Thursday, September 15, 2016

Dr. Barbara Czarniawska - Biography and Contribution

DOB 2 December 1948

M.A. in Social Psychology, Faculty of Psychology and Pedagogics, University of Warsaw,
Poland, 1970.
Ph.D. in Economic Sciences, Central School of Planning and Statistics, Warsaw, Poland, 1976
Docent in Business Administration, Stockholm School of Economics, Sweden, 1986.

(2004) Narratives in social science research. London: Sage.

(2007) Narrative inquiry in and about organizations. In D. Jean Clandinin (ed.) Handbook of 
narrative inquiry. Mapping a methodology. Newbury Park, CA: Sage, 383-404.

 More About Narrative Inquiry

Volume 10, No. 1, Art. 30 – January 2009
Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education
Sheila Trahar

Narrative Methods for the Human Sciences
Catherine Kohler Riessman
SAGE Publications, 13-Dec-2007 - Social Science - 264 pages

Narrative Methods for the Human Sciences provides a lively overview of research based on constructing and interpreting narrative. Designed to improve research practice, it gives a detailed discussion of four analytic methods that students can adapt. Author Catherine Kohler Riessman explains how to conduct the four kinds of narrative analysis using model studies from sociology, anthropology, psychology, education and nursing. Throughout the book, she compares different approaches including thematic analysis, structural analysis, dialogic/performance analysis, and visual narrative analysis. The book helps students confront specific issues in their research practice, including how to construct a transcript in an interview study; complexities of working with materials translated from another language; defining narrative segments; relating text and context; locating oneself as the researcher in a responsible way in an inquiry; and arguing for the credibility of the case-based approach.

Broad in scope, Narrative Methods for the Human Sciences also offers concrete guidance in individual chapters for students and established scholars wanting to join the "narrative turn" in social research.

Key Features

Focuses on four particular methods of narrative analysis: This text provides specific diverse exemplars of good narrative research, as practiced in several social science and human service disciplines.
Offers guidance for narrative interviewing: The author discusses the complexities between spoken language and any written transcript. In the process, she encourages students to be mindful of the texts they construct from dialogues among speakers.
Presents arguments about validation in case-based research: Riessman presents several ways to think about credibility in narrative studies, contextualizing validity in relation to epistemology and theoretical orientation of a study.
Explores the differences between grounded theory methods and narrative analysis: The author clarifies distinctions between inductive thematic coding in grounded theory, and other interpretive approaches, and narrative analysis.
Presents social linguistic methods for analyzing oral narrative: This text makes the approach accessible to readers not trained in social linguistics in part by providing rich examples from a number of different disciplines in the social and behavioral sciences.
Employs visual methods of analysis: Riessman takes narrative research beyond the spoken or written texts by showing how exemplary researchers have connected participants' words and images made during the research process. She also discusses other research that incorporates "found" images (in archives) in a narrative inquiry.
This text is designed as a supplement to the qualitative research course taught in graduate departments across the social and behavioral sciences, and as a core book in the narrative course.

Updated   18 September 2016,  3 November, 2014

Saturday, September 10, 2016

Employee Engagement - Research Literature Review

The concept of engagement is usually attributed to the American professor William Kahn’s views, which saw the classification of the term as “harnessing of organization members' selves to their work roles” (1990: p.694). Kahn proposed, that when engaged, employees apply and express themselves on
physical-, cognitive- and emotional levels. In other words, employee becomes a part of his/her job description and he/she will be able to work with full potential.

KAHN, W.A., (1990), Psychological Conditions of Personal Engagement and Disengagement at
Work, The Academy of Management Journal, Vol. 33, No. 4 (Dec., 1990), pp. 692-724,