Session 1: June 7-10, Two Course Options | Session 2: June 14-17, Two Course Options | Session 3: June 21-24, Two Course Options
Short Course Sessions and Groupings
We offer two sessions which allows course participants the opportunity to take two back-to-back courses that complement one another. All courses in a session are taught concurrently, so a participant can take only one course per session.
In this course, students will be exposed to research methods currently used in macro-level management fields, specifically in strategic management, organization theory and entrepreneurship. This course assumes limited prior knowledge of qualitative methods, but it will still provide a deep grounding in several advanced qualitative methods and text analysis as applied in management research. Methods covered include comparative case study research, content analysis, discourse analysis, rhetorical analysis, sentiment analysis (also called tenor or tone analysis), and the construction of dictionaries. The course will be interactive with discussion of exemplar papers that showcase each of these methods. Students will also be given the opportunity to “pilot test” the methods by interviewing each other and content analyzing a small sample of text. A focus of this workshop will be on matching methods to research questions and the interests and strengths of the research team.
Required Software: LIWC2015 (30 day rental available for $9.95; purchase for $89.95 from Linguistic Inquiry and Word Count)
This seminar is an intensive “hands-on” experience with video methods in organizational studies. Participants will learn how to collect and analyze video data that provide empirical support for scholarly evidence and arguments. People may bring their own video, already captured and ready for examination, or use video data provided by the instructor. On the one hand, participants will look closely at human interaction within organizational settings: we will examine how people orchestrate their talk and bodily movement, moment to moment, within social and material environments, all in the service of social action and sense-making. On the other hand, we will keep an eye on “big” social and organizational issues, such as:
What do power and status (or weakness and inequity) look and sound like?
How do new ideas emerge and evolve, necessarily taking a social and material form?
How is expertise enacted and acquired?
What are patterns of healthy (and deficient) collaboration within an organization?
Seminar activities and assignments have two purposes. First, we will become better acquainted with research methods that may include video (e.g., conversation analysis, context analysis, and ethnography). We will talk about the underlying assumptions, distinctive features, and strengths and weaknesses of various approaches. Second, we will talk about the practical issues of this kind of research, such as research design, site selection and entrée, recording equipment and data collection, transcribing, data management and analysis, paper writing and publication.
Session 2: June 14-17, Two Course Options (Choose One)
This workshop explores the purpose of coding data from multiple perspectives, such as content analysis and interpretative analysis. We specifically focus on different approaches to coding, and how this can be applied within two software packages, NVivo and QDA Miner/Wordstat (Provalis Research). The majority of the workshop time with be spent with hands-on learning, using the process of “doing” to understand the underlying concepts. We begin with freehand coding of qualitative data, and then we map this experience into the two software packages, and explain how the software can enable the researcher to obtain a more nuanced view of the data. We specifically explore the CAQDAS packages in relation to transparency and trustworthiness (see O’Kane et al., 2021). Participants will be provided with relevant data sets to explore the processes, but they are welcome to bring their own data and projects for consultation.
O’Kane, P. Smith, A. & Lerman, M. (2021). Building Transparency and Trustworthiness in Inductive Research through Computer Aided Qualitative Data Analysis Software, Organizational Research Methods, 24(1), 104-139.
O’Kane, P. (2020). Demystifying CAQDAS: A series of dilemmas. In T.R. Crook, J.K. Le and A.D. Smith, (Eds.) Research Methodology in Strategy and Management: Advancing Methodological Thought and Practice, vol. 12. Emerald Publishing Ltd.
This course will explore the process of conducting a grounded theory study. Through readings, discussion (exemplar and how-to articles) and hands-on exercises, the session begins with generating research questions and interview protocols; collecting data (e.g., participatory, interview, secondary); the coding process; other data analytic processes beyond coding; generating a grounded model; and navigating the review process. This seminar will examine how to ensure trustworthiness and rigor in grounded theory research, and consider challenges of conducting such research when you’ve been trained primarily in quantitative research.
Session 3: June 21-24, Two Course Options (Choose One)
This workshop offers a step-by-step process for engaging qualitative research via a phronetic iterative approach, including research design, data collection, coding, interpretation, analysis and writing. Along the way, participants will learn strategies for achieving quality in qualitative research across disciplines and paradigmatic leanings. Based upon material in the instructor’s book Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact and article, Qualitative quality: Eight “big-tent” criteria for excellent qualitative research, participants will learn techniques so that their research evidences: 1) worthy topic, 2) rich rigor, 3) sincerity, 4) credibility, 5) resonance, 6) significant contribution, 7) ethics and 8) meaningful coherence. Additionally, they will be presented with claim-making and theory building heuristics as well as arts-based approaches that help their research have resonance and significance beyond the case at hand. This workshop is ideal for students, researchers, grant-writers, and instructors of qualitative methods—both those new to these areas as well as experienced. The phronetic iterative approach offers a useful pedagogical model and the quality conceptualization provides a common language of qualitative best practices that can be recognized as integral by a variety of audiences.
As a result of the workshop, participants will learn to:
Understand unique value of qualitative approaches and a phronetic iterative approach.
Design research questions appropriate for qualitative research
Learn best practices related to research design, including research questions, participant witnessing, and interviewing.
Learn and practice qualitative data analysis techniques, such as open coding and in vivo coding, creating a qualitative codebook, and the differences between first and second level codes.
Practice artistic qualitative approaches such as picture drawing and metaphor analysis.
Learn how to transform lots of data and codes to specific claims and arguments so that the research can provide significant theoretical contributions, resonate/transfer to a variety of settings, and provide important practical implications.
Understand the environment surrounding “rigor” and “quality” and answer the question, “why criteria?”
Discuss why conventional (quantitative) yardsticks for research rigor are inappropriate for qualitative research
Introduce a language and conversational domain that articulates what quality looks like in qualitative research
Talk through and practice a number of techniques for creating quality
Hear behind the scenes tips from Sarah Tracy’s qualitative research projects
Practice writing qualitative research and discuss how to overcome common publishing challenges
Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact, 2nd Ed. Hoboken, NJ: Wiley-Blackwell.
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16, 837-851.
Tracy, S. J. (2018). A phronetic iterative approach to data analysis in qualitative research. Journal of Qualitative Research, 19: 2, 61-76. doi.org/10.22284/qr.2018.19.2.61
This course begins with an overview of mixed methods research designs, including sequential explanatory, exploratory, and transformational versions, as well as concurrent triangulation, nested, and transformative alternatives. Next, Qualitative Comparative Analysis (QCA) is introduced as an increasingly popular approach in management research that is relevant for qualitative and quantitative researchers alike. The course includes hands-on application of QCA, Crisp- and Fuzzy-Set analyses, the interpretation of QCA results, and the potential of using QCA as part of mixed methods research designs.
* – To receive these prices, you must complete your registration during the dates specified.
** – These prices reflect a 50% discount that you receive if you are student/faculty at an organization that is a member of the CARMA Institutional Premium Membership OR the CARMA Institutional Basic Membership Program.
*** – These prices reflect a discount in which you register for 2 courses and receive $100 off.
*****– These prices reflect a discount in which you register for 3 courses and receive $150 off. For this discount. please contact us (email@example.com) before you register.
*****–These prices reflect a 25% discount for members of following associations; Academy of Management (AOM), Southern Management Association (SMA), Society for Industrial and Organizational Psychology (SIOP), Asia AOM (AAOM), International Association for Chinese Management Research (IACMR), European Academy of Management (EURAM), European Association of Work and Organizational Psychology (EAWOP), Academy of International of Business (AIB), Australia, New Zealand Academy of Management (ANZAM), Indian Academy of Management (INDAM), Midwest Academy of Management (MAM), and Iberoamerican Academy of Management (IAOM), PhD Project, Women in Research Methods (WRM).
If you are a member of AOM, SIOP, SMA, AAOM, IACMR, EURAM, EAWOP, AIB, ANZAM, INDAM, MAM, PhD Project, WRM and IAOM you can use one of the following discount codes when registering for these short courses:
Faculty Code: d495-4415
Student Code: 6cfd-062b
Refund Policy: Full refund will be provided up to 2 weeks before the first day of the session. After that date, partial refund (50%) will be provided.