Research Methods for Non-Representational Approaches of Organizational Complexity. The Dialogical and Mediated Inquiry

This paper explores the methodological implications of non-representational approaches of organizational complexity. Representational theories focus on the syntactic complexity of systems, whereas organizing processes are predominantly characterized by semantic and pragmatic forms of complexity. After underlining the contribution of non-representational approaches to the study of organizations, the paper warns against the risk of confining the critique of representational frameworks to paradoxical dichotomies like intuition versus reflexive thought or theorizing versus experimenting. To sort out this difficulty, it is suggested to use a triadic theory of interpretation, and more particularly the concepts of semiotic mediation, inquiry and dialogism. Semiotic mediation dynamically links situated experience and generic classes of meanings. Inquiry articulates logical thinking, narrative thinking and experimenting. Dialogism conceptualizes the production of meaning through the situated interactions of actors. A methodological approach based on those concepts, “the dialogical and mediated inquiry” (DMI), is proposed and experimented in a case study about work safety in the construction industry. This interpretive view requires complicating the inquiring process rather than the mirroring models of reality. In DMI, the inquiring process is complicated by establishing pluralist communities of inquiry in which different perspectives challenge each other. Finally the paper discusses the specific contribution of this approach compared with other qualitative methods and its present limits.Activity; Dialogism; Inquiry; Interpretation; Pragmatism; Research Methods; Semiotic Mediation; Work Safety

What is Specific about Art/Cultural Projects?

The present issue focuses on the contribution made by art/cultural initiatives to the development of multiple identity in some of the European cities having in mind the subjectivity of the artists and plurality of the surrounding cultures. The art/cultural projects (AES- Russia, Europe Art Train – Holland, Life Station – Austria and some others) with intercultural dimension have a special character to offer because: they are dealing with meaning, and enable dialogue between people in different social groups. The examples will be taken from different European countries, which aim to reinterpret the reality of life, to show, answer, and question its contradictions. The attention will be focused on their political, educational and aesthetic contribution to the community construction having in mind their desire for new intercultural policy and practices. Every artist crosses borders daily but those who choose to cross cultural borders (language, expression, music, tradition) enter into a fertile, but dangerous field. Artists do not aim specifically to produce multicultural work but since they are living in specific time, and since art is rooted in real life, the realities of everyday life are transposed into their work. This paper is fundamentally interested in the role that art projects can play in a modern society and promotes the initiative that links an artistic dimension to a form of interactive social urban situation. All projects are representing ‘laboratories’ that use public spaces. It is more than obvious that the social and the economic fields are not separated from the cultural one beside the tendency that is putting them in opposition as artists and the world rather than artists in the world. In the last two decades, the world of the arts has economised rapidly. Increasingly, artists have turned the economy into a subject of their own work. Art/cultural projects engage people’s creativity, and so lead to problem-solving. They encourage questioning, and the imagination of possible future actions. They offer self-expression, which is an essential characteristic of the active citizen. Some experiences from the art/cultural field are shifting attention towards the people themselves: their imagination, motivation, demands, fantasies and only then the city is becoming a cultural product, a community construction.Intercultural actions, Policy agenda, Art/cultural projects, Networking aspects

Negotiation in strategy making teams : group support systems and the process of cognitive change

This paper reports on the use of a Group Support System (GSS) to explore at a micro level some of the processes manifested when a group is negotiating strategy-processes of social and psychological negotiation. It is based on data from a series of interventions with senior management teams of three operating companies comprising a multi-national organization, and with a joint meeting subsequently involving all of the previous participants. The meetings were concerned with negotiating a new strategy for the global organization. The research involved the analysis of detailed time series data logs that exist as a result of using a GSS that is a reflection of cognitive theory

Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified

Black Hole Entropy as Causal Links

We model a black hole spacetime as a causal set and count, with a certain definition, the number of causal links crossing the horizon in proximity to a spacelike or null hypersurface $\Sigma$. We find that this number is proportional to the horizon's area on $\Sigma$, thus supporting the interpretation of the links as the ``horizon atoms'' that account for its entropy. The cases studied include not only equilibrium black holes but ones far from equilibrium.Comment: Latex, 20 pages, 4 postscript figures, to appear in a special issue of {\it Foundations of Physics} in honor of Jacob Bekenstein, ``Thirty years of black hole physics'', edited by L. Horwit