
The Qualimetrics Approach
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Content
- Front Cover
- The Qualimetrics Approach
- Observing the Complex Object
- A volume in Research in Management Consulting
- Series Editor: Anthony F. Buono, Bentley University
- CONTENTS
- PART I: GENERAL PROBLEMS AND CRITICAL ANALYSIS OF METHODOLOGY
- 1. Principal Methods Utilized in Management Science Research 5
- 2. Critical Analysis of Research Methodologies 63
- part II: A PROPOSed METHOD FOR RESEARCH CONSTRUCTION
- 3. The Interactive Approach of the "Researcher-Strategist" for Making Progress in Research Work 109
- 4. Research Materials 153
- 5. Construction of Knowledge and Research Results 183
- 6. A Practical Guide for Thesis Construction: Doctoral Student Piloting Indicators 217
- part III: PERSPECTIVES FOR PROGRESS TOWARD IN-DEPTH AND UP-CLOSE OBSERVATION IN MANAGEMENT RESEARCH
- 7. In-Depth and Up-Close Scientific Observation of The Research Object 265
- 8. Processing Qualitative Information 285
- 9. Research in the Field: The Example of Intervention-Research 303
- Research in Management Consulting
- The Qualimetrics Approach
- Observing the Complex Object
- Henri Savall and Véronique Zardet ISEOR and Institut d'Administration des Entreprises, University Jean Moulin Lyon 3
- Information Age Publishing, Inc.
- Charlotte, North Carolina www.infoagepub.com
- Preface
- Anthony F. Buono
- Preface to the 2004 Edition
- Qualimetrics Contributions to Research Methodology
- David Boje
- References
- Foreword
- Henri Savall and Véronique Zardet
- 1. The tacit depreciation of innovative concepts and methodologies rooted in a kind of intolerance. It should be replaced by explicit and public controversy, a source of progress in all scientific domains.
- 2. Methodological and epistemological religious wars as well as "lynchings" between partisans of opposing approaches, quantitative versus qualitative, positivist versus constructivist, in vitro simulation versus in vivo experimentation, and so forth
- 3. Mimetism without critical thinking regarding Anglo-Saxon publications and methodological imitation without epistemological value- added. A few years ago, ISEOR launched a long-term research program on Anglo-Saxon methodology and epistemology, in p...
- Acknowledgments
- Henri Savall and Véronique Zardet
- Introduction to the 2011 Edition
- Henri Savall and Véronique Zardet
- Doubts About "Mainstream" or "Institutionalized" Measurement Methods: The Quest for Hidden or Implicit Information
- The Qualimetric Approach: Contribution to Content Analysis
- Qualimetric Modeling: Combining Qualitative, Quantitative, and Financial Measurement
- Multiple Levels of Analysis and Measurement of Economic Value: Individual, Group, Organization, and Society
- Intervention-Research, Qualimetric Modeling and Implementation
- The quest to establish the epistemological bases of qualimetric intervention-research: the implicit in management theory
- New Challenges, Prospects, and Orientations for Research Methodology
- NOTE
- Appendix A: The 10 (Generic) Quality Criteria
- 1. Rigor:
- 2. Formulation:
- 3. Coherency:
- 4. Originality:
- 5. Relevance:
- 6. Explication:
- 7. Positioning:
- 8. Contribution:
- 9. Rationale:
- 10. Delimitation:
- Appendix B: Pairs of Critical Points and Quality Criteria Actually Utilized by RSDG Reviewers as Revealed by Our Content Analysis
- Textbox 1. The Epistemologist's Point of View on Social Science Research
- Figure 1. Scientific orientation in management research.
- Textbox 2: Economic Sciences and Social Sciences
- Introduction to the 2004 Edition
- Henri Savall and Véronique Zardet
- Semantic Questions on Research in Management Science
- The Position of Management Sciences within the Field of Social Sciences
- Legitimacy of the Normative Dimension in Management Research
- Misrepresentation and Monopolization of the Word "Theory" as Synonymous with Abstract Discourse
- Differences Between The Research Field and The Research Object
- The Specific Object of Management Sciences
- Research Field or Terrain
- Theme, Object, or Subject of Research?
- Model or Representation of Simple or Complex Objects?
- Model and Representation
- Discrepancies Between Realities and Representations
- Issues in Management Research Methods
- General Outline of the Volume
- NOTE
- Textbox 3. Interaction Between Sciences
- Textbox 4: Some Sensitive Words: Abstraction, Experience, Hypothesis, Rule, Theory
- Figure 2. Defining and distinguishing the scientific research couple field-objecta (Example of two different research projects within the same field: Enterprises in distress).
- Figure 3. Object and perimeter of research.
- Textbox 5: Godelier and Habermas: Society's Demand for Research
- Textbox 6. Some Reference Points for "X-Raying" Theories of Scientific Intent: Observation, Tools, Conceptualization, Normativity, Truth?
- Textbox 7. One, Two, Three, Many, or How Imprecision Comes to Accountants (Excerpt From the journal Sciences de Gestion, 1985)
- Textbox 7. (Continued)
- Part I
- GENERAL PROBLEMS AND CRITICAL ANALYSIS OF METHODOLOGY
- Textbox 8: Scientific Knowledge and Epistemology
- Figure 7. Links between elements of a knowledge structure (= knowledge rules as results of scientific research).
- Figure 8. Management science in France: current tendencies (1).
- Principal Methods Utilized in Management Science Research
- The Process of Reasoning or Knowledge Production
- Epistemological Positions
- The Explicit Statement of Paradigms
- Positivism
- Constructivism
- What Epistemology for Management?
- Fundamental, Applied or Empirical Research?
- Forms of Reasoning: Deductive, Inductive, Abductive?
- Abductive Reasoning
- The Deductive, Inductive, and Abductive Reasoning Loop
- Typology of Research Methods in Management Sciences
- What is a Research Method?
- Qualitative Research Methods
- Case Study
- Experimental Research
- Action Research or Action Science
- Study or Research: A Specific Case of Action Research?
- Intervention Research
- Participative and Nonparticipative Observation
- Methods of Processing Qualitative Data
- Advantages and Limits of Qualitative Methods
- Quantitative Research Methods
- Collecting Data Through Questionnaires
- Designing Questionnaires
- Constituting a Sample
- Administering Questionnaires
- Advantages and Limitations of Questionnaires
- Databases and Polls
- Methods for Processing Quantitative Data
- Descriptive Statistics
- Explicative Statistics
- Linear Regression Methods
- Variance Analysis
- Correlation Analysis
- Examples of Factorial Analysis
- Advantages and Limits of Quantitative Methods
- Possible Combinations for Qualitative and Quantitative Methods
- Conclusion
- NOTES
- CHAPTER 1
- Figure 9. Management science in France: current tendencies (2).
- Figure 10. Deductive/inductive alternation.
- Table 15. Inductive Reason
- Figure 11. Research methods for case studies.
- Figure 12. Conscious or unconscious semantic confusion?
- Table 1. A Synthetic Framework for Four Approaches to Management Science Research
- Figure 13. Architectural schema of an expert system.
- Table 2. The Quality of Quantitative Measures
- Table 3. Some Comparisons Among Different Modes of Administering a Questionnaire
- Table 4. Generally Accepted Ideas about Primary and Secondary Data
- Figure 14. Different types of data.
- Figure 15. Progressive degrees of information development.*
- Figure 16. The influence of bias related to the researcher's ideology and to the perimeter of the research object on knowledge produced.*
- Figure 17. Developing a sample: The various methods of selecting a sample.
- Table 23. Explication? Causality? Predictability? Normativity?
- Figure 18. Example of the utilization of research terrains for qualitative and quantitative analysis according to the qualimetric approach.
- Figure 19. Two foundations of the qualimetrics approach proposed in this book.
- Appendix (Table 5): Comparative Table of the Principal Methods of Management Science Research
- Figure 24. The conflict-cooperation dialectical system for the production of knowledge of scientific intent.
- Figure 25. The risks of nonscientific academism.
- Figure 20. The status of the field: Interpretation.
- Figure 21. A noncondescending conception of the "field."
- Critical Analysis of Research Methodologies
- Principal Methodological Criticisms Formulated by the Community of French-Speaking Teacher-Researchers in Management
- The Role of the "Field" in Research Work in Management Sciences
- The Qualitative-Quantitative Debate
- The Criteria of "Good" Research
- Emerging Questions
- Our Analysis of Some Critical Points of Methodology
- Rejection of the Dichotomy Between Fundamental and Applied Research
- Linguistic Misuse of the Word "Theory"
- The Enterprise, Field and Laboratory: The Conceptualization-Experimentation Alternation
- The Coproduction of Knowledge in the Continuum of Research Actors: From the Researcher-Practitioner to the Practitioner-Researcher
- The Role and Utility of Management Science Research for Civil Society
- Repositioning Researchers in Society: Conceptual Innovation and Value-Added Differential
- The Researcher's Production: What Evaluations and Sanctions?
- Interresearcher Deontology and Code of Fair Competition: Indispensable Tolerance and Plurality
- The Courage of the Researcher Faced With the Risk of Academic and Scholastic Isolation
- Improving the Researcher's Status in Civil Society: Three Scenarios for the University of Tomorrow 4
- The Promotion of Research
- Hidden Ideologies or Implicitly Normative Conceptualizations
- Epistemological Quality of Management Research: The Importance of Explicitly Stating Underlying Ideologies, Coincidental or Deliberate
- Controversy as a Tool for Improving Quality Versus Censure and the Law of Silence
- Influence and Role of Anglo-Saxon Thought in Management Research
- Hidden Theoretical Revivals or Survivals: The Strength of Traditional Classicism
- Hidden Philosophies of Political Scope and Use of Metaphors
- The Scientific Project: Observe? Explain? Transform the Universe?
- The Qualitative-Quantitative Religious War
- Two Types of Qualitative and Quantitative Modelization
- Articulation Between Qualitative and Quantitative Research
- Articulation Between Social Sciences and Management Sciences
- The Presence of Other Disciplines in Management Science Research
- The Role of Economics in Management Science Research
- The Risks of Extreme Positions: Rejection or (Con)Fusion
- Conclusion
- NOTES
- CHAPTER 2
- Figure 22. The hijacking of the word "theory."
- Figure 23. Heuristic process of laboratory-field alternation.
- Figure 26. Constructing the body of hypotheses of the thesis.
- 1. it serves new basic hypotheses imposed by observation and critical examination of contemporary economic reality.
- 2. it states a norm explicitly and logically, a norm of econometrics that is practically inevitable: the full development of the Human Resource.
- Figure 27. Qualimetrics approach: The QQFI evaluation model (qualitative, quantitative and financial).
- Figure 28. Confusion between a product of synthesis and its basic ingredients.
- Figure 28bis. Example of structuring research on the management of illiteracy problematics inside businesses.
- Figure 29. The legititmate field of management science.
- Figure 30. The Research Approach in Management Science
- Part II
- PROPOSAL OF A METHOD FOR RESEARCH CONSTRUCTION
- Figure 31. The importance of controversy for progress in scientific knowledge application to the domain of marketing.
- Figure 32. Realistic reference concept for research in management sciences according to the qualimetric approach.
- Figure 33. Circumscribing the research object without mutilating it by respecting its essential complexity.
- The Interactive Approach of the "Researcher-Strategist" for Making Progress in Research Work
- Clearly Defining the Scope of a Scientific Project: Research Project Aim and Choice of Subject
- Criteria for Knowledge of Scientific Intent
- Completeness of the Research
- Epistemological Rigor and Validation Effort
- The Scientific Project or the Nature of the Contribution and its Teleological Aim
- Nature of the Modelization of the Research Object
- Interaction Between the Search for Meaning and the Construction of Tools: Tools Instilled With Meaning
- Choice of the Research Subject
- Rationale and Interest of the Research Subject
- Perimeter of the Research Object
- Articulation Between Individual Research and Collective Research
- Central Hypothesis for Formulating the Research Question
- Importance of the Researcher's Intuition
- Central Hypothesis as Driving Force in the Research Process
- Formulation of the Central Hypothesis
- Articulation Between Rationale, Central Hypothesis and Guiding Thread
- Model of Progressive Structuralization for Knowledge of Scientific Intent
- Problematics of the Representation of Complex Objects in Management Science
- The Two End-Products Resulting from Scientific Activity
- Constructing Knowledge from Data
- How to Obtain Relevant Material
- Rigorous Observation to Ensure the Quality of Each Information Unit for Scientific Use
- The Researcher's Strategic Choices: Occupying a Geopolitical Position to Enable the Efficient Conduct of Research
- The Paradoxical Asymmetry of Two Articulated Logics: Searching for Causes and Searching for Efficiency (Mysterious Rupture)
- Central Hypothesis and Body of Hypotheses: Driving Forces in the Qualitative Modelizationof Complex Objects
- Hypotheses as Driving Force in Research Work and Source of Energy for the Researcher
- 1. The first source of subhypotheses is random, disorderly written production, at any moment and in all circumstances. It is a good habit to immediately seize one's thought in writing-one technique is to write each subhypothesis on a Post-It note...
- 2. Classifying subhypotheses as soon as they are explicitly formulated into research themes and subthemes is the first attempt to find order. It doesn't matter yet whether these themes and subthemes have already been identified and defined, or whet...
- 3. Within each subtheme, hypotheses are classified according to their function in the research process. Every hypothesis has a formulation, sometimes descriptive, sometimes explicative, sometimes prescriptive, which fit together in a logical fashion ...
- 4. The previous step locates all the "holes" in the proposed model, that is, descriptive hypotheses for which explicative or prescriptive hypotheses have not yet been formulated, or explicative hypotheses without explicitly formulating a descript...
- Three Sorts of Hypotheses with Increasing Cognitive Value-Added: Descriptive/ Explicative/Prescriptive
- Description of the Object or Descriptive Hypotheses of the Relativity of Observed Facts
- Explicative Hypotheses: Legitimacy of the Interpretation, Limit of Speculation
- Prescriptive Hypotheses: From the Simulation of Propositions to the Experimentation of Recommendations
- Ethnology Of The Research Process (Stages And Successive Iterations) and Progression in Cognitive Value-added Creation
- The Research Procedure: An Organized Heuristic Process
- The Architectural Phase of Research Construction: Design
- The Data Collection Phase (Information and Material): Implementation
- The Production of Cognitive Value-Added Through the Knowledge-Generating Dialectic of Introspection- Exteriorization: The Inter-Researcher Dialogue
- Conclusion
- NOTES
- CHAPTER 3
- Figure 34. Precisely defining problematics with double relevance.
- Figure 35. Example of a double-positioned thesis, with regards to its theoretical framework or reference and by distinguishing hypotheses/postulates.
- Figure 36. The beginning of scientific construction.
- Figure 37. Example of the structured development of a central hypothesis into an arborescent tree-form of hypotheses (= subhypotheses).
- Figure 38. Model of overall research structure.
- Figure 39. Example of research in the domain of management control.
- Figure 40. Synthesis of the body of hypotheses explicitly stating the idée-forces (pivotal ideas).
- Figure 41. Information quality control for scientific usage.
- Figure 42. The researcher of scientific intent immersed in the informational environment.
- Figure 43. The central hypothesis: Tool and driving force of research.
- Figure 44. Solidifying ideas and their classification: An arborescent model.
- Figure 45. Internal structure of knowledge constructed and conveyed through publication of scientific intent.
- Figure 46. Arborescent tree-form of the endogenous construction of a scientific discourse and its positioning in relation to other authors.
- Figure 47. Chronology of the construction of a thesis: Alternation of deductive and inductive procedures.
- Table 6. The Three Dimensions of Hypotheses for Constructing Knowledge of Scientific Intent
- Figure 48. The production of robust knowledge demands a careful Choice of appropriate observation instruments.
- Figure 49. General procedures of scientific intent.
- Figure 50. Heuristic procedure of scientific research.
- Figure 53. Quality control of information for scientific usage.
- Table 7. Continued
- Table 7. Experimentation Fields of the Thesis
- Figure 52. Example of qualimetric tools combining qualitative, quantitative and financial information (qQFi).
- Figure 54. Successive iterative technique for information quality control.
- Research Material
- Articulation between Hypotheses and Research Material
- Choice and Quality Control of Research Materials in the Initial Stages of Knowledge Production Work
- Combining Different Sources of Information and Materials
- Bibliographic Material
- Experimental Material
- Interviews, Documents and Direct Observation
- Who Should be Interviewed? How Should the Relevant Informants be Chosen?
- The Importance of the "Non-dit" (Unvoiced Comments) in Data Collection: Is the "Non-dit" Part of the Observation?
- The Variety of Information and Material: Model for a Threefold Representation of the Object-Qualitative, Quantitative and Financial
- Rigor and Quality Control: Information Collection and Knowledge Construction
- Significance
- Recognizing the Appropriate Distance From the Studied Object
- Combining Sources and Forms: The Triangulation of Data
- Constructing Iterative Schemes to Ensure Contradictory Intersubjectivity
- Difficulties of Historical Order in Interpreting Discourses Gathered Through Interviews: The Effects of Actuality-Memory-Anticipation (AMA)
- Difficulties of Strategic Order in Interpreting Information: The Study of Hobbyhorses, Taboos, and Conflicts (HTC)
- Quality Control of Quantitative Information
- Material Supply Strategy
- Types of Collection
- Methods of Collection, Elaboration, Accumulation, and Selection of Material
- Conclusion
- CHAPTER 4
- Figure 53 continued. Example of qualitative information content analysis-frequency of expression Distribution of recorded phrases on subthemes: Products- markets-technologies-external human potential.
- Figure 53. Skeleton of the body of hypotheses-strategy research (Figure continues on next page.
- Textbox 48. Analysis of Actors' "Non-dit " in 13 Business Cases: Identifying the Dadas, Taboos, and Litigations
- Textbox 48. Continues
- Table 8. Summarized Typology of the Advantages and Disadvantages of the Information Modes Utilized
- Figure 55. Qualitative measurement and graphic representation of qualitative results construction of a measurement tool of industrial democracy.
- Table 9. Descriptive Explicative Prescriptive Model for Prospective Research (Age Management) Heart of the Management Model for Army Officer Ages
- Figure 56. Dialectics of two movements-generators of scientific knowledge.
- Figure 57. Research construction process.
- Figure 58. Process for the elaboration of cognitive value added: Structuring themes and key-ideas
- Figure 59. Generic knowledge construction from cases: The generic contingency principle.
- Construction of Knowledge and Research Results
- Progressive Elaboration of the Body of Hypotheses: First Stage in the Provisional Construction of Knowledge
- The Body of Hypotheses: A Tool for the Construction of Refutable Knowledge
- Precautions to Be Taken in Formulating the Body of Hypotheses
- A Model of Knowledge Structuration: Themes, Subthemes, and Key Ideas
- Notion and Classification of Key Words: From Themes to Key Ideas
- The Evolving Status of the Key Idea: From the Hypothesis to the Knowledge Rule
- The Arborescence of Themes, Subthemes and Sub-Sub- Themes as a Method for the Classification of Key Ideas
- The Construction of Knowledge Through an Interactive Procedure
- Precautions to Be Taken in the Production of Knowledge of Scientific Intent
- Some Quality Defects in the Construction Process of Knowledge With Scientific Intent
- Some Ticklish Even Thorny Questions: Causality, Contingence, Universality, Modelization, and Representation
- Two Dangerous, Monopolistically Inclined Usurpations: Scientificity and Theory
- Proposition for a Synthetic Framework Combining Qualitative and Quantitative Approaches, General Concepts, and Contextual Knowledge: The Generic Contingency Principle
- Substantial Contingency and Procedural "Universality"
- Incorporating Specific Cases Into Statistical Series: Reconciliation of Qualitative and Quantitative?
- Research Results
- Different Types of Research Results: Principles, Laws, Validated Knowledge, and Validation of Hypotheses
- Significance and Validity of Research Results
- Limits and Relativity of Research Results
- Some Ways to Improve the Quality and Validity of Research Results
- Communication of Research Results Through a Qualimetrics Approach to Knowledge and Scientific Discourse: From Key Ideas to pivotal ideas Supported by Metrics
- The Combination of Results qQFi
- Building a Communication Text
- Describing and Explaining the Research Protocol
- Conclusion
- CHAPTER 5
- Figure 60. Value added of scientific work: Process permitting to pass from the anticipation of a rule to a recognized knowledge rule.
- Table 10. Some Illustrative Internet Sites for Bibliographic Research
- Figure 61. Structuration of the thesis as a finished text, communication between the researcher and the readers users of the research findings.
- Textbox 50. The Scientific Mind: Laws, Causality, Phenomenology and History of Ideas
- Figure 62. Knowledge production of scientific intent.
- Figure 63. Example of qualimetric evaluation.
- Figure 64. Validation by observation of the effects on the research object of the application of knowledge acquired through the research.
- Figure 65. System for elaborating meaning in the management research process.
- Textbox 52. Building a Text: Key-Words, Idées Forces (Pivotal Ideas), Detailed Outline and Rhetoric
- Textbox 52. Continued
- Figure 66. Dialectical movement of knowledge structuration: Idea/observation/idea.
- Figure 67. Comparative advantages of qualitative and quantitative methods.
- Table 11. Example of Qualimetrics Evaluation Applied to the Domain of Marketing:1 Summary of the Evolution of the Commercial Marketing Function in Nine Businesses
- Table 11. Continued
- Table 12. Correction and Self-Correction Card for the Guiding Thread
- 1. Is the train of thought explicit? That is, is there continuity in the logic of the ideas that lead to the demonstration?
- 2. Is the value-added of the research or the thesis (according to the version of the guiding thread) expressed?
- 3. Are key-words underlined and defined in the lexicon?
- 4. Is it possible to take the guiding thread and summarize the key-ideas (KI)? (One KI per paragraph). Are the key-ideas linked together logically? Are any missing?
- 5. Are the themes of the research or of the thesis identified?
- 6. Is the text simple and readable for all involved?
- 7. Is the name clearly mentioned?
- 8. Are the date and number of the version clearly mentioned?
- 9. Is the subject of the thesis clearly mentioned?
- 10. Have spelling and syntax been checked?
- Table 13. Correction and Self-Correction Card for the Central Hypothesis
- 1. Is the final goal of the thesis explicit? Is it directly linked to the problematics of the subject being dealt with (improve, transform, create)?
- 2. Is the object of the final goal mentioned (service, enterprise, technique, practice)?
- 3. Does the hypothesis reflect the approach chosen by the PhD student for dealing with the subject (concept, process, methodology)? Is the approach stated precisely (characteristics)?
- 4. Are the sufficient and necessary conditions identified for this approach to attain the fixed goal?
- 5. Does the central hypothesis express the commitment the PhD student is willing to make?
- 6. Are the key-words underlined and defined in the lexicon?
- 7. Is the hypothesis well formulated? Is it directly linked to an idée force (pivotal idea)?
- 8. Is the subject of the thesis clearly mentioned in the document?
- 9. Is the name clearly mentioned?
- 10. Are the date and number of the version clearly mentioned?
- 11. What are the contributions the thesis will make (new concept, in-depth examination of a notion, widening the field of application)?
- A Practical Guide for Thesis Construction and the Doctoral Student's Piloting Indicators
- Tools and Methods for Constructing the Core of the Thesis
- The Problematics, the Central Hypothesis, and the Guiding Thread
- The Body of Hypotheses
- The Lexicon
- The General Layout and the Detailed Outline With Key Ideas
- The General Layout of the Thesis
- Detailed Outline With Key Ideas
- The First Stage: Exploiting the Materials
- Second Stage: Designing the Detailed Outline With Key Ideas
- The Final Write-Up of the Thesis
- Segmentation of the Core into subThemes: Thematic Periphery and Integration of the Bibliography
- Various Levels of Bibliographic Integration
- Identifying References and Significant Contributions by Other Authors
- Positioning Ideas and Finding Obtained by the Researcher: Different Confrontations
- Enriching the Body of Hypotheses Through the Bibliography
- Drawing Up Bibliographic Summary Cards
- Integration Table for Bibliographic Material
- Tools for Piloting a Thesis: The Importance of the Researcher's Work Methods
- Timetable of Thesis Building Operations
- Thesis Action Plans: Overall Multiannual Plan and Detailed Semester Priority Action Plans
- Multiannual Plans
- Semester Priority Action Plans
- Thesis Piloting Indicators: An Interface Tool Between the Doctoral Student and Thesis Advisor
- (a) Initial thesis project: probable theme and problematics, probable experimental material and central hypothesis. This document permitted the admissions board of the doctoral school and/or research center to approve enrollment in PhD thesis.
- (b) Problematics
- (c) Central hypothesis
- (d) Guiding thread
- (e) Lexicon
- (f) Body of hypotheses and arborescent tree-form
- (g) List of provisional and actual experimental material
- (h) List of provisional and actual bibliographic material
- 1. General layout of the thesis
- 2. Detailed outline with key ideas
- 3. Detailed outline with key ideas commented by the research advisor: this document forms the basis of an extensive quality control performed by the thesis advisor before the final write-up.
- 4. First written version
- 5. Second version rewritten in case of major writing difficulties
- 6. Version for the thesis advisor's "pass for press."
- The Importance of Work Methods: The Researcher's Gestures and Reflexes
- Regular Accumulation
- Write Regularly
- Inscribe the Completion of One's Thesis into One's Agenda
- Proposal for a Thesis Supervision Method and Tools to Interface the Doctoral Student-Thesis Advisor Relationship
- Individual and Collective Supervision
- Conclusion
- CHAPTER 6
- Table 14. Summary Card for the Body of Hypotheses Theme and Subtheme
- Figure 68. Tree of the segmentation and development of the central hypothesis.
- Figure 69. Structure of the body of hypotheses.
- Table 15. Excerpt from a Body of Hypotheses on Management Research
- 1. During various workgroup sessions bringing together intervener- researchers and actors, certain actors formulated hypotheses about the competence and behavior of other actors with reference to possible evolutions of these objects through the manag...
- 16. Certain actors seem to have a static conception of professional competence and behavior and do not seem to be conscious of the importance of the elasticity of human work, the myth of staticity of competence and behavior is particularly tenacious.
- 31. Management intervener-researchers should disturb current beliefs within the enterprise by implementing methods and techniques that invalidate myths and beliefs concerning static conceptions of competence and human behavior at work.
- 64. Intervener-researchers can actively demonstrate to the actors of the enterprise that competence and human behavior become malleable objects through the management instrumentation that they transfer and adapt to the enterprise.
- 2. The behavior of certain hierarchical actors, during various dysfunction interviews, is characterized by a latent or apparent will to deny any need for the development of professionalism to preserve what could be deemed an acceptable social façade.
- 17. In the presence of intervener-researchers, the behavior of certain actors is informed by the preoccupation of preserving a social façade which they consider acceptable, because they attribute the dysfunctions to other actors and/or other departm...
- 32. The revelation of the real functioning of the organizational system by the intervener- researcher using projections from the diagnosis should contribute to invalidating the myth of the naïve intervener- expert and thus demonstrate to actors as w...
- Figure 70. Thesis structure and general layout logic.
- Table 16. Correction and Self-Correction Card for the Final Detailed Outline
- 1. Does the structure of the Detailed Outline correspond to that of the general outline?
- 2. Does the Detailed Outline include all of the key-ideas from the key-idea index cards?
- 3. Are materials inserted into the text (for illustration and validation)?
- 4. Are the hypotheses integrated into the text?
- 5. Are the tables and figures inserted into the text?
- 6. Are bibliographic notes indicated?
- 7. Is there a general introduction and introductions to all sections and chapters?
- 8. Is there a general conclusion and intermediate conclusions (sections, chapters)?
- 9. Is there a lexicon?
- 10. Is there an outline and table of contents?
- 11. Is there a bibliography?
- 12. Is the final Detailed Outline well-typed?
- 13. Have all abbreviations been eliminated?
- 14. Has the style remained "telegraphic"?
- 15. Are hypotheses easily identifiable (par ex.: in italics or framed)?
- 16. Have the sub-division and numbering of sections been completed?
- 17. Are references supplied for the materials?
- Table 17. Summary Card for Bibliographic Materials
- Table 18. Summary Card for Experimental and Field Materials
- Table 19. Excerpt From a Detailed Outline With Key Ideas
- Table 19. (Continued)
- Table 20. Correction and Self-Correction Card for the Final Write-Up (Excerpt)
- 2. Legal mention:
- 2. Invited persons
- 2. Sections with chapters
- 2. Main chapters are presented on the right-hand page (nota: right-hand pages have uneven numbers, left-hand pages have even numbers).
- 3. Identification of division and sub-division codes
- 4. High quality typing work
- 5. Tables and figures are numbered and have names
- 6. Footnotes are numbered
- 7. Minimum spacing of 1.5
- 8. Tables and figures are text-processed and legible.
- 2. Citation of the research team's basic works
- 3. Citation of the team's publications (ex.: reports), reference indications of reports
- 4. Methodology-tools: cited at their first application (be careful to use complete citations for first citations)
- Table 21. Correction and Self-Correction Card for Positioning
- Table 22. Excerpt of a Body of Hypotheses Enriched by Bibliographic Research
- Table 23. Example of a Bibliographic Summary Card
- Table 24. Thesis Timetable
- Table 24. (Continued)
- Table 24. (Continued)
- Table 24. (Continued)
- Table 25. Excerpt From a Priority Action Plan for Research
- Table 26. Nomenclature of the Body of Hypotheses
- 1.1. Strategic behavior and practices of company executives and management personnel
- 1.2. Time as an organizational parameter
- 1.3. Rationalization logics: articulating internal time and external time
- 1.4. Organizational plasticity: new strategic responses and new modes of work organization
- 2.1. Worktime reorganization and negotiation process
- 2.2. Conception, means, tools and resources for implementing the worktime adjustment and reduction project
- 2.3. Redeployment of strategy and communication
- 2.4. Evaluation of the worktime adjustment and reduction project and decision aide tools
- 3.1. Company actors' resistance to change (management, salaried personnel, union delegates)
- 3.2. The role of internal and external actors
- 3.3. The involvement of actors
- 4.1. Reassessing the role of management: the new role of managers and the increased coordination role of human resource management
- 4.2. New time management practices, planning- programming and the distribution of missions and responsibilities
- 4.3. Integrating enduring change: the learning process
- 5.1. Working conditions and social climate
- 5.2. Job management
- 5.3. Work autonomy
- 5.4. Involvement and interest of work
- 5.5. Immediate results (competitiveness, profitability) and potential creation
- Figure 71. Example of positioning core/thematic periphery and nomenclature of the body of hypostheses.
- Table 27. Running a Thesis Meeting: An Example
- part III
- PERSPECTIVES FOR PROGRESS TOWARD IN-DEPTH AND UP-CLOSE OBSERVATION IN MANAGEMENT RESEARCH
- Figure 72. Photographs of mites taken with an electronic microscope. (Figure continues on next page.)
- Figure 72. Continued.
- Table 28. Stages and Possible Bias of Research Using Questionnaires
- Table 28. Continued
- IN-DEPTH AND UP-CLOSE SCIENTIFIC OBSERVATION OF THE RESEARCH OBJECT
- What is In-Depth and Up-Close Scientific Observation?
- Precision, Rigor of Scientific Observation, and Distance From the Studied Object
- The Complex and Immaterial Object of Management Sciences: A Reminder
- Observation Instruments
- The Pool of Informants and the Researcher's Geopolitical Position in the Geographical Space
- Actor-Informants
- Subjectivity Reduction
- The Researcher's Relationship to the Field and the Role of the Field in Research Work
- Research Work and the Researcher's Position
- THE Time Factor in Scientific Observation
- Instantaneous Observation
- Successive Cross-Sectional Cuts or Dynamic Snapshots
- Longitudinal Process Observation
- Conclusion
- NOTE
- CHAPTER 7
- Figure 73. The researcher's geopolitical position for observing the organization(s).
- Figure 74. Complexity of the choice of the intervener-researcher's position.
- Table 32. Chronology of the Construction of a Thesis
- Table 30. Chronological Procedure of In-Depth Observation
- Table 31. Management Science Research and Recruitment Subtheme 1: The So-Called Rationality of Recruitment
- Table 29. Example of Positioning Grid for the Researcher's Ideas With Regard to Other Authors in Preparation for the Final Write-up
- Figure 75. Knowledge of scientific intent.
- Figures 76 and 77. Methodolgies for processing interview.
- Processing Qualitative Information
- The Mirror-Effect
- Mirror-Effect Techniques and Benefits
- Method for Performing a Mirror-Effect
- Method for Mirror-Effect Presentation
- SEGESE Expert System Software
- Limits of the Mirror-Effect
- Expert Opinion
- Hierarchical Organization of the Mirror-Effect
- The Researcher's Expression of the Actors' Non-dit (Unvoiced Comments)
- Quality Control of Elaborated Knowledge: Degree of Significance and Generic Contingency
- The Challenge: The Palliative Proposition of the Contradictory Intersubjectivity Concept Objectivity
- Internal Validity and External Validity of Research Findings
- Conclusion
- CHAPTER 8
- Table 33. Example of Qualimetric Processing of Qualitative Data From Semidirective Interviews (With the Aid of Segese Software)
- Figure 78. Resorting to negotiated language in socioeconomic diagnosis.
- Figure 79. Knowledge structure of the SEGESE expert system.
- Figure 80. A sensitive question: Can objectivity be attained?
- Table 35. Quantitative Processing of Qualitative Information: An Example (Classification Based on Change Dissemination of Teams in an Enterprise)
- Table 34. Tool for Implementing The Convergence-Specificity Table for the Mirror-Effect
- Textbox 65. Intermediate Processing of an In-Depth Qualitative Interview: An Example
- Textbox 65. Continued
- Textbox 66. Story Deconstruction Guidelines (Adapted From Boje & Dennehy, 1993)
- 1. Duality search. Make a list of bipolar terms, any dichotomies that are used in the story. Include the term even if only one side is mentioned. For example, in male-centered and/or male-dominated organization stories, men are central and women are ...
- 2. Reinterpret the hierarchy. A story is one interpretation or hierarchy of an event from one point of view. It usually has some form of hierarchical thinking in place. Explore and reinterpret the hierarchy (e.g. in duality terms how one dominates th...
- 3. Rebel voices. Deny the authority of the one voice. Narrative centers marginalize or exclude. To maintain a centre takes enormous energy. What voices are not being expressed in this story? Which voices are subordinate or hierarchical to other voice...
- 4. Other side of the story. Stories always have two or more sides. What is the other side of the story (usually marginalized, under-represented, or even silent)? Reverse the story, by putting the bottom on top, the marginal in control, or the back st...
- 5. Deny the plot. Stories have plots, scripts, scenarios, recipes, and morals. Turn these around (move from romantic to tragic or comedic to ironic).
- 6. Find the exception. Stories contain rules, scripts, recipes, and prescriptions. State each exception in a way that makes it extreme or absurd. Sometimes you have to break the rules to see the logic being scripted in the story.
- 7. Trace what is between the lines. Trace what is not said. Trace what is the writing on the wall. Fill in the blanks. Storytellers frequently use "you know that part of the story". Trace what you are filling in. With what alternate way could you...
- 8. Resituate. The point of doing 1 to 7 is to find a new perspective, one that re-situates the story beyond its dualisms, excluding voices or singular viewpoint. The idea is to reauthor the story so that the hierarchy is re-situated and a new balance...
- Table 36. Example of Intertheoretical Positioning: Transorganizational Development (TD) Gameboard
- Figure 81. Experimentation-research in management science.
- Figure 82. Cognitive power of experimentation-research.
- Textbox 67. Dynamic Concept of Structures: The Delicate Question of Self-Adjustment
- Research in the Field
- The Example of Intervention-Research
- Typology of Research Methods in Management: Their Relationship to the Field
- Research Outside the Enterprise or Organization
- Research Including a Distant Observation Phase
- Intervention-Research or Experimentation-Research
- Sensitive Issues between Research Advisors and PhD Students: The Status of the Field and its Importance in Management Research
- Intervention-Research
- Is Intervention-Research Merely a Constituent of Consulting?
- The Transformative Perspective of Intervention-Research
- Negotiating Intervention-Research
- The Roles of the Intervener-Researcher
- The Role of Negotiator
- The Role of Extractor of Information for Scientific Use
- The Role of Expert
- The Role of Intervener: The "Manipulator ... Manipulated"
- A Comparative Study of Three French Teams with Extensive Intervention-Research Experience
- Brief Introduction to the Teams
- Research Problematics and Theoretical Frameworks
- Procedures for Accessing the Field
- Intervention-Research Methodologies
- Information Collection
- Principles for Conducting Intervention-Research
- Management Tools Utilized in intervention Research
- Founding Principles of Research Common to the Three Teams
- Transformation-Oriented Interventions
- Dissemination of Research Findings
- Intervention-Research: Research and Intervention?
- The Knowledge Genesis Process and Intervention-Research
- The coProduction of Knowledge between Researchers and Company Actors: The Concepts of Cognitive Interactivity and Contradictory Intersubjectivity, the Mirror-Effect Techniques, and the Non-Dit Unvoiced Comments
- The Process of Reasoning or Knowledge Development
- Conclusion
- CHAPTER 9
- Figure 83. Genesis of scientific demonstrations in view of constructing robust knowledge: The still.
- Figure 84. Contribution of intervention-research to the development of interactive synergies among actors within and in orbit around the spheres of higher education.
- Table 37. Excerpts from a Body of Hypotheses
- Textbox 68. Example of a Doctoral Research Project Conducted According to Intervention-Research Methodology
- Table 38. Example of a Specification Manual for Negotiations: Case of a Social Organism
- Table 39. Excerpts From a Body of Hypotheses- Management Control Research
- Textbox 69. Henri Fayol and Action-Research by Jean-Louis Peaucelle Excerpts from the Review Gérer et Compredre (December 2000)
- Textbox 69. (Continued)
- Textbox 69. (Continued)
- Figure 85. Example of a thesis on the management of organizations that rely extensively on volunteer work.
- Table 40. Origin of Experimental Materials
- Table 41. Distribution of Key-Ideas in Actor's Spontaneous Expression With Reference to Socio-Economic Themes
- Table 42. State Validation of the Body of Hypotheses in Various Cases of Experimentation
- Figure 87. Principle for the construction of generic knowledge shared by a group of actors (A, B, C)
- Figure 86. Integrating a variety of individual actors and groups into a generic knowledge production system.
- Figure 88. The qualimetrics approach to research in management sciences.
- General Conclusion
- References
- About the Authors
- ABOUT THE contributors
- Back Cover
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