Reactions to reading “Remaining consistent with method? An analysis of grounded theory research in accounting”: A comment on Gurd

Purpose: The present paper is a comment on Gurd's paper published in QRAM on the use of grounded theory in interpretive accounting research. Methodology: Like Gurd, we conducted a bibliographic study on prior pieces of research claiming the use of grounded theory. Findings: We found a large diversity of ways of doing grounded theory. There are as many ways as articles. Consistent with the spirit of grounded theory, the field suggested the research questions, methods and verifiability criteria. From the same sample as Gurd, we arrived at different conclusions. Research limitations: In our research, we did not verify the consistency of claims with grounded theory. We took for granted that they had understood and made operational the suggestions of the founders of the method. Practical implications: The four canons of grounded theory can be considered as reference marks rather than as the rules of the method. Accordingly, the researcher is free to develop his own techniques and procedures. Originality/Value of the paper: This paper stimulates debates on grounded theory based research. On the other hand, it conveys the richness and the variety of interpretive research. Two similar studies, using similar samples and methods arrive at different (divergent) conclusions.grounded theory, interpretive research

Reactions to reading “Remaining consistent with method? An analysis of grounded theory research in accounting”: A comment on Gurd.

Purpose: The present paper is a comment on Gurd’s paper published in QRAM on the use of grounded theory in interpretive accounting research. Methodology: Like Gurd, we conducted a bibliographic study on prior pieces of research claiming the use of grounded theory. Findings: We found a large diversity of ways of doing grounded theory. There are as many ways as articles. Consistent with the spirit of grounded theory, the field suggested the research questions, methods and verifiability criteria. From the same sample as Gurd, we arrived at different conclusions. Research limitations: In our research, we did not verify the consistency of claims with grounded theory. We took for granted that they had understood and made operational the suggestions of the founders of the method. Practical implications: The four canons of grounded theory can be considered as reference marks rather than as the rules of the method. Accordingly, the researcher is free to develop his own techniques and procedures. Originality/Value of the paper: This paper stimulates debates on grounded theory based research. On the other hand, it conveys the richness and the variety of interpretive research. Two similar studies, using similar samples and methods arrive at different (divergent) conclusions.interpretive research; grounded theory;

The Interrelationship and Effect of Trust and Strong Cultures in Setting information Systems Security Goals

This paper investigates the interrelationship and effect of trust and culture on the level of goal setting within the context of information systems security. In doing so, it explores and discusses the concepts of trust and strong culture and seeks to demonstrate their importance in setting efficiently information systems security goals. The paper contributes to interpretive information systems research with the study of goal setting in a security management context and its grounding within an interpretive epistemology

Embodied conversations: Performance and the design of a robotic dancing partner

This paper reports insights gained from an exploration of performance-based techniques to improve the design of relationships between people and responsive machines. It draws on the Emergent Objects project and specifically addresses notions of embodiment as employed in the field of performance as a means to prototype and develop a robotic agent, SpiderCrab, designed to promote expressive interaction of device and human dancer, in order to achieve ‘performative merging’. The significance of the work is to bring further knowledge of embodiment to bear on the development of human-technological interaction in general. In doing so, it draws on discursive and interpretive methods of research widely used in the field of performance but not yet obviously aligned with some orthodox paradigms and practices within design research. It also posits the design outcome as an ‘objectile’ in the sense that a continuous and potentially divergent iteration of prototypes is envisaged, rather than a singular final product. The focus on performative merging draws in notions of complexity and user experience. Keywords: Embodiment; Performance; Tacit Knowledge; Practice-As-Research; Habitus.</p

Objective Research? Information Literacy Instruction Perspectives

Common understandings of “objective” research include values such as “factual” and “interpretive neutrality”. There is a growing consensus that the person, the “subject”, doing the research counts as much as if not more in the interpretive outcomes than the “facts” alone, and that “interpretive neutrality” is not possible. The presentation offers an alternative framing of “objective research” as the grounded, intentional and savvy analysis of an “object” in conversation with a community of peers/experts for the purpose of creating knowledge. Following Ferraris’ ontology, three classes of “objects” exist (1) Natural objects: exist whether or not a person notices them. Example: table, tree. (2) Ideal objects: exist even though only a mind can conceive of them. Example: triangle, consciousness. (3) Social objects: only exist in a social context. Example: documents (authored by a person for a reader in a specific context for a purpose). Thus, within any curriculum, research assignments could be considered objective while still engaging the full hermeneutical persona of the author. What may differ is the function of documents in the research process. Information literacy would then include matching the type of library resources to the function it serves in the assignment

A Critical View of the Ethical Nature of Interpretive Research: Paul Ricceur and the Other

While ethics is usually seen as a possible research subject and ethical standards have to be observed when doing IS research, there does not seem to be any direct link between ethics and specific research approaches. This paper argues that this perception is wrong and that the interpretive paradigm of IS research is directly and necessarily linked with ethics. The paper uses the theories of Paul Ricoeur to argue that both theoretical underpinnings of IS research, namely phenomenology and hermeneutics, have an ethical quality. Both rely on the concept of the other in order to interact and make sense of the world. Using Ricoeur\u27s writings, it is argued that all interaction with others requires consideration of the shared vision of the good life as well as the moral rules that will bring about cooperation and the question of how these rules can be applied prudently. Interpretive research thus has an ethical quality that should not be ignored

[Review of] Roger Daniels. Asian America: Chinese and Japanese in the United States Since 1850

Roger Daniels is one of the premier scholars of Asian American history and has previously done pathbreaking research on the anti-Japanese movement in California and the World War II internment of Japanese Americans. Now, in Asian America, Daniels presents an interpretive account of the Chinese and Japanese in the U.S. In doing so, he attempts to show that these groups are an integral part of the immigration and ethnic history of America, especially by stressing parallels in the experiences of Asian and European immigrants. Daniels further argues that, because of a number of factors, there are differences as well as similarities in the experiences of Chinese and Japanese Americans. Daniels begins by examining Chinese immigration, the anti-Chinese movement, and Chinese settlement up to World War II and then he covers the same areas for the Japanese. This is followed by a discussion of both groups during the war, a chapter on the Cold War era, and an epilogue on happenings from 1960 to the 1980s

A case for contrast as a catalyst for change

This is a qualitative, largely reflective, interpretive case study of our evolution from teachers of market research to educational collaborators who work with students to co-develop qualitative researchers. This case both explores the ways to extend and improve qualitative research and researchers and presents a more general, interpretivist approach to problem-solving. The case is mixed method. It reports the combination and interpretation of reflective elements including articulating our individual memories and inter-relating these in a series of discussions where we also considered the nature and meaning of our educational approaches and the effectiveness of what we are doing

The guided walk experience: what do visitors think?

Researchers can unquestionably argue that interpretation as a visitor management tool is now well-established within the tourism industry, such that much of the current research now focuses specifically upon the evaluation of the various interpretive media adopted (Munro et al., 2008). This presentation is based upon a current PhD study exploring whether the overall range of on-site interpretive experiences and most notably guided walks meets the needs and interests of the visitors at two locations on the Jurassic Coast World Heritage site, in Dorset. Specifically, the presentation will report on the attitudes of visitors towards their on-site guided walk experience and in so doing will conclude by summarising good practice in terms of the design of guided walks which could be used to support the successful enhancement of the visitor experience at designated natural areas and notably, natural World Heritage sites

The Campaign: a case study in identity construction through performance

This article undertakes a detailed case study of The Campaign, a teaching and learning innovation in media and communications that uses an online educational role-play. The case study draws on the qualitative analysis of classroom observations, online communications and semi-structured interviews, employing an interpretive approach informed by models drawn from social theory and sociotechnical theory. Educational authors argue that online educational role-plays engage students in authentic learning, and represent an improvement over didactic teaching strategies. According to this literature, online role-play systems afford students the opportunity of acting and doing instead of only reading and listening. Literature in social theory and social studies of technology takes a different view of certain concepts such as performance, identity and reality. Models such as performative self constitution and actor network theory ask us to consider the constructed nature of identity and the roles of all of the actors, including the system itself. This article examines these concepts by addressing a series of research questions relating to identity formation and mediation, and suggests certain limitations of the situationist perspective in explaining the educationalvalue of role-play systems