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annUkka TaPanI
Is Being a Researcher some kind of Role-playing
– a Reflective Paper on Researcher’s Professional Growth
1. InTRODUcTIOn: Is The TRUTh sOMewheRe OUT TheRe?
T�� �ta�ting p�int ��� t�i� a�ti�l� li�� in t�� y��a� 2002 ���n i �a� g�tting ��ady� ��� my� ����t ��mi- na� a� a p�d-�tud�nt� my� ��ll�agu� a�k�d m� t� b� p��pa��d ��� qu��ti�n� ab�ut t�� p�il�-
��p�i�al ba�i� �� my� ����a���� i �a� v��y� di�app�int�d a�t�� t�� ��mina�: n� qu��ti�n� ab�ut t�at�
i �nly� g�t qu��ti�n� �� ���t��� �� �ad ��m� p��bl�m� in �u� p�ly�t���ni�� my� ����a��� �a� ab�ut t�� ���mati�n �� ��ll��tiv� id�ntity� in t�� p�ly�t���ni��
On�� i �ta�t�d t� t�ink ab�ut t�� p�il���p�i�al qu��ti�n, i �ad t� g� �n� i ��und a g��d
”��m�” ��� my� ����a��� in t�� p��n�m�n�l�gi�al �ay� �� t�inking� i �a� t� �tudy� t�� ��n��pt ��
��ll��tivity� u�ing ��iti�al in�id�nt� in �u� ���k ��mmunity� (patt�n 1990, 182-183)� p��n�m�n�l-
�gy� ���m�d t� b� t�� an���� ��� my� qu��ti�n�: in t�� p��n�m�n�l�gi�al p�int �� vi�� t�� p��- n�m�n�n �an b� ���n in a pu�� �ay�, t�� �ay� it i�� T�� individual �xp��i�n�� i� ����ntial ��� un- d���tanding t�� ���� �� t�� p��n�m�n�n� (g��n�� 2001, 546; p�i��t 2002�)(g��n�� 2001, 546; p�i��t 2002�)
But ��at i� t�� ���� p�int �� t�� p��n�m�n�n? W�at i� t�� t�ut�? in t�inking ab�ut t�� t�ut�
and it� �xi�t�n�� i g�t t� kn�� t�� ��ali�ti� t����y� �� t�ut�� i b�gan t� t�ink t�at it i� ab�u�d t�i b�gan t� t�ink t�at it i� ab�u�d t�
�tudy� a p��n�m�n�n i� i al��ady� t�ink t�at it d��� n�t �xi�t at all� it i� ab�u�d t� d� ����a��� �n
annUkka TaPanI�p�d stud�nt
univ���ity� �� Tamp���, R���a��� c�nt�� ��� v��ati�nal and p������i�nal edu�ati�n
• �-mail: annukka�tapani�uta���
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��m�t�ing t�at �n� �an may�b� n�v�� ��nd� in my� �a�ly� y��a�� i �a� �� �u�� t�at t�� p��n�m�n�n
�� ��ll��tiv� id�ntity�, ”��-n���”, mu�t b� �ut t���� and it� �xi�t�n�� d��� n�t d�p�nd �n i� ��
��� it �� n�t� (��g� Kalli 2005, 10)� Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��(��g� Kalli 2005, 10)� Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��Wit� p��n�m�n�l�gy�, i ��lt t� b� abl� t� ��nd t�� t�ut� �� t��
p��n�m�n�n ”��”�
in t�i� a�ti�l� t�� m�t��d�l�gy� i� und���t��d in it� �id� �ay�� T�� �ta�ting p�int i� t� und��-
�tand t�� p���ibiliti�� and ���t�i�ti�n� �� �n� �tudy� and it� ��lati�n �it� t�� ��al ���ld and �t���
”��al ���ld�”� (Tu�mi & sa�ajä�vi 2002, 11�) i am u�ing ���� a� an �mpi�i� ��tting my� li��ntiat�
t���i� and it� ���ult�� i am ��v�aling my� ��l�� in t�� ����a��� p������� in t�� ��l�-play�ing ��tting i am t�y�ing t� ��� t�� �t��� p���ibl� ”��al ���ld�”� T� und���tand t�at di�����nt ��l�� may� ��v�al di�-
����nt t�ut�� i� an imp��tant �t�p in t�inking �� t�� t�ut� and t�� ���� �� t�� p��n�m�n�n ”��”�
T���� li�� al�� t�� ��iti�al int����t ��� kn��l�dg� �n t�� ba�kg��und� it m�an� t�at t�� ��-
��a����� ���� kn��l�dg� in a ��iti�al �ay� and t�at �an ���k a� an �man�ipati�n� (Ky��ö 2004, 63�) c�iti�al int����t t� �tudy� t�� data �an �p�n ����a�����’� �y��� t� n�ti�� ��m�t�ing n�� in t�� data,
�� ��� t�� ���ult� in a n�� �ay��
T�� pu�p��� �� t�i� a�ti�l� i� t� tak� pa�t in t�� di��u��i�n�� fi��t, taking pa�t in t�� ��ali�m v���u� ��n�t�u�tivi�m di��u��i�n: i� t���� ��ally� ��m�t�ing �tabil� in ”��-n���” �� i� t�� ��n��pt
�� �� ��m�t�ing t�at all t�� tim� ��n�t�u�t� di�����ntly� �n p��pl�’� mind�?
s���ndly�, d�ing m�ta-����a��� �n t�� ����a��� p������ i �av� b��n t���ug�: ��at ��l�� �av�
i �ad du�ing my� p������ and ��at m�aning� �av� t��y� �ad in t�� p������i�nal g���t� p������?
und���tanding t�� ”��-n���” in t�� ��gani�ati�nal ��nt�xt i� imp��tant ��� many� ��a��n��
Ky��ö (2005, 23) nam�� ��gani�ati�nal �nt��p��n�u���ip a� �n� ���m �� �nt��p��n�u���ip� W��k i�
d�n� m��tly� in t�am� n��aday�� and t�am� a�� ���p�n�ibl� ��� t��i� ���ult� (��� ��g� juuti 1998)�
T� tak� ���p�n�ibility� �� �n�’� ���k �a� al�� t� d� �it� t�� ��n��pt �� �mp����m�nt (��� ��g�
Ru���ti� 2001)� T� ���l t� b� pa�t �� t�� t�am i� imp��tant b��au�� t��n �v��y��n� ���l� t�at t��i�
���k i� m�aning�ul�
2. The ROles Of The ReseaRcheR
B����� t�inking ab�ut t�� ��l�� in t�i� �p��ial p������ ��m� �la�i���ati�n ab�ut t�� ��n��pt �� t��
��l� i� n��d�d� A����ding t� ca�t�ll� (2000,7), t�� ��l�� a��ang� t�� a�tiviti�� but t�� id�ntiti��
a�� �t��ng�� ��u���� ��� m�aning� m�ad (1962, 254) u��� t�� ��n��pt �� ��l� in t�� int��a�ti�n p������: t���ug� taking t�� ��l� �� t�� �t��� a p����n i� abl� t� ��m� ba�k �n �im��l� and t�u�
di���t ��� ��n p������ �� ��mmuni�ati�n� p��äky�lä (2005, 361) ��it�� t�at, a����ding t� g���- man, it i� imp��tant t� mak� a di�����n�� b�t���n t�� ��al p����n and t�� ��l�: a�ting in a �p��ial
��l� d��� n�t m�an t�at a p����n i� ��ally� lik� t�� ��l�� g���man ��ma�k� t�at t�� ��al p����n tak�n ��� t�� ��l� i� a� mu�� a p����ntati�n lik� t�� ��iginal ��l� �a��
4 9 3 in t�i� a�ti�l� i am d�aling �it� ��l�� but al�� �it� t�� id�ntity� g���t� p������� T�� id�ntity�
��n�t�u�t� in �uman mind� and in �v��y�day� a�ti�n� T�� ��n�t�u�ti�n i� a di�����nt �n� d�p�nding
�n t�� �ituati�n and ��� y��u a�� d�aling �it�� T�� ���ming �� t�� ��ll��tiv� id�ntity� ��qui��� t�at a p����n ��fl��t� �i������ t��ug�t� and �xp��i�n��� t� t�� attitud� �� t�� g�n��aliz�d Ot��� and�� t�� g�n��aliz�d Ot��� and g�t� ���dba�k and m�di���� �i������ b��avi�u� a����ding t� t�at� T� b� a ���l� s�l� n��d� ��lati�n-
��ip� t� �t��� s�lv�� (Kuu��la 2001, 69)� At t�� �am� tim� �v��y� p����n m�di���� t�� attitud� ��
t�� g��up b��au�� �i������ b��avi�u� giv�� a �timulu� t� �t���� ��� t��n again ��ang� t��i� b�-
�avi�u� a����ding t� t�at� T�� g�n��aliz�d Ot��� i� mad� by� t�� a�ti�n �� ”i” and ”m�” ���n
�� tak� t�� �t����’ attitud�� in �u� b��avi�u�, ��p��ially� t���� ��� a�� t�� �igni���ant �t�����
T���� �igni���ant �t���� �an b� ��al p����n� �� t��y� �an b� m�ntal ��fl��ti�n� �� �t��� p����n� in
�n�’� mind� (Blum�� 1969, 65,68; m�ad 1962, 154�)
A� t�� ��l�-��am� i u�� ���� T�anqui�t’� (2005) and e�ik���n’� (1982) ��l� d����ibing t��m�
�py�, mi��i�na�y�, t�u�i�t and p�i��n��� T�anqui�t and e�ik���n u��d t��m in t�� nam� �� a�ti�n ��-
��a���� i impl�m�nt t��m ���� in t�� ����a��� p������ and t�y� t� ��nd �ut ��� t�� t��m� ���k in t�at p������ and ��� t��y� ���v� t�� p������i�nal g���t� �� t�� ����a������
T�anqui�t (2005) and e�ik���n (1982) �av� �tudi�d ���na�i�� t�at t�� int��a�tiv� ����a�����
may� �a��� T�anqui�t �a� al�� �tudi�d ��m� �� t�� judg�m�nt�, t�n�i�n� and dil�mma� t�at may�
���u� in t�� imm�dia�y� �� p�a�ti��� T�anqui�t’� �ta�ting p�int i� a tal� t�ld by� e�ik���n and ��
�lab��at�� e�ik���n’� m�tap���i�al ��a�a�t��� in t��m� �� int��a�tiv� ����a���� (T�anqui�t 2005)�
in t�� main ��l�� in e�ik���n’� tal� a�� t�� t�u�i�t, t�� �py�, t�� mi��i�na�y� and t�� p�i��n��� T��
t�u�i�t �igni���� t�� p��du�ti�n �� kn��l�dg� and t�� �py� illu�t�at�� t�� ��nfli�t� �� l�y�alty�� T��
mi��i�na�y� d�al� �it� t�� i��u�� �� ��at t�� ����a����� �an and �ann�t a����t, ��il� t�� p�i��n��
�n ���ial t�aining add������ t�� �a�t t�at t�� ����a����� �till ��main� a �aptiv�, �nly� n�� und��
��m��n� �l��’� ��n�t�aint� (e�ik���n 1982; T�anqui�t 2005�) i �ill n�xt �a��y� �ut a ����t �v��vi��
�� t���� di�����nt ty�p�� and t��i� ��l�� a� ����a������
T�u�i�m i� ��at �� �all p��pl�’� a�tiviti�� ���n t��y� t�av�l and ���id� in pla��� �ut t��i� ��
��dina�y� ��tting� s�m� t�u�i�t� t�av�l t� �unny� l��ati�n�, �t���� t�av�l �ut �� int����t ��� unkn��n
�ultu���� On� g��up �� t�u�i�t� t�av�l �imply� t� b� abl� t� �ay� t�at t��y� ���� t����� T�anqui�t p�int�
�ut t�at �it�in int��a�tiv� ����a��� �n� �an p��bably� ��nd ��p����ntativ�� ���m all t���� �at�g��i���
(T�anqui�t 2005�)
T�� t�u�i�t i� ��m���� ���n t� b� �it��� �u�i�u� t� n�� pla��� and t�ing�, �� ju�t �anting t� ���t and �av� �un� in t�� ��l� �� a ����a�����, t���� p�int� ����� u� di�����nt kind� �� vi���: d���
t�� ����a����� �ant t� ��t �����l� in an unkn��n �ituati�n and may�b� �v�n tak� p����nal �i�k� ��
d��� ��� �ant t� u�� t�� m�t��d� t�at ��� i� u��d t� and �amilia� �it�� in an unkn��n pla�� and
�ituati�n t�� t�u�i�t, a� ��ll a� t�� ����a�����, may� �a�� ��mmuni�ativ� p��bl�m� (��� T�anqui�t 2005): ��n�u�i�n �� languag�, di��u��iv� patt��n�, but al�� �ultu�al di�����n���: t�� t�u�i�t a� ��ll
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a� t�� ����a����� �a� t� adju�t t� un�amilia� l��ati�n��
W�il� ��tting �����l� in n�� ��tting� and unkn��n �ituati�n�, t�� ����a����� l�a�n� al��
ab�ut �����l� and, a� �� �an lat�� n�ti��, al�� b���m�� m��� lik� �����l�� it i� ty�pi�al �� t�� t�u�- i�t t�at it i� ni�� t� b� ab��ad, but it i� al�� ni�� t� ��m� ba�k ��m�� n� matt�� ��� ��ll int�- g�at�d t�� t�u�i�t g�t� in t�� n�� ��tting, t���� �ill al�ay�� b� t�� ���ling �� n�t b�ing ��mpl�t�- ly� at ��m�� it mig�t b� ��mpa��d t� t�� ���ling �� a ����a����� ��� u��� a m�t��d t�at i� n�t
��mpl�t�ly� �uitabl� ��� ��� ����a��� �ty�l�� T�� �tudy� g��� �n ��ll, but ��m������ t���� i� a ���l- ing �� n�t ”b�ing at ��m�” �it� it� (T�anqui�t 2005�)
T�� �u�pi�i�u� �py� �an b� ���n a� a t���at t� t�� p����nt ��d��� T�� ����a����� �a� t� d� a l�t t� ��nvin�� t�� m�mb��� �� t�� ��ganizati�n �� ��� p����nal and p������i�nal ���dibility��
R��ip���al t�u�t mu�t b� ��tabli���d and it i� imp��tant t�at t�� �py� �a� t�� all�gian�� �� t�� �ta��
�� t�at �� t�� admini�t�ati�n� (T�anqui�t 2005)� T� b� a �py� ���at�� an imagina�y� pi�tu�� �� a p��-
��n ��� t�i�� t� ��nd �ut t�ing� �it��ut �����l� b�ing ����gniz�d� T�� ��l� �� t�� �py� d�mand� a l�t �� t�u�t-building and al�� t�u�t-k��ping� i� t�� t�u�t i� b��k�n t�� ���ult� �an b� v��y� �u�t�ul and �v�n di�a�t��u� �� ��a�ti��
T�� mi��i�na�y� i� ��t�n p����iv�d a� a ��a�a�t�� �p��ading ju�ti���d b�li��� t� �t���� l���
�nlig�t�n�d (T�anqui�t 2005)� A� a ����a�����’� ��l�, t�� mi��i�na�y� ��uld b� at ����t v��y� imp���-
�iv�: t�� ����a����� ��m�� and t�ll� ��� t�ing� ���uld ���k� it �a� t� d� �it� aut���ity�: �n�
p����n i� �a�y� t� li�t�n and b�li�v� ��il� t�� �t���� a�� n�t �� p�����ul� in a l�ng t��m, t�� mi�-
�i�na�y� ��l� �an b� a bu�d�n: t�� ����a����� �a� t� kn�� t�� �ig�t an����� t� t�� qu��ti�n� and
��luti�n� ��� t�� p��bl�m� t�at �av� a�i��n� it �an al�� i��itat� ��m� m�mb��� �� t�� �ta��: i� t��
����a����� i� t�� �nly� �n� ����� �pini�n� ��unt ��m� may� ���l t�at t��i� kn��l�dg� and �kill�
a�� n�n��n��, alt��ug� t��y� may� �av� y��a�� �� �xp��i�n�� �� d�ing t��i� ���k�
T�� ���d p�i��n�� in�lud�� t�� m�aning t�at �n� i� d�p�iv�d �� ����d�m �� �xp����i�n ��
a�ti�n �� t�at ��m��n� i� ���ving a p�i��n ��nt�n��� T�anqui�t (2005) ��mpa��� t�� ��l� �� t��
����a����� t� a p�i��n�� i� t�� ����a����� i� �t�i�tly� ��ld in�id� �� a�ad�mia� Till�� (2004) p�int�
�ut t�at a� ���n a� t�� ����a����� m��t� t�� �mpi�i�al ��tting� and t�� p��pl� ��� ���k t����,
��� may� ��aliz� t�at ��at ��� t��ug�t t� b� ���� i��u�� a�� n�t�ing but p��ip���al p�nd��ing��
3. The eMPIRIc seTTInG: DIffeRenT ROles – DIffeRenT ResUlTs 3.1 Description of the Research Process
in my� li��ntiat� t���i� (Tapani 2005) i �tudi�d t�� ��ll��tiv� id�ntity� in satakunta p�ly�t���ni��
T�� p�ly�t���ni�� a�� n�� a�t��� in t�� �du�ati�nal a��a� i b��am� int����t�d in t�� ��n��pt ��
��ll��tiv� id�ntity� ��il� ���king in t�� ��nt�al admini�t�ati�n ��� �v�� t���� y��a��� s� i �a� a m�mb�� �� t�� ��ganizati�n i �tudi�d�
4 9 5 T�� ����a��� p������ it��l� �ta�t�d in t�� ����t ��mina� i d����ib�d in t�� b�ginning� it �a� t��
����t �ign ��� m� t� b� a m�mb�� �� t�� ��i�nti��� ��mmunity�� T�� advi��� t�ld m� t�at i ���uld
��ad m��� and m���; in T�anqui�t’� (2005) t��m� i ��lt t� b� a t�u�i�t in a ����ign ��unt�y� �����
all �t��� p����n� ���m�d t� b� �amilia� �it� �a�� �t��� and �it� t�� languag� u��d but t��y�
���m�d t� b� �u�i�u� ab�ut m� and t��y� ���� al�� ��i�ndly� and ��lp�ul�
A�t�� ��ading and taking pa�t in �t��� ��mina�� i �ta�t�d t� ���l m��� lik� ��m� in t�� ��i�n- ti��� ��unt�y� but b��au�� �� t�� di�����n�� �� t�� �tudi�d t��m�� it �a� �a�d t� ��nd a ��al dial�gu�
and t�� ���ling �� t�� t�u�i�t �a� �till p����nt� my� advi��� a�k�d m� t� g�t ��m� t��t an����� t�
g�t t� kn�� my� �ubj��t b�tt��� B��au�� �� t�� advi���’� main ��l� in t�i� �t�p t�� ���ling �� t��
p�i��n�� �a� t���� t��: i ��lt i �ad t� d� a� t�� advi��� t�ld m�� it �a� b��au�� �� t�� la�k �� my�
kn��l�dg�, a� i ��� it n�� lat��� i �ad n� p���ibility� t� ��i�nti���ally� a�gu� again�t ����
i �mail�d t�� t��t qu��ti�n� t� �����n p����n� in �u� p�ly�t���ni�� At t�� �am� tim� i ���k�d a� a p��j��t manag�� in t�� ��nt�al admini�t�ati�n� Alt��ug� i t�i�d t� ��nd a �appy� and v��y�
p��itiv� �mail t� my� ��ll�agu�� i ��uld n�t ��lp ���ling lik� a �py� ��il� g�tting t� kn�� t��i�
�����t ���ling� and t��ug�t�� i ��uld n�t a�t lik� a t�u�i�t b��au�� i �ad ���k�d t���� ��� t����
y��a�� and it �a� imp���ibl� ��� m� t� tak� t�� ��l� �� t�� �ut�id��� i kn�� t�at t�� an����� ����
��itt�n in an ��n��t �ay�; t�at t��ug�t i ��uld n�t �av� �ad i� i ���� in a t�u�i�t ��l�� s�m����
my� ��l� �a� al�� a p�i��n�� and a mi��i�na�y�; a� an ������� in t�� ��nt�al admini�t�ati�n my� l�tt��
��uld b� ��ad in ”�� �ug�t t� d� t�i�” -�ay�� mi��i�na�y� i� t�� �n� ��� p��a���� ��� t�� t�ing
������� t�ink� i� t�� �ig�t �n�� s�m� �� t�� ���p�nd�nt� may� �av� ��ad my� l�tt�� in t�� ”p�i��n��”
�ty�l�: t��y� may� �av� t��ug�t t�at i am a p�i��n�� �� t�� p���� �� t�� ��nt�al admini�t�ati�n�
T�� analy��i� p������ �a� d�n� a����ding t� ��v� �t�p�: T�� ����a��� data �a� ��ll��t�d by�
a qualitativ� �mail int��vi�� ��nt t� a �ampl� �� 60 m�mb��� �� t�� p����nn�l, a �ampl� �����n by� u�ing t�� ��iti�al in�id�nt �t�at�gy� (patt�n 1990)� i ����iv�d 39 an������ T�� �����n m�mb���
��p����nt all �� t�� p����nn�l� T�� data analy��i� �ad ��v� �t�p�:
1� in t�� ����t �t�p t�� a�gum�nt analy��i� �a� u��d� T�� data �a� �tudi�d by� ��a���ing ���
t�� a�gum�nt�, ��at li�� b��ind t��m and ��at t�� ba��� ��� t�� a�gum�nt� a���
2� T�� ����nd �t�p �a� t�� ���t��i� analy��i�: t�� p�y����l�gi�al and lingui�ti� app��a����
���� tak�n al�ng� T�� a�gum�nt� ���� ��mpl�t�d a� na��ativ� �t��i���
3� T��n, t�� ����a����� �����l� ���t� d��n ��� t��ug�t� �n t�� �t��i��: ��� ��nvin�ing t�� �t��i�� ����; t� ���m t��y� ���� ��itt�n; ��at kind� �� m�an� ���� u��d in t�y�ing t� b� ��nvin�ing; ��� �u������ul t���� m�an� ���� in ��a��ing t�� int�nd�d audi�n��;
��at �a� t�� ��it���’� ��n p��iti�n; and ��at �l�� did t�� �t��i�� mak� t�� ��ad��
t�ink�
4� A�t�� t�at, �ig�t �t��� p����n� ���� a�k�d t� m�mb��-����k t�� analy��i� – t�� �t��i��
by� u�ing t�� t��m� �� ���t��i� analy��i��
4 9 6
5� T�� ����a����� ��d�d t�� data at t�� �am� tim� by� u�ing t�� nviv� ��ding p��g�am�
in t�� nviv� ��ding t�� l�g��, �t��� and pat��� ���� ��a����d in t�� data�
All t�� tim� du�ing t�� analy��i� p������ i t�i�d t� a�t a� an �ut�id�� and �tudy� it a� it i�, n�t mixing my� ���ling� �it� it� i t�i�d t� b� v��y� p��n�m�n�l�gi�t� T�� ��l�� a����ding t� T�anqui�t (2005)
���� lik� t�� t�u�i�t and t�� �py�� T�� t�u�i�t ��l� �a��i�� �it� it t�� ���p��t �� t�� ����ign ��unt�y�
��i�� ���� i� t�� data t�at t�� ����a����� t�i�� t� und���tand and g�t t� kn��� W�il� ��iting t��
�t��i�� t�� ��l� �� t�� �py� �a� p����nt: t�� ����a�����-�py� �ad t�i�d t� ��nd ��at t�� an����� �av�
in ��mm�n and tak� t�� �lu�� and ��mbin� t��m �it� �n� an�t����
in ��iting t�� ��p��t t�� ��l� �� mi��i�na�y� �a� p����nt� i a� a ����a����� �ant�d t� ��it� in a �ay� t�at ��uld ��nvin�� t�� ��ad���� i g�t a l�t �� ���dba�k ab�ut t�at: i �a� t�ld t�at i am t�y�- ing t� b� v��y� ��nvin�ing alt��ug� my� a�gum�nt� a�� n�t ��i�nti���ally� valid� i t�i�d t� ��nvin��
my� ��ad��� and al�� my� li�t�n��� in ��mina��� T�at �a� a �u�p�i�� ��� m�� i �a� v��y� �u�p�i��d ��
t���� ��mm�nt� by� my� advi���� i �a� �aid t� b� a p���laim�� in ��iting and in �p�aking� it �a�
�n� p�int in my� �ay� �� p������i�nal g���t� t� n�ti�� t�at t�� mi��i�na�y� ��l� i� n�t an �a�y� ��l�
t� tak��
c�mm�nt� �n t�� ��p��t ���m an �ut�id� �valuat�� ��ally� gav� m� a ”ki�k-���” t� g��� ���m t�� ����a����� t� m�, i �ad t�i�d t� ��ad t�� an����� a� t��y� ���� and t�i�d t� ��nd t��i� ����
m�aning�� i t��ug�t t�at i ��uld ��nd t�� t�ut� a� it app�a�� t� t���� ���p�nd�nt�� W��n u�ing t��
p��n�m�n�l�gi�al �ay� �� t�inking it i� imp��tant t�at t�� ����a����� �l�a�� �i������ p��-t��ug�t��
it i� imp��tant t� g�t �ig�t in t� t�� �ubj��t, �av� n� p��-t��ug�t� and b� �p�n t� ��nding�� (���
��g� jä�vin�n and jä�vin�n 2000, 206–207; va�t� 1996, 85–89)�
in t�y�ing t� b� ��nvin�ing in ����a���ing my� ��n ��ll�agu�� i d��id�d t� u�� t�� ���d
”����a�����” in my� ��p��t ���n d����ibing ��at i �ad d�n�� i t�i�d t� b� �bj��tiv� t� my� data al�� in t�i� ���t��i� �ay�� i �a� v��y� mu�� a p�i��n�� ��� ��at i �av� �tudi�d ab�ut �bj��tivity� and t�i�d t� a�t a� i� �uitabl� ��� t�at ��l�� it �a� v��y� imp��tant ��� m� t�at my� ��n ���ling� ��
t��ug�t� �ann�t b� ��ad in my� ��p��t, ��m�mb��ing t�� ���dba�k �� my� advi���� u�ing t�� ���d
”����a�����” ��� all ��at i �ad d�n� mad� m� ���l t� b� �n a �a��� g��und and mad� m� ���l t�at t�� ���ult i� d�n� n�t by� m� but by� t�� ���p�nd�nt��
T�i� all �a� t� d� �it� my� ��a��� ��� t�� t�ut�� But it al�� in�lud�� ��m� t�����ti�al t��ug�t��
T� ��it� u�ing t�� ���d ”����a�����” ��il� ��iting ab�ut my���l� �a� al�� t� d� �it� my� t�����ti-
�al ��am�, g���g� h��b��t m�ad’� �y�mb�li� int��a�ti�ni�m� in t�i� t����y� t�� s�l� d�v�l�p� t���ug�
t�� int��a�ti�n b�t���n ”i” and ”m�”� ”i” i� t�� a�tiv� pa�t �� t�� s�l�, and it a�t� in t�� p����nt tim�� ”m�” i� t�� pa�t �� t�� s�l� t�at �� �an �valuat� and ��iti�iz�� (m�ad 1962, 173–174; Kuu-
��la 2001, 69)� i� i �ad ��itt�n my� ��p��t by� u�ing t�� ���d ”i” it ��uld n��d a l�t �� �xplaining i� i m�ant t� b� ”i”, ”m�” �� may�b� t�� ”s�l�”�
4 9 7 TABLE 1. The steps in the research process, their content and the researcher’s role.
The steps in the research
process Including The researcher’s role
first seminar first presentation Tourist
Getting started and taking
part in seminars Reading� getting advice� reading more�
presentations� listening to other’s presenting� communicating with others
Tourist
Data gathering Data gathering in the polytechnic spy
Data analysing argument and rhetoric analysis� member-
check analysis� nvivo-coding Tourist and spy writing a report Trying to make all parts to fit together in
a congruent way Missionary
feedback comments from my report from
evaluators Prisoner
Post scriptum: writing this
article evaluating the study spy� tourist
Any��ay�, t�i� �a� t�� main p�int ����� i �ad t� �ta�t t� t�ink ab�ut ��� i ��ally� �a� in d�- ing t�� ����a���� i g�t ���dba�k ���m my� ��p��t and �ad a l�ng di��u��i�n �n t�� ”����a�����” – ”i”
– t��m�� A�t���a�d� i n�ti��d t�at it al�� �a� t� d� �it� ��l�-��n��i�u�n���� ea�li�� ���n i �a�
un�u�� ab�ut my� ����a��� it �a� �a�i�� t� ��it� in a �ay� t�at ���m�d t� b� �bj��tiv�� T�� �bj��- tiv�n��� ���m�d t� in���a�� t�� ���dibility�� A�t�� t�� p������ ��nt �n i b��am� m��� ��ady� t� tak�
���p�n�ibility� ��� ��at i �ad d�n� and ��y�� T��n it b��am� p���ibl� ��� m� t� b� i� T�� p������
�it� it� ��l�� �� my� li��ntiat� t���i� i� �umm�d up in t�� n�xt Tabl� 1�
T�� ��l�� and t��i� ��nt�nt ��ang�d t���ug� t�at p������: ��g� t�� m�aning �� t�� mi��i�na�y�
�a� �n �n� �tag� a p���laim��, a�t���a�d� n�t �nly� p���laiming but �aving m��� ��liabl� a�gu- m�nt�� T� b� a �py� d��� n�t ��und �� n�gativ� in t�� �nd a� it �a� in t�� b�ginning �� t�� p������:
in t�� b�ginning t� b� a �py� m�ant ��� m� t�at i am �py�ing and t�y�ing t� g�t in���mati�n a� mu��
i �an and t�at in���mati�n b�n���t� m�� in t�� ��nal �tag� t� b� a �py� m�an� t�at i �py� v��y� �u�i-
�u�ly� my� ����a��� and i am �u�i�u� ab�ut ��at it t�ll� m� and t�� ��ad����
in t�� n�xt ��apt�� i �ill ���� t�� ���ult� �� t�� ����a���� i g�t t���� ���ult� by� u�ing t��
��l�� d����ib�d in t�� Tabl� 1� in t�� ��apt�� 3�3 i �ill di��u�� t�� p���ibl� ��l�� and t��i� �����t
�n t�� ���ult��
3.2 The results of the licentiate study
in my� li��ntiat� t���i� (Tapani 2005) i �ad t���� ����a��� qu��ti�n�:
1� W�at d��� t�� ���d ”��” m�an t� m�mb��� �� t�i� p�ly�t���ni�?
4 9 8
2� in ��at ���a�i�n� d� t��y� u�� t�� ���d ”��”?
3� W�at a�� t�� t�ing� t�at p��v�nt t�� ��ll��tiv� id�ntity� ���m b��ad�ning?
T�� ���ult� i g�t a�� ���� di��u���d b�i�fly�� fi��t, t�� m�aning �� t�� ���d ”��” di����� a����ding t� t�� ��ll��ing t�ing�:
• it d�p�nd� �n t�� �ituati�n
• it m�an� t�� unit �� pa�t �� t�at
• it m�an� �v��y�t�ing
• it m�an� t�at �� �av� ��m�t�ing in ��mm�n
• t�� ���d ”��” d��� n�t �av� any� m�aning any�m���
A� �a� a� t�� m�aning �� t�� ���d i� ��n�id���d, �u� ��n ��l� �a� mi��ing: t�� ���d i �a� u��d
�nly� ���n it �a� ��n�id���d t�at i kn�� ��� t�� t�ing� ���uld �av� b��n d�n�, �� i kn�� ���
t��y� ���uld �av� a�t�d in ��d�� t� b��ad�n t�� ��ll��tiv� id�ntity� �� ��� t� �andl� t�� p������
�� t�� id�ntity� ��ang�� i a� an a�t�� �a� p��iti�n�d v��y� ��t�n �ut�id� ”u��” T� b�l�ng t� u� �a�
any��ay� ���n a� p��itiv� and it �a� �t�����d by� �ay�ing: ”i am a���pt�d t� b� �n� �� u��”
h�� ��nvin�ing did i ��nd t�� m�aning�? it i� �p�k�n in an aut��nti� satakunta p�ly�t���ni�
�ay� and in a �ay� t�at it i� �a�y� t� id�nti�y�� T�� an����� ab�ut m�aning� a�� ��itt�n ��� di�����nt a�t��� in satakunta p�ly�t���ni�: t� all �ta�� m�mb��� �� t�� city� �� p��i, t� t�� ����a�����, t� t��
l�ad��� and t� t�� a�t��� in t��i� ��n unit�
s���ndly�, i ��und ��u� di�����nt �ay�� in u�ing t�� ���d ”u�����” in t�� �mpl�y����’ ��n
�p����:
• i am al�ay�� ”u�����”�
• f�� �ut�id� pa�tn��� t�� ���d ”��” m�an� t�� ���l� p�ly�t���ni�, but ���n i u�� t��
���d in�id� t�� p�ly�t���ni� it �a� a m�aning �� t��i� ��n unit�
• my� ��ll�agu�� a�� ”���”
• i �a�dly� u�� t�� ���d ”��” at all�
h�� t� u�� t�� ���d ”��” d�p�nd�d �n t�� �ituati�n and t�� ��mpany�� A� m�nti�n�d in t��
analy��i� �� t�� m�aning �� t�� ���d ”��” ab�ut t��i� ��n ��l�, t�� �am� g��� ����: T�� u�ing ��
t�� ���d �� and t��i� ��n ��l� in t�i� ”��” i� n�t v��y� �l�a�� T�� ���d i� u��d v��y� ���t��ally�:
��� �xampl� it i� �a�y� t� u�� t�� ���d ”��” in �p�aking �� ”�� t�a�����” �� ”�� in �u� unit”�
W��n i �tudi�d t�� data by� ���t��i� analy��i� i ��und t�at in u�ing t�� ���d ”��” t�� �ituati�n play�� an imp��tant ��l�� T� b� m��� ��nvin�ing in t�� a�gum�nt� additi�nal ���d� ���� u��d in t�� an������ T���� ���d�, lik� ”al�ay��”, ”��t�n”, ”�nly�” ���� m�ant t� �t���� ��n p�int �� vi���, mak� t��m m��� p�����ul and t� ���� t�at t��i� ��n p�int i� t�� �ig�t �n�� m�tap���� ���� al��
u��d in d����ibing t�� �ituati�n� ���� t� u�� t�� ���d ”��”�
4 9 9 T�i�d, t�� t�ing� t�at p��v�nt ��ll��tiv� id�ntity� t� b� �� b���m� b��ad�� ���� ���n a� t��
��ll��ing:
• l�ad����ip
• �t�u�tu�al t�ing�
• t�� �illingn��� �� t�� �ta��
• in ��m� �a��� it �a� n�ti��d t�at t�i� i� a p������ �� g���ing t��a�d� ��ll��tivity�
in ���t��i� analy��i� i n�ti��d t�at t�� p��v�nting t�ing� ���� ���n m��tly� ��m������ �ut�id�
�n���l� and in �n�’� a�tiviti��� s�m��n� �l�� �a� ���p�n�ibl� ��� t�� ��nt��l �� t�� �ituati�n, but al�� in ��m� �a��� d�mand� t��a�d� ��ll��tivity� ���� ���n a� a �����d a�ti�n t�at did n�t int��-
��t t��m at all�
T�� m�an� ��� t� b� ��nvin�ing in a�gum�nt� ���� �t����ing t�� m�aning �� �n�’� ��n
���k and ��n unit� Al�� t�� l�ng di�tan��� b�t���n t�� unit� ���� ���n a� p��v�nting t�ing�: ”i�
t�� di�tan�� ���m �n� unit t� an�t��� �n� i� �v�� 100 kil�m�t���, ��� �an �� �av� a ���ling ��
b�l�nging t�g�t���?”
W��n ��iting ab�ut t�� p��v�nting t�ing� t�� a���unt� ���� add�����d t� t�� l�ad���, t� t��
��mmuni�ati�n p����n�, t� t��i� ��n ��ll�agu�� and t� t�� ���l� �ta��� T�� m�an� �� b�ing
��nvin�ing ���� ���n ��ll �n�ug�, at l�a�t i� �� ��a�� t�� �pini�n t�at in ��d�� t� ���l ��ll��tiv- ity� p����nal ��nta�t� and kn��ing �a�� �t��� ��� ��al, n�t �nly� vi�tually�, i� n��d�d� T���� �a� a l�t �� ��iting ab�ut t�� di�tan��� and ab�ut t�� la�k �� p����nal m��ting��
T�� p��v�nting t�ing� ���� ���n t� b� ��m�t�ing �ut�id� �n���l�, �ut�id� �n�’� ��n a�tivi- ti��� T��y� ���� ��n�id���d a� ��m�t�ing t�at �n� �an d� n�t�ing t� g�t �v��� m��t �� t�� ���p�nd-
�nt� ��a��d t�� �pini�n t�at t�� p��v�ntativ� t�ing� ���� n�t d�p�nding �n t��m� Only� in t��
an����� t�� t�ing� ���� ���n �t����i��: t�� ����t �n� �a� ab�ut t�� p������ �� g���ing t�g�t���
and t�� �t��� �n� �a� ab�ut ��nding ��m��n� t� blam�� mainly� t�� �t�u�tu��� �� l�ad����ip ����
���n a� ��ak� T�� ��iti�al p�int ��� ��v��al an����� �a� t�� di�tan��� b�t���n t�� unit�� T��
�illingn��� �� t�� �ta�� m�mb��� �a� ��m�t�ing t�at p��v�nt�d t�� ���ling �� b�l�nging t�g�t����
T�� main p�int in ��iting ab�ut t�� p��v�nting t�ing� �a� t�at ��m��n� �l�� ���uld d� ��m�t�ing t� ��n�t�u�t �u� ��ll��tiv� id�ntity��
T�� ��n�lu�i�n �� t�� ���ult� ��� t�� ����a��� qu��ti�n� i� in t�� Tabl� 2�
5 0 0
3.3 how would new Roles effect the Process and the Results?
B��au�� t�� pu�p��� �� t�i� �tudy� �a� t� �p�n �y��� t� ��� t�� ���ult� in a n�� �ay� and al�� u��
t�� m�t��d�l�gy� a� it i� und���t��d in a �id� �ay� and, t���ug� t�at, t�y� t� und���tand t�� p��-
�ibiliti�� and ���t�i�ti�n� �� �n� �tudy� and it� ��lati�n �it� t�� ��al ���ld and �t��� ”��al ���ld�”, it i� int����ting t� �tudy� ��� t�� di�����nt ��l�� tak�n by� t�� ����a����� ��uld a����t t�� ���ult��
L�t u� ����t �av� a l��k at t�� ����t ����a��� qu��ti�n and ��� ��at kind� �� ��nding� ��uld t���at kind� �� ��nding� ��uld t��
di�����nt ��l� �� t�� ����a����� p��du�� ab�ut t�� m�aning �� t�� ���d ���
3�3�1 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� m�aning
�� t�� W��d W�
T�� t�u�i�t a� a ����a����� ��l� i� v��y� g��d ��� p��n�m�n�l�gi�al �tudy�� T�� t�u�i�t i� �u�i�u�
ab�ut n�� pla��� and ��p��ully� d��� n�t �av� t�� many� p��-t��ug�t�� T�� t�u�i�t ��l� �an b�
���t�i�tiv�, t��, i� ��� i� �nly� int����t�d in ��nding t�� �ay� t� t�� b�a�� and ba�k� T� ���l lik� ��m�
i� ��m�tim�� imp��tant ��� t�u�i�t�: it i� imp��tant t� �av� ��m�t�ing in ��mm�n �it� t�� ��iginal in�abitant�� it ��lp� t� und���tand t�� ���ling�, t�� �ultu��, and al�� giv� an imp����i�n t�at ��
a�� �n t�� �am� �id� and a�� �p�aking t�� �am� languag��
Ab�ut t�� m�aning �� t�� ���d ”��” t�� t�u�i�t �mp�a�i��� �aving ��m�t�ing in ��mm�n;
it ��lp� t� ���l lik� ��m�� O� ��u���, t�� �ituati�n play�� a ��l� ��� t�� t�u�i�t t��; ��� �ann�t ��lp
��m�tim�� ���ling an �ut�id�� �� ����ign��� i� t�� t�u�i�t i� v��y� ��nd �� t�� ��unt�y� it mig�t b�
di����ult ��� ��� t� und���tand t�at t�� ”��-n���” d��� n�t m�an any�t�ing any�m��� ��� ��m�
TABLE 2. Conclusion of the results of the licentiate research.
The meaning of the word we It depends on the situation It means the unit or part of that It means everything
It means that we have something in common The word we does not have any meaning anymore The using of the word we I am always “us/we”.
for outside partners the word “we” means the whole Polytechnic� but when I use the word inside the Polytechnic it means my own unit.
My colleagues are “we.”
I hardly use the word ”we” at all.
The preventing things leadership structural things
The willingness of the staff
In some cases it was noticed that this is a process of growing towards collectivity
5 0 1 p����n�� may�b� t�� di�����nt pa�t� �� t�� ��unt�y�, ”unit�”, a�� n�t �� vi�ibl� ��� a t�u�i�t �� t����
kind� �� an����� may� b� ign���d by� ����
T� a�t a� a �py� ��uld �av� b��n v��y� di����ult in all �t�p�, �x�luding data gat���ing� in ��n- du�ting t�� ����a��� i n��d�d t�� t�u�t �� b�t� t�� admini�t�ati�n and t�� �ta�� m�mb���� A� a m�mb�� in t�� ��gani�ati�n it i� imp���ibl� t� �py� �n any��n�, at l�a�t i� t�� �a�tual a�p��t (Ala�- uuta�i 1994) i� tak�n int� a���unt� A �py� ��uld b� int����t�d in t�� an����� in t�� m�aning ��
t�� ���d ”��” b�ing b�und t� t�� unit �� it� pa�t� T� b� a �py� in t�� unit� and t�y� t� ��nd �ut ��at t��y� ��ally� t�ink ab�ut t�� ��ll��tiv� id�ntity� ��uld b� int����ting and in���mativ�� A� a �py� it
��uld b� p���ibl� t� g�t d��p�� in t��i� t��ug�t� and t�y� t� ��nd t�� ��a��n� and �au��� ��� t�ink- ing t�i� �ay�� it ��uld b� int����ting t� �tudy� t�� ��mpl�x und���tanding �� ��ganizati�nal id�n- tity� ��ang� by� t�y�ing t� ��nd t�� di�����nt, ��n�u���nt ������ t�at �it��� �timulat� �� in�ibit �ngag�- m�nt in an id�ntity� ��ang� �����t (el�tak and van Ri�l 2005)� f�� a �py� it ��uld b� int����ting t�
�tudy� all t�� m�aning� t�at li� b��ind t�� an������ i t�ink t�at ��� �tudy�ing t�� m�aning� t�� �py�
��l� ��uld b� id�al�
in a mi��i�na�y� ��l� t�� ����a����� may� t�ink t�at ��� �a� al��ady� ��und ”t�� t�ut�” and t��
��l� a� a ����a����� ��uld �av� b��n m��� lik� �p��ading t�i� kn��l�dg�� in �v��y�day� �xp��i�n��
t�� ��nt�al admini�t�ati�n i� ��m�tim�� �aid t� b� t�� �t��ag� �� all kn��l�dg� ���m ����� �v��y�
n�� and t��n a mi��i�na�y� ��m�� t� t�ll t�� pi���� �� n��� t� t�� p����nn�l in t�� unit�� T�ink- ing t�at �ay� t�� mi��i�na�y� ��l�, it i� n�t �a�y� t� und���tand t�� di�����nt m�aning� �� t�� ”��- n���” but �nly� �p��ad t�� �n� ��� �a��
f�� t�� mi��i�na�y� t�� m�aning� ”�� m�an� �v��y�t�ing” and ”t� �av� ��m�t�ing in ��m- m�n” a�� t�� b��t �n��� T���� m�aning� a�� t�� �n�� ��� ��g�t� ���� T�at t�� ”��-n���” d��� n�t m�an any�t�ing any�m��� i� a �ign ��� ���� p����n� ��a�ing t�at �pini�n �an b� ���n a� a ��all�ng��
s�� �an �it��� �ta�t t� ��g�t ��� ��anging t��i� �pini�n� �� it i� p���ibl� t�at a mi��i�na�y� b���m��
d�p�����d and giv�� up�
T�� p�i��n�� ��l� mig�t b� a g��d �ay� t� �tudy� t�� ���� p�int� �t����ing ��m� �p��ial vi����
A� a p�i��n�� �� a �ay� �� t�inking it i� �a�y� t� ��n��nt�at� �n t�� ����ntial a� �a� a� t�� ����ntial i� ��und� T�� m��t imp��tant ��� t�� p�i��n�� ��uld b� t� d� a� ��� i� t�ld t� d�, ��i�� i� n�t a v��y� g��d plat���m ��� l�a�ning individual t�inking and a�guing� T�� ��l� �� t�� p�i��n�� ��uld
�a�ily� b�ing al�ng vi��� t�at a�� �� t�� �am� �id�: i� t�� p�i��n�� ��ld� tig�t t� ��� t�����ti�al
��am����k it i� �a�y� ��� ��� t� ag��� �it� t���� ��� ag��� �it� ���� Ot��� vi��� a�� n�t may�b�
���n at all� g�ing t� t�� ��al ���ld (��� Till�� 2004) �an b� �u�p�i�ing ��� a ����a������ s� it i�
�a�i��t t� ��a�� t�� m�aning� t�at a�� �� t�� �am� kind a� �n�’� ��n�
f�� t�� p�i��n�� t�� imp��tant m�aning� a�� ”�� m�an� �v��y�t�ing” and ”�� �av� ��m�t�ing in ��mm�n”� T� und���tand t�at ��m��n� i� n�t int����t�d in t�� ”��-n���” any�m��� may� b� �a�d
��� t�� p�i��n��� T�� �ituati�n- and unit -d�p�nd�nt� may� b� ���n a� ��all�ng���
5 0 2
TABLE 3. Conclusion of the meaning of the word “we” in different perspectives.
Meaning The tourist The spy The missionary The prisoner
The process Good points:
curious no pre-thoughts
easy to see from outside
challenges:
To see deep enough
To see in a realistic way
To understand the language and the culture; also the history
Good points:
To see the deep meaning of what is said
no pre-thoughts challenges:
spying is difficult
Good points:
Is sure of what is the right point challenges: strong pre-thinking of what are the right things
can irritate if preaching goes too far
Good points:
knows how things should be done (core points on her mind)
challenges:
Too much pre- knowledge and – thinking something may stay in shadows
The result we have some- thing in common we means everything It depends on the situation
all the meanings are interesting:
what lies behind them?
we means everything we have something in common
we means everything
we have something in common
3�3�2 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� u�ing �� t�� W��d W�
n�xt i �ill �av� an �v��vi�� �n t�� ����nd ����a��� qu��ti�n and ��� ��at kind �� ��nding� t���at kind �� ��nding� t��
di�����nt ��l�� �� t�� ����a����� ��uld p��du�� ab�ut t�� u�ing �� t�� ���d ���
T�� t�u�i�t i� all t�� tim� int����t�d in t�� t��m� �� u�ing t�� ���d ”��” ab�ut �v��y��n�
b��au�� it may� in���a�� ��� ���ling lik� ��m�: it ���l� lik� ��m� ���n �� all b�l�ng t�g�t���,
�����l� in�lud�d� i� t�� t�u�i�t i� ��x�d �it� t�� t�����ti�al ��am����k, ���� �y�mb�li� int��a�ti�n- i�m, ��� i� int����t�d in t�� di�����nt �ituati�n� ����� t�� ���d i� u��d� s�� t�ink� t���ug� t��
���ial int��a�ti�ni�m ��am����k and ��aliz�� t�� di�����nt �igni���ant �t���� t�at ��n�t�u�t t��
”g�n��aliz�d Ot���” in di�����nt �ituati�n� (��� ��g� m�ad 1962)�
T�� �py� i� int����t�d in t�� ��a��n� ��y� t�� ���d i� n�t u��d any�m���, �� �a�dly� �v��� it
��uld b� int����ting t� u�� ty�pi�al �py� �quipm�nt and �av� a tap�-�����d�� �idd�n in t�� unit�
and ������� and t�y� t� ��nd �ut i� t�� ���d ��ally� i� n�t u��d any�m���� i� t�� �py� u��� t�����ti�al gla����, ��� ��uld tak� int� a �p��i��� a���unt t�� ���p�n��� t�at ��n�id�� ��n ��ll�agu�� and t��m b�ing ”u�”� it ��uld b� m��t int����ting t� ��� t� ��nd �ut ��� t�i� p������ ��ally� g��� �n and ��y� ��m� p��pl� a�� in�lud�d, ��m� �x�lud�d, ���m b�ing ”u�”�
T�� mi��i�na�y� �a� t�� p���ibl� �ay�� t� a�t: ��� may� �tay� �it� t���� ��� a�� al��ady� u�ing all t�� tim� t�� ���d ��� O� ��� may� tak� t���� ��� �av� l��t t��i� ��p� a� a ��all�ng� and t�y�
5 0 3
3�3�3 T�u�i�t, spy�, mi��i�na�y� and p�i��n�� study�ing t�� p��v�nting T�ing�
T�� t�i�d ����a��� qu��ti�n �a� ab�ut t�� t�ing� t�at a�� p��v�nting t�� in���a�� �� t�� ��ll��- tivi�m� L�t u� n�� ��� ��� t�� di�����nt ��l�� ��uld �uit ��� t�i� ���ult�
A�ting in t�� t�u�i�t ��l� all al�ng t�� p������, it ��uld �av� b��n p���ibl� t� ��ndu�t t��
�tudy� mu�� di�����ntly�� T�� t�u�i�t ��uld �av� ju�t vi�it�d t�� ��ll��tivity�, a�k�d t�� �ta�� m�mb���
ab�ut t��i� �xp��i�n��� and t�i�d a�t���a�d� t� ��nd t�� ���� �� t��m� s�� ��uld lik� t� kn��
��at t�� main p�int in t�� p��v�nting t�ing� i�� T�� t�u�i�t may� kn��, �v�n a� a vi�it��, t�at
�t�u�tu�al t�ing� lik� di�tan��� d� n�t play� �u�� a ��l� n��aday��� W� �an b� alm��t �v��y������
�it� �v��y��n� at t�� �am� tim�� T�� l�ad����ip i� ��t�n ��iti�i��d and t�� �am� g��� ��� int��nal
��mmuni�ati�n� T��y� a�� �a�y� t� blam�, but ��at ���uld b� d�n� b�tt�� �� di�����ntly�? T�� �ta��
and it� attitud�� play� a big ��l�, but again, ��� i� t�� �ta��? T�� t�u�i�t may� �av� al�� b��n int��-
��t�d in t�� p������ �� g���ing� i� ��� �nj�y�� �tay�ing at t�i� ����ign ��unt�y� ��� mig�t vi�it it again and t�at i� ��y� it i� imp��tant t� kn�� i� t���� a�� ��m� ��ang�� g�ing �n�
TABLE 4. Conclusion of the using of the word “we” in different perspectives.
Using The tourist The spy The
missionary The prisoner The
process Good points:
Interested in increasing the use not too many pre- thoughts
challenges: lack of cultural knowledge superficial knowledge of habits
Good points:
Interested in what lies behind the answers
challenges: how to get to the real reasons
Good points: keen on proceeding the collectivism challenges:
Too much pre- thoughts how to react to those who are not on your side
Good points: keen on proceeding the collectivism challenges:
Ignoring the ones who are on the opposite side
The
result I am always we (wants to proceed this)
all the ways are interesting; what lies behind them
wants to process the “we-ness” in every way
wants to process the “we-ness” in every way
t� g�t t��m al�ng� Any��ay� t�� mi��i�na�y� ���l� at ��m� �it� t���� ��� �ay� t�at t��y� u�� t��
���d ”��” all t�� tim�: t��y� a�� �x��ll�nt di��ipl���
T�� p�i��n�� may� b� �� k��n �n p�����ding t�� p������ �� ��ll��tiv� id�ntity� t�at i� ��m��n�
�ay�� t�at �� i� n�t u�ing t�� ���d ”��” at all ��� may� b� i��itat�d� f�� ��� it i� imp��tant t� u��
t�� ���d �� all t�� tim�, �� t���� an����� ��uld b� t�� m��t imp��tant ��� ���� T���� ��� a��
n�t u�ing t�� ���d any�m��� may� b� in a ma�ginal ��� ����
5 0 4
T�� �py� ��uld g�t �l���� t� giv�n an����� and �py� �n ��at ��ally� li�� b��ind all t���� ��a-
��n�� spy�-�quipm�nt ���uld b� n��d�d a� ��ll a� ��l�-play�ing �kill�� T�� �py� �a� t� tak� ��� pla��
and �py� �it��� ��� t�� l�ad��� �� ��� t�� �ta��� i� t�� �py� tak�� t�� ��l� �� t�� l�ad����ip ��� ����
all t�� t�ing� t���ug� t�� �y��� �� t�� l�ad���, b��au�� t�� l�ad��� ���m ��� ”g�n��aliz�d Ot����”
i� ��� ��l� i� �p�n����d by� �ta�� t��n ��� ”g�n��aliz�d Ot���” i� al�� ���m�d by� t�� �ta��� it mig�t int����ting t� �py� �n t�� l�ad��� and g�t m��� in���mati�n ��� �ta�� ab�ut ��at t�� l�ad��� d�, and
��at t��y� d� n�t� But t���� ��uld n�t b� �� mu�� u�� �� t�� kn��l�dg� i� t�� �ta�� �ad n� plan
��� t� u�� it� it mig�t ��main a� kn��l�dg� �p��ad a��und t�� ������ tabl��, but i� t�� �ta�� �an- n�t a���pt t�� attitud� and ��l� �� t�� l�ad��� t��n t���� ��uld b� n� u�� in d�ing �py� ����a���
ab�ut l�ad����
T�� mi��i�na�y� ��uld n�ti�� t�� ���ult� t�lling ab�ut t�� �illingn��� �� t�� �ta��� s�� kn���
t�at t�� �t�u�tu��� and di�tan��� a�� �a�d t� ��ang�, and �� a�� t�� l�ad���, may�b�� s� t�� �a�i��t
�ay� ��uld b� t� �tudy� m��� t�� an����� t�at t�ll ab�ut t�� p������ �� g���ing� T�� g��d p�int t� p��a�� m��� i� t�� �illingn��� �� t�� �ta���
T���� i� ��m�t�ing in ��mm�n in t�� ��l�� �� t�� t�u�i�t and t�� mi��i�na�y� a� �a� a� p��v�nt- ing t�ing� a�� ��n���n�d: t��y� b�t� a�� int����t�d in t�� p������ �� g���t�� T�� mi��i�na�y� �ant�
t� p��a�� t�at t�i� i� t�� �ig�t �ay� t� a�t� T�� p������ �� g���ing i� t�� p�int t�at t�� mi��i�na�y�
����a����� �ant� t� �p��ad, but t�� mi��i�na�y� �ay� t� d� it i� d��la�ativ�� T�� t�u�i�t i� int����t�d in t�� p������ �� g���t� b��au�� ��� may� ��m� ba�k a� a vi�it�� again and ��� i� int����t�d ���
t�� t�ing� a�� g�ing �n�
T� �tudy� t�� p��v�nting t�ing� in a p�i��n�� �ay� �an b� a �t�����ul ���i�� ��� t�� ����a�����:
��� d��p ���uld t�� ����a����� g� in �tudy�ing t�� ����ntial p�int� �� t�� p��v�nting t�ing�� T����
may� b� all t�� tim� d��p�� and d��p�� kn��l�dg�; ���n �an t�� ����a����� �ay� t�at t�� ���� i�
��und?
5 0 5
4. The PROcess In fORMInG The ReseaRcheR’s IDenTITY anD The TRUTh & RealITY DIscUssIOn
in t�� b�ginning �� t�� p������ i t��ug�t t�at i am a ��ali�t� i t��ug�t t�at i am ���k�d �n p��- n�m�n�l�gy�� i �ad a ���ling t�at i am t�� �l��� t� my� ����a��� int����t and i t�i�d t� d� all i ��uld t� �ut��u��� m�� By� �tudy�ing t�� ��l�� i t��k du�ing t�� ����a��� p������ my� �y��� �p�n�d t�
m�ta��n��ptual a�a��n��� (Ty�njälä, h�ikkin�n and huttun�n 2005, 25)� Alt��ug� it i� �aid t�at t�� ����a�����’� ���k i� a l�n�ly� ���k it al�� n��d� �t��� p����n�, in m�ad’� t��m� �igni���ant
�t�����
On� qu��ti�n in ���ial ��i�n��� �a� b��n t�� ��lati�n b�t���n t�� individual and t�� ���ial�
A����ding t� Bu�� (2004, 13, 18), a �uman b�ing i� m��ally� ��i�nt�d ����-t�ink�� ��� �a� �i�
uniqu� t��ug�t�, b�li��� and valu��� An individual i� d���n�d t���ug� �i� int��nal p�y����l�gi�alAn individual i� d���n�d t���ug� �i� int��nal p�y����l�gi�al
�tat� and i� apa�t ���m t�� mat��ial ��ality� and ���m t�� �t��� individual�� in p�y����l�gy� a �uman b�ing i� d����ib�d a� an individual ����� natu�� i� n�t d�p�nd�nt �n t�� ���ial �nvi��nm�nt a��und� Luk�� (1973) ��it�� t�at t���� �xi�t� an ab�t�a�t �uman b�ing and �v��y� �uman b�ing
�a� ��� ��n �p��ial ��a�a�t��i�ti�� t�at a�� t���� in �pit� �� t�� ���i�ty� ��� liv�� in�
T� a�gu� ��� �� again�t t�i� ba�i� natu�� �� �uman b�ing ��m���� ����mbl�� t�� qu��ti�n
�� und���tanding t�� t�ut�� T�i� a�ti�l� ����� t�at, by� u�ing di�����nt ��l��, di�����nt �id�� �� t��
TABLE 5. Conclusion of the preventing things in different perspectives
Preventing things The tourist The spy The
missionary The
prisoner The
process Good points:
would have been easy to just drop in and ask the question easy to see something as an outsider challenges:
are the given reasons real (lack of cultural knowledge)
Good points:
Might be easy to get to the reasons and their background by using different methods challenges:
Is the spy spying for the leaders or for the staff?
how is the information used?
Good points:
Important to proceed to process of the common growth challenges:
how to do it in a way that is not irritating?
Good points:
One sight to the point could be studied in a deep way
challenges:
what is the core point?
The result Process of growing;
individual and collective levels
all the answers are interesting but how is the knowledge used and for who?
The willingness of
the staff willingness of the staff but how far should we go to reach the core point?