspectives of each of the settings.…”

Section: Conclusion -The Successful Blendmentioning

confidence: 99%

Painting With and Without Numbers: the use of qualitative and quantitative methods to study social learning

Warne

Pascoe²,

Ali

2005

AJIS

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INTRODUCTIONThe Enterprise Social Learning Architecture (ESLA) team of the Defence Science and Technology Organisation (DSTO), conducted a four-year research study investigating social learning within the Australian Defence Organisation (ADO). The immediate aim of this research was to understand the issues inherent in building learning, adaptive and sustainable systems. The long-term objective was to develop architectures that would support the development of information systems to guide and enhance organisational learning and facilitate knowledge management. In this paper we will discuss the methodologies used by the ESLA team to gain understanding into effective social learning and the organisational and cultural factors that support such learning. Also, the paper will discuss the lessons learned from methodological approaches to this study as well as support tools used to analyse large volumes of qualitative data. There has been an increasing emphasis in the past decade on investigating the social and organisational factors that may underpin successful information system development and usage (Butterfield and Pendegraft, 1996;Davenport and Prusak, 1992;DeLone and McLean, 1992). Investigation of these issues necessitates a sound understanding of organisational culture, human social interactions, communication and relationships, and reflects an increasing awareness of the importance of the social aspects of socio-technical systems that people work and operate in. This paper describes the process by which the qualitative methods in this study of knowledge processes were expanded to include quantitative methods. It focuses on how this combination of data collection methods evolved, and the ways in which it was capitalised on to provide a much more enriched set of findings than would have been the case if qualitative or quantitative methods had been used alone. The paper also focuses on pitfalls that arose in the use of the various methods, including those associated with the use of software for qualitative data, and the means by which a successful methodological blend can be achieved with research relating to knowledge and its management.

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Qualitative Research in Business Communication: A Review and Analysis

Cited by 20 publications

References 37 publications

Global talent management: exploring talent identification in the multinational enterprise

Global talent management: exploring talent identification in the multinational enterprise

Business communication as cultural text: Exchange and feedback of promotional video clips

Painting With and Without Numbers: the use of qualitative and quantitative methods to study social learning

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