Lynn McAlpine, Isabelle Skakni, Anna Sala-Bubaré, Crista Weise and Kelsey Inouye
Teamwork has long featured in social science research. Further, with research increasingly “cross-national,” communication becomes more complex, for instance, involving different…
Abstract
Purpose
Teamwork has long featured in social science research. Further, with research increasingly “cross-national,” communication becomes more complex, for instance, involving different cultures, languages and modes of communication. Yet, studies examining team communicative processes that can facilitate or constrain collaboration are rare. As a cross-national European team representing varied disciplines, experiences, languages and ethnicities, we undertook to examine our communication processes with the aim to promote better qualitative research practices.
Design/methodology/approach
Viewing reflection as a tool for enhancing workplace practices, we undertook a structured reflection. We developed an empirically derived framework about team communication, then used it to analyse our interaction practices and their relative effectiveness.
Findings
The results highlighted two under-examined influences, the use of different modes of communication for different purposes and the need for face-to-face communication to address a particularly challenging aspect of research, negotiating a shared coding scheme to analyse diverse cultural and linguistic qualitative data.
Practical implications
The study offers a procedure and concepts that others could use to examine their team communication.
Originality/value
The communicative processes that can constrain and facilitate effective cross-national research team collaboration are rarely examined. The results emphasise the need for careful negotiations around language, epistemologies, cultures and goals from the moment collaboration begins in formulating a project, through applying for grant funds, to when the last paper is published – timely in a context in which such work is increasingly expected.
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Lynn McAlpine and Kelsey Inouye
PhD graduates are increasingly taking non-academic roles outside and inside universities. While effective communication is a frequently mentioned concern among employers, little…
Abstract
Purpose
PhD graduates are increasingly taking non-academic roles outside and inside universities. While effective communication is a frequently mentioned concern among employers, little is known about what actual communication PhD graduates do as part of their work. The purpose of this study is to examine the nature of work-related communication activities by PhDs in non-academic sectors.
Design/methodology/approach
The conceptual framework presented in this paper focused on the intersection between individual day-to-day experience and work structures through the analytic lens of genre knowledge. Using a narrative approach, attending to both individual experience and cross-case patterns, the authors conducted semi-structured interviews with 11 PhD holders in non-academic careers. Interviews and related documents were analyzed inductively for emerging themes and deductively for cross-case patterns.
Findings
In pursuing organizational goals, PhD graduates undertook diverse writing and other communication work and developed a rich tapestry of genre knowledge. This knowledge enabled them to negotiate different encounters with specific genres, undertake new genres and mediate among different genres.
Originality/value
This study highlighted the value of framing future research around a) the intersection between individual communication experience and organizational factors; and b) the analytic lens of genre knowledge to understand how organizational roles and goals lead to diverse communication practices. As for practical implications, the organizationally bounded roles and goals influencing participants’ communication practices also hold true for those doing PhDs where success requires mastering a limited academic set of genres. While the authors cannot prepare PhD graduates for all the genres they may need, the authors could explicitly teach how genres work in the PhD context.