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Article
Publication date: 16 August 2019

Marcus Fischer, Florian Imgrund, Christian Janiesch and Axel Winkelmann

Digital transformation has been changing the economic environment of enterprises in recent years. To remain competitive, they rely on an extensible software architecture, flexible…

766

Abstract

Purpose

Digital transformation has been changing the economic environment of enterprises in recent years. To remain competitive, they rely on an extensible software architecture, flexible workflow execution, and automated decision management. The concepts of service-oriented architectures (SOA), business process management (BPM), and business rules management (BRM) provide an adequate, yet isolated means of addressing many of these requirements. The paper aims to discuss these issues.

Design/methodology/approach

This study adapts from established research frameworks to structure the current state of research on the integration of SOA, BPM and BRM. The authors highlight the current research scope, point to disregarded topics and sketch out multidisciplinary research approaches.

Findings

While the three concepts are often discussed only in isolation or pairwise, approaches that integrate them are scarce. Against this backdrop, this study defines three types of research opportunities and identifies several directions for future research that should be explored from a technological as well as organizational perspective. Given the breadth of open questions, the authors present sources for each area of our research framework, which can serve as starting points for future investigations.

Practical implications

Except for well-established support for separate tasks and technologies, there is a lack of integrated standards, methods and platforms, which for example enable integrated decision-making across BPM and SOA.

Originality/value

Our contribution builds on established frameworks and clearly shows that the discussion on the integration of SOA, BPM and BRM cannot yet be regarded as sufficient. The research agenda highlights which areas explicitly benefit from a more precise consideration.

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Publication date: 17 December 2016

Ayana Allen and Stephen D. Hancock

The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a review of…

Abstract

The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a review of the evolution of the field of ethnography as well as the positionality of the self as ethnographer, this chapter illuminates the ways in which critical ethnographic commitments and critical reflexivity can support a critical presence perspective that captures the ways in which the researcher impacts the internal epistemology and ontology of the research environment. This chapter is a conceptual chapter and does not include a specific research design, methods, or approaches. As a conceptual piece, there are no clear-cut findings, however a review of the extant literature concerning the field of ethnography is presented as well as the roles, opportunities, and tensions that ethnographers experience in the field. Based on the authors’ ethnographic work in the field, they employ a CPE to capture the ripples of self in the research context.

The limitations of this work are that it is only presented in its conceptual form and has not been implemented nor tested in the field. As such, the implications of this work are that it be further developed and operationalized in the field of ethnography. Upon implementation and in depth testing, CPE may have the potential to positively impact the way in which education ethnographers manage researcher identity, conceptions of the self, and researcher bias within a given context. This chapter builds upon a strong body of literature concerning ethnography and critical ethnography in education. Using these processes of ethnography and the ways in which the positionality of the ethnographic researcher have been conceptualized and operationalized in the extant ethnographic literature, our work seeks to provide a way in which the ethnographer can measure his or her impact on the given context. Although infant in our conceptualization, we aspire to contribute to the conversation about ethnography, researcher positionality, and context.

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New Directions in Educational Ethnography
Type: Book
ISBN: 978-1-78441-623-2

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Publication date: 18 January 2008

Jesse Cheng

This chapter explores knowledge practices around the subject of capital punishment. Capital sentencing jurisprudence and certain strands of academic scholarship on the death…

Abstract

This chapter explores knowledge practices around the subject of capital punishment. Capital sentencing jurisprudence and certain strands of academic scholarship on the death penalty have certain resonances with recent developments in reflexive cultural anthropology. Using the notion of productive unraveling, this chapter seeks to reinforce relations between these various knowledge practices by conceiving of them as situated on the same ground, already interwoven with one another. This chapter presents itself as both an example of and a call for the development of interconnections between these various kinds of expert knowledges concerning the death penalty.

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Special Issue: Is the Death Penalty Dying?
Type: Book
ISBN: 978-0-7623-1467-6

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Article
Publication date: 15 February 2011

Toke Bjerregaard

In order to provide new and other directions to institutional studies in organization theory, Lawrence and Suddaby forward the notion of institutional work of actors aimed at…

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Abstract

Purpose

In order to provide new and other directions to institutional studies in organization theory, Lawrence and Suddaby forward the notion of institutional work of actors aimed at maintaining, changing and disrupting institutions. The purpose of this paper is to further theory and method in studying the institutional work of people in organizations.

Design/methodology/approach

Methodological insights from the ways in which theories of human agency in institutional contexts have co‐evolved with field study methodologies are analyzed in related fields of research, particularly in sociology and anthropology.

Findings

The ways have been analyzed in which social theories of human agency in institutional contexts and field methodology have co‐evolved in an inter‐disciplinary perspective. The analysis shows how field methodologies may provide inspirations to theory and method in studying institutional work.

Research limitations/implications

The findings suggest that institutional organization research may prosper by grounding the study of institutional work on ethnographic methodologies.

Originality/value

This paper contributes methodological inspirations to studying organizational actors' work with accomplishing change and stability, which constitutes a comparatively underexplored line of inquiry in organizational institutionalism.

Details

Journal of Organizational Change Management, vol. 24 no. 1
Type: Research Article
ISSN: 0953-4814

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Book part
Publication date: 28 August 2020

Sharon Thabo Mampane

This chapter contextualizes futuristic learning in a distance education (DE) context for empowering and transforming students. Futuristic learning involves a continuous progress…

Abstract

This chapter contextualizes futuristic learning in a distance education (DE) context for empowering and transforming students. Futuristic learning involves a continuous progress to higher levels of critical and creative thinking in a collaborative environment of academic freedom. Futuristic learning encourages classroom engagement and learning to students to use modern and advanced approaches of teaching and learning. The skills acquired should facilitate students’ intellectual, social, and emotional development. Futuristic pedagogy advocates the acquisition of systematized knowledge and skills and encourages the idea of engaging analytical and practical skills during learning. The chapter describes a practice that provides educational opportunities to a large section of students who study alone most of the time but get the opportunity of learning at organized tutorial sessions. This teaching approach may be the most viable option to mobilize futuristic learning in South Africa. A descriptive research methodology employed literature analysis of documents using data extracted from secondary sources of information, which entailed peer reviewed journal articles and books published between 2000 and 2018. A key finding is that the traditional form of education should pave way for futuristic pedagogy to allow schools to respond to the learning needs of students. The significance of the study is that it will offer opportunities for the change in learning approach to organize how student engagement will be carried out in the future. Informed by this finding futuristic learning should be committed to the provision of quality education to all DE students.

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Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

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Article
Publication date: 3 August 2010

Ngambouk Vitalis Pemunta

This paper discusses my perceived positionality in an ethnographic research project on the contentious issue of female circumcision in Southwest Cameroon. My bicultural identity…

445

Abstract

This paper discusses my perceived positionality in an ethnographic research project on the contentious issue of female circumcision in Southwest Cameroon. My bicultural identity as a Western‐trained, African anthropologist is associated with power because of my perceived alliance with the ‘Whiteman’ (western, rational, scientific knowledge) showing how the anti‐female circumcision campaigns based on discursive practices of mortality and the harmful health effect paradigm have backlashed, suggesting the need to re‐evaluate and be aware of power dynamics between practicing and nonpracticing societies in the construction of the diverse reality of female circumcision. The ritual practice should rather be seen as opened to both rationalisation and modernisation, suggesting that there can be a synergy between local and global, rational science.

Details

Qualitative Research Journal, vol. 10 no. 2
Type: Research Article
ISSN: 1443-9883

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Available. Content available
Book part
Publication date: 29 May 2018

Eneli Kindsiko

Free Access. Free Access

Abstract

Details

Organisational Control in University Management
Type: Book
ISBN: 978-1-78756-674-3

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Book part
Publication date: 10 January 2007

Martin Forsey

Critical ethnography first emerged as a distinctive research approach in education studies in the late 1960s (Anderson, 1989, p. 250). It has now achieved a degree of…

Abstract

Critical ethnography first emerged as a distinctive research approach in education studies in the late 1960s (Anderson, 1989, p. 250). It has now achieved a degree of respectability and has taken its place as part of the qualitative tradition in universities (Jordan & Yeomans, 1995, p. 399). Critical ethnography reflects what Geertz (1983) identified as a ‘blurring of genres’. As the name suggests, it is marked by a confluence of interpretivist field studies and critical streams of thought (Goodman, 1998, p. 51). These converging streams, arising from a variety of sources and pushed along by the currents of Marxist, neo-Marxist and feminist social theory, swirl together into a dynamically enriched mixture of the methods and theories of anthropology, sociology and education. Not surprisingly the streams formed in different parts of the globe, while composed of all of the elements just named, are configured slightly differently. As Priyadharshini (2003, p. 421) recently noted in comparing British and American strands of educational ethnography, the Western side of the Atlantic is marked by a much stronger tradition of educational anthropology than in the UK. And these differences make a difference.

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Methodological Developments in Ethnography
Type: Book
ISBN: 978-1-84950-500-0

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Article
Publication date: 12 October 2015

Morten Arnfred

The purpose of this paper is to discuss the methodological aspects of analyzing and editing recorded qualitative interviews into polyphonic sound montages, which can then be…

201

Abstract

Purpose

The purpose of this paper is to discuss the methodological aspects of analyzing and editing recorded qualitative interviews into polyphonic sound montages, which can then be played in a workshop and facilitate reflection, discussion and co-analysis.

Design/methodology/approach

The paper outlines the two elements of the method: editing and co-analysis. It uses empirical examples from a specific project where polyphonic sound montages were edited from interviews with patients at a cardiology department and played in a workshop for a multidisciplinary group of doctors, nurses, technicians, secretaries and managers.

Findings

It is argued that working with polyphonic sound montages is an engaging and fruitful way to present qualitative findings enabling the researcher to include more people in the analysis of the material.

Originality/value

The crafting of polyphonic sound montages and the process of co-analysis, as described in this paper, is a new approach to ethnographic representation and qualitative analysis. The paper may inspire researchers or consultants who want to experiment with a new way of involving user perspectives.

Details

Journal of Organizational Ethnography, vol. 4 no. 3
Type: Research Article
ISSN: 2046-6749

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Article
Publication date: 31 July 2009

Toke Bjerregaard, Jakob Lauring and Anders Klitmøller

Functionalist models of intercultural interaction have serious limitations relying on static and decontextualized culture views. This paper sets out to outline newer developments…

7576

Abstract

Purpose

Functionalist models of intercultural interaction have serious limitations relying on static and decontextualized culture views. This paper sets out to outline newer developments in anthropological theory in order to provide inspirations to a more dynamic and contextual approach for understanding intercultural communication research in cross‐cultural management (CCM).

Design/methodology/approach

The paper analyzes the established approaches to the cultural underpinnings of intercultural communication in CCM and examines how newer developments in anthropology may contribute to this research.

Findings

The standard frameworks for classifying cultures in CCM are based on a view of culture as static, formal mental codes and values abstracted from the context of valuation. However, this view, underwriting the dominating research stream, has been abandoned in the discipline of anthropology from which it originated. This theory gap between intercultural communication research in CCM and anthropology tends to exclude from CCM an understanding of how the context of social, organizational and power relationships shapes the role of culture in communication.

Practical implications

The paper proposes to substitute the view of culture as comprising of abstract values and codes as determinants of communication with concepts of culture as dynamically enfolded in practice and socially situated in specific contexts, in order to give new directions to theories on intercultural communication in CCM.

Originality/value

Scant research has compared intercultural communication research in CCM with new anthropological developments. New insights from anthropology are analyzed in order to open up analytical space in CCM.

Details

Critical perspectives on international business, vol. 5 no. 3
Type: Research Article
ISSN: 1742-2043

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