• Ei tuloksia

–sharingexperiencesonReflexivityinempiricalqualitativeResearch engaginginReflexiveacts

N/A
N/A
Info
Lataa
Protected

Academic year: 2022

Jaa "–sharingexperiencesonReflexivityinempiricalqualitativeResearch engaginginReflexiveacts"

Copied!
22
0
0

Kokoteksti

(1)

4 6 9

heIDI kesO� hanna lehTIMäkI and TaRJa PIeTIläInen

engaging in Reflexive acts

– sharing experiences on Reflexivity in empirical qualitative Research

aBsTRacT

In this article, we present an experiential narrative of reflexivity in qualitative empirical research.

Through a dialog of three researchers on their research processes we highlight the issues of reflexivity in empirical research and show the ways by which a researcher’s ontological and epistemological presumptions inform decision making throughout the research process. Generalizing from research experience, we call for academic discussion on the experiential knowledge researchers have on reflex- ivity. Sharing the experiences researchers have on reflecting the ontological and epistemological mani- festations in empirical research would shorten the gap between the theoretical discussion on reflexivity and the day to day decisions an empirical researcher faces.

1. InTRODUcTIOn

in t�i� a�ti�l�, �� ��fl�xiv�ly� �xpl��� i��u�� �� kn��l�dg� p��du�ti�n in an �mpi�i�al ����a���

p������� u�ing �u� ��n p��d� ����a��� p�������� a� �xampl��, �� �xpl��� ��� ��fl�xivity� un��ld�

a� a ��ntinu�u� d��i�i�n making p������ inv�lving �pi�t�m�l�gi�al and �nt�l�gi�al a��umpti�n��

in �xamining �u� ��n ����a��� p��������, �� d�a� �n t�� ���k �� eg�n guba and yv�nna Lin��ln

heIDI kesO��Adjun�t p��������Adjun�t p��������

univ���ity� �� Tamp��� • �-mail: ��idi�k����li�����k���n�ulting�n�t• �-mail: ��idi�k����li�����k���n�ulting�n�t hanna lehTIMäkI��Adjun�t p��������Adjun�t p��������

univ���ity� �� Tamp��� • �-mail: �anna�l��timaki�li�����k���n�ulting�n�t• �-mail: �anna�l��timaki�li�����k���n�ulting�n�t TaRJa PIeTIläInen��Adjun�t p��������Adjun�t p��������

univ���ity� �� Ku�pi� • �-mail: ta�ja�pi�tilain�n�li�����k���n�ulting�n�t• �-mail: ta�ja�pi�tilain�n�li�����k���n�ulting�n�t

(2)

4 7 0

(1994) �n di�����nt ����a��� pa�adigm� and t�� i��u�� �� p�a�ti�al ��ndu�t �� inqui�y� t�at a��

add�����d di�����ntly� d�p�nding �n t�� und��ly�ing ����a��� pa�adigm� in t�i� �ay�, �� �xt�nd

���k �n ��fl�xivity� in bu�in��� ����a��� t� p��vid� a na��ativ� �� ��al li�� �xp��i�n��� �� ��fl�xivity�

in �mpi�i�al qualitativ� ����a����

u�ing �u� ��n ����a��� p�������� a� �xampl��, �� di��u�� ��u� m�tat�����ti�al app��a����

in qualitativ� ����a���: ���ial ��n�t�u�ti�ni�m, ��n�t�u�tivi�m, ��iti�al t����y� and ��i�nti��� ��al- i�m� Ou� �xaminati�n ���u��� �n �ix i��u�� �� kn��l�dg� p��du�ti�n: pu�p��� �� t�� ����a���, d���niti�n �� kn��l�dg�, int��a�ti�n b�t���n t�� ����a����� and t�� mat��ial, ��l� �� valu�� in

����a��� and �valuati�n ��it��ia ��� a qualitativ� ����a���� W� j�in in t�� di��u��i�n �n ��fl�xiv- ity� ��ll��ing t���� ��� a�gu� t�at ��fl�xivity� add������ �imila� i��u�� �� kn��l�dg� p��du�ti�n but b�ing� ���t� di�����nt �xplanati�n� d�p�nding �n t�� �����n ����a��� pa�adigm �it� pa�ti�u- la� �nt�l�gi�al and �pi�t�m�l�gi�al p���umpti�n� (calá� & smi���i��, 1992; guba & Lin��ln, 1994; Alv����n & sköldb��g, 2000)�

in t�i�ty� y��a��, ���k �n ��fl�xivity� �a� b���m� ��ll d�v�l�p�d in ��gani�ati�n and manag�- m�nt ����a��� m�t��d�l�gy�� ma�ta calá� and Linda smi���i�� (1999) dat� t�� int����t in ”kn��- ing ab�ut kn��ing” in ��gani�ati�n and manag�m�nt ����a��� ba�k t� lat� 1970� and �a�ly� 80�

���n multipl� ����a��� �t�at�gi�� and pa�adigm� in�pi��d d�bat� �it�in t�� ��mmunity� (��� ��g�

m��gan, 1983)� gib��n Bu���ll and ga��t� m��gan’� (1979) �tudy� �n t�� ��l� �� m�tat�����ti�al a��umpti�n� in ��ganizati�nal analy��i� ���n tu�n�d int� a �la��i� m�t��d�l�gi�al t�xtb��k �m- p�a�i�ing t�� imp��tan�� �� ����a������’ ��n�itivity� t��a�d� p�a�ti��� �� kn��l�dg� p��du�ti�n�

Ov�� t�� y��a�� ��fl�xivity� �a� tak�n �n ��v��al m�aning�� An �a�ly� ��nt�ibuti�n t� �la�i�y�ing t�� va�i�ti�� �� ��fl�xivity� �a� mad� by� st�v�n W��lga�, a ���i�l�gi�t �� ��i�nti��� kn��l�dg�� h�

(1988a) p����nt� a ��ntinuum ����� ��fl�xivity� �ang�� ���m ‘b�nign int���p��ti�n’ t� ‘��n�titutiv�

��fl�xivity�’� ‘B�nign int���p��ti�n’ ������ t� t�� ����a�����’� ��fl��ti�n �n t�� u�� �� qualitativ�

m�t��d�� su�� ��fl�xivity� aim� at imp��ving t�� quality� �� analy��i� by� �t��ngt��ning t�� ��nn��- ti�n b�t���n t�� �mpi�i�al �bj��t� and �tat�m�nt� mad� �� t���� �bj��t�� ‘c�n�titutiv� ��fl�xiv- ity�’, in tu�n, p��m�t�� ��iti�al ��l�-a�a��n��� t���ug��ut t�� ����a��� p������� T���ug� �u�� ��- fl�xivity�, t�� ����a����� ���k� t� �ully� und���tand and ��ll�� t�� ��mmitm�nt� �� pa�adigmati�

kn��l�dg� p��du�ti�n in ��d�� t� d�t��t n�� �ay�� �� int��p��ting t�� ��ality��

in a ����nt ��nt�ibuti�n, mi��a�l Ly�n�� (2000), al�� a ���i�l�gi�t �� ��i�nti��� kn��l�dg�, li�t� �ix ��n��pti�n� �� ��fl�xivity�: m���ani�al, �ub�tantiv�, m�t��d�l�gi�al, m�tat�����ti�al, int��p��tativ�, and �t�n�m�t��d�l�gi�al ��fl�xivity�� m���ani�al ��fl�xivity� ������ t� �i��ula� p���-

����� and ���dba�k l��p�� sub�tantiv� ��fl�xivity� ���t� �n t�� id�a t�at �uman� a�� in����ntly�

��l�-��fl��tiv�� m�t��d�l�gi�al ��fl�xivity� ���v�� a� a quality� ��nt��l in t�� �am� v�in a� W��lga�’�

‘b�nign int���p��ti�n’� m�tat�����ti�al ��fl�xivity� ��qui��� a ����a����� t� tak� a d�ta���d p��iti�n

���m ��i�� t� ��iti�ally� �xamin� ���ial ��ality�� int��p��tativ� ��fl�xivity� inv�lv�� int��p��tati�n

(3)

4 7 1

��i�� aim� at p��du�ing n�n-�bvi�u� alt��nativ�� t� tak�n-���-g�ant�d �ay�� �� t�inking and a�t- ing; W��lga�’� ‘��n�titutiv� ��fl�xivity�’ ��n�u�� �it� t�i� ��n��pti�n�

W�il� W��lga� di�tingui���� b�t���n t�� ��fl�xiv� and t�� un��fl�xiv� inqui�y� and p��m�t��

��n�titutiv� ��fl�xivity� a� t�u� ��fl�xivity�, Ly�n�� i� a�t�� an�t��� v���i�n �� ��fl�xivity�� h� a�gu��

��� ��fl�xivity� t�at d��� n�t p�ivil�g� any� t�����ti�al �� m�t��d�l�gi�al �tandp�int but �n�an���

�mpi�i�al inv��tigati�n int� ��fl�xiv� ��gani�ati�n �� p�a�ti�al a�ti�n��

O� t�� �ix ab�v� m�nti�n�d ��n��pti�n, Ly�n�� �av�u�� �t�n�m�t��d�l�gi�al ��fl�xivity�, b��au�� it ”d��� n�t ��t it��l� ��� again�t an un��fl�xiv� ��unt��pa�t” (ibid�, 42)� in�t�ad, ��fl�xiv- ity� ��m�� t� m�an t�� ��fl�xiv� ��lati�n��ip b�t���n t�� a���unt� and t�� a���untabl� �tat� ��

a��ai��, ��i�� tu�n� inv��tigati�n int� ��� �a�t� b���m� a���mpli���d in l��al int��a�ti�n� Ly�n��

a�gu�� t�at t�� �t��� v���i�n� t��at ��fl�xivity� �it��� a� ��gnitiv� �tat� (m���ani�al and �ub�tantiv�

��fl�xivity�), di����t� m�t��d�l�gi�al a�t (m�t��d�l�gi�al ��fl�xivity�), �� ��l�-��n��i�u� �xi�t�ntial

��nditi�n (m�tat�����ti�al and int��p��tativ� ��fl�xivity�)�

in ��gani�ati�n and manag�m�nt �tudi��, calá� and smi���i�� (1992, 240) �p�ak �� ”a ��- fl�xivity� t�at ��n�tantly� a������� t�� ��lati�n��ip b�t���n kn��l�dg� and �ay�� �� d�ing kn��l-

�dg�”� mat� Alv����n and Kaj sköldb��g (2000, 5) �tat� t�at ”��fl�xivity� d�a�� att�nti�n t� t��

��mpl�x ��lati�n��ip b�t���n p�������� �� kn��l�dg� p��du�ti�n and t�� inv�lv�m�nt �� t��

kn��l�dg� p��du���”� in t�� �am� v�in, p�il j��n��n and j�ann� dup��l�y� (2003) a�gu� again�t a p�ivil�g�d v���i�n �� ��fl�xivity�� T��y� maintain t�at a ����a����� �ann�t �t�p ba�k ���m �i� ��

���, ��t�n ta�it, m�tat�����ti�al ��mmitm�nt�, and ��fl��t �n t��m b��au�� t�� ta�k �� ��fl��ti�n d�p�nd� up�n t�� v��y� ��mmitm�nt��

j��n��n and dup��l�y� ��mbin� di�����nt ��t� �� a��umpti�n� ab�ut �pi�t�m�l�gy� and �nt�l-

�gy� and �ugg��t t���� app��a���� t� ��fl�xivity�: m�t��d�l�gi�al, �pi�t�mi� and d���n�t�u�ti�n��

�y�p�� ��fl�xivity�� m�t��d�l�gi�al ��fl�xivity� i� a t��l ��� a ����a����� t� �valuat� and ��itiqu� ���

a��u�at�ly� t�� �����n m�t��d�l�gy� �a� b��n d�pl�y��d� epi�t�mi� ��fl�xivity� �all� a ����a�����

t� �xamin� �i� �� ��� int��naliz�d m�tat�����ti�al p���umpti�n and t� all�� ��l�-kn��l�dg�

�nvi�i�n alt��nativ� a���unt� �� p��n�m�na� finally�, d���n�t�u�ti�n �nabl�� a ����a����� t� ��v�al t�� �ay�� by� ��i�� kn��l�dg� �laim� a�� p��du��d and t� qu��ti�n t�� l�gitima�y� �� t���� kn��l-

�dg� p��du�ti�n� by� b�inging in alt��nativ� a���unt� �� ��ality��

d�a�ing �n an und���tanding �� ��fl�xivity� a� a ��lati�n��ip b�t���n kn��l�dg� and �ay��

�� p��du�ing kn��l�dg�, �� ���� t�at, t� ��ndu�t a �ig� quality� ����a���, a ����a����� �ann�t

������ b�t���n ��fl�xivity� and un��fl�xivity�� in�t�ad, ��� mu�t und���tand t�� �ituati�n� �� d��i-

�i�n making in t�� �mpi�i�al ����a��� p������ a� a�t� �� ��fl�xivity�� R�fl�xivity� ��all�ng�� a ��-

��a����� t� und���tand t�� �ay�� by� ��i�� ��� �nt�l�gi�al and �pi�t�m�l�gi�al p���umpti�n�

guid� d��i�i�n making and t�� ���i��� ��� mak�� t���ug� t�� ���l� ����a��� p�������

Ou� int����t, t��������, i� in ����ing ��� a ����a����� �a��� ��fl�xivity� in an �mpi�i�al ��-

(4)

4 7 2

��a��� p������� Ou� p����ntati�n mak�� a numb�� �� ��nt�ibuti�n�� fi��t, d�a�ing �n t�� �la��i-

���ati�n �� i��u�� �� ��fl�xivity� by� guba and Lin��ln (1994) �� p����nt a dial�g �� t���� ����a���-

��� t� p����nt �xp��i�n��� �n ��fl�xivity� in �mpi�i�al qualitativ� ����a���� T�� di��u��i�n �n ��- fl�xivity� i� ��t�n ab�t�a�t and t�����ti�al, ��i�� mak�� it di����ult, pa�ti�ula�ly� ��� a b�ginn��, t�

und���tand ��at t�� i��u�� �� ��fl�xivity� m�an in �n�’� ��n ����a���� s���nd, t�i� app��a��

�nabl�� u� t� �ig�lig�t t�� �ay�� by� ��i�� a ����a�����’� �pi�t�m�l�gi�al, �nt�l�gi�al and m�t�-

�d�l�gi�al a��umpti�n� in���m t�� p�a�ti�aliti�� �� �mpi�i�al qualitativ� inqui�y�� T�� dial�g �����

��� t�� p���umpti�n� a�� ��v�n t�g�t��� in t�� p������ �� kn��l�dg� d�v�l�pm�nt, du�ing

��i�� �mpi�i�al mat��ial i� ��n�t�u�t�d, int��p��t�d and ��itt�n�

T�i�d, by� und���tanding t�� �ay�� by� ��i�� t�� k�y� i��u�� �� ��fl�xivity� un��ld in t�� p�a�ti��

�� qualitativ� inqui�y�, �� a�� b�tt�� �quipp�d t� p��du�� �ig� quality� int��p��tativ� ����a��� in t�� ���ld �� manag�m�nt and ��gani�ati�n �tudi��� An und���tanding �� t�� ��lati�n��ip b�t���n t�� �nt�l�gi�al and �pi�t�m�l�gi�al a��umpti�n� and t�� �ut��m�� �� d��i�i�n making in di����-

�nt p�int� �� ����a��� all��� ��� an in�ig�t�ul di��u��i�n �n t�� validity�, ��liability� and g�n��ali�- ability� �� int��p��tativ� ����a���� f�u�t�, ba��d �n analy��i� �� �u� ��n ����a��� p�������� ��

���� ���, in p�a�ti��, ��fl�xivity� ��m�� ���m a�a��n��� �� �n�’� ��n �nt�l�gi�al and �pi�t�m�- l�gi�al p��und���tanding� and ��iti�al ��l�-�xpl��ati�n �� �n�’� ��n int��p��tati�n �� �mpi�i�al mat��ial (��� Alv����n & sköldb��g, 2000)�

T�i� a�ti�l� i� ��gani��d a� ��ll���� W� ����t p����nt t�� ��am����k �� m�tat�����ti�al ap- p��a���� in ����a��� by� guba and Lin��ln (1994)� W� t��n add���� t�� m�tat�����ti�al qu��ti�n�

t�at �� a� ��n�t�u�ti�ni�t bu�in��� ����a������ �av� �a��d ���n ���king �n �mpi�i�al ����a����

n�xt, �� add���� ��fl�xivity� by� di��u��ing �u� ��n �xp��i�n��� �� d�ing �mpi�i�al ��n�t�u�ti�n- i�t ����a���� T�i� i� p����nt�d a� a dial�gu� b�t���n t�� t���� aut���� t� d����ib� ��� �lu�iv�

and und�t��min�d �n��unt��� �it� m�tat����y� a�� in �mpi�i�al qualitativ� ����a����

ea�� �� t�� m�mb��� �� dial�g talk� ab�ut ��� p��d� ���k� h�idi K��� (1999) ��ndu�t�d a

����a��� �n kn��l�dg� manag�m�nt� s�� �tudi�d t�� ��g�m�ni� di���u���� �� kn��l�dg� ��n-

�t�u�ti�n in a �a�� ��mpany�, valm�t Ai���a�t indu�t�y�� h�� ����a��� t�a��� ��ang�� in t�� di�-

��u���� t�at t��k pla�� in a tim� p��i�d �� 70 y��a��� A� a ���ult, ��� id�nti���d ��� di���u����

�nabl� and �ind�� t�� ��gani�ati�n t� tak� n�� and inn�vativ� a�ti�n�

hanna L��timäki’� (2000) ����a��� �xamin�� �t�at�gy� d��um�nt� and a �t�at�gy� p������ ��

t�� city� �� Tamp���� h�� ����a��� qu��ti�n� t�� tak�n-���-g�ant�d p���umpti�n� �� �t�at�gy� mak- ing and analy���� t�� languag� p�a�ti��� �� �t�at�gy�� A� a ���ult, ��� ����� ��� languag� ��n�t�u�t�

a�t��-p��iti�n� t� t���� a����t�d by� �t�at�gy� p��������, and p��p���� a n�� multi-v�i��d app��a��

t� �t�at�gy� making�

Ta�ja pi�tiläin�n (2002) �xamin�d ��mal� �nt��p��n�u���ip in �m��ging icT-indu�t�y�� T���ug�

analy��i� �� �ity� �t�at�gy� d��um�nt�, int��vi��� �� ��mal� �nt��p��n�u��, and m�dia a�ti�l�� ab�ut

(5)

4 7 3 a ��mal�-��n�d n�� m�dia ��mpany� ��� ����� ��� a g�nd��ing p������ �� ��mal� �nt��p��n�u�-

��ip �v�lv��� A� t�� main ��nt�ibuti�n, ��� ����a��� �mp�a�i��� t�� n��d t� und���tand t�� �ay��

by� ��i�� g�nd��ing i� p��du��d �at��� t�an �xamining g�nd�� di�����n��� p�� �� ���n ��mal�

�nt��p��n�u���ip i� di��u���d�

2. The ROle Of The ReseaRcheR In DIffeRenT MeTaTheOReTIcal aPPROaches

2.1 four metatheoretical approaches

Ou� und���tanding �� ��at ��n�titut�� ��fl�xivity� in qualitativ� ����a��� p�������� �it� di�����nt m�tat�����ti�al ��mmitm�nt� i� illu�t�at�d by� Tabl� 1� T�� ��am����k i� ad�pt�d �it� ��m�

��ang�� (��� b�l��) ���m eg�n guba and yv�nna Lin��ln (1994)� T���ug� �valuating ��� ��n a��umpti�n� in���ming d��i�i�n making t�� ����a����� �an pu��u� t�at av�nu� �� ��fl�xivity� ��i��

������ g��at��t �upp��t t� b�ing a���untabl� ��� kn��l�dg� p��du�ti�n�

T�� ���� �� t�� tabl� p����nt �ix i��u�� ��i�� t�� ����a����� n��d� t� d��id� �n in a ����a���

p������: pu�p��� �� t�� ����a���, d���niti�n �� kn��l�dg�, ����a�����-mat��ial int��a�ti�n, ��l� ��

valu�� in ����a���, �valuati�n ��it��ia ��� ����a���, and ��nally�, t�� ��l� �� t�� ����a����� a� kn��l-

�dg� p��du���� ‘pu�p��� �� t�� ����a���’ m��g�� t�� �at�g��i�� �� ‘inqui�y� aim’ and ‘Kn��l�dg�

a��umulati�n’ by� guba and Lin��ln (ibid�,112)� T��i� �at�g��y� ‘natu�� �� kn��l�dg�’ �� �av�

��nam�d ‘d���niti�n �� kn��l�dg�’ t� �ig�lig�t t�at al�� ��i�nti��� kn��l�dg� i� ab�ut b�li����

‘R���a�����-mat��ial int��a�ti�n’ i� d�v�l�p�d by� u�� Wit� t�i� �at�g��y� �� �ant t� �mp�a�i��

t�� imp��tan�� �� ��fl��ti�n �n t�� ��lati�n��ip b�t���n t�� ����a����� and t�� mat��ial in t��

p�������� �� data ��ll��ti�n and analy��i�� ‘R�l� �� valu�� in ����a���’ ������p�nd� t�at �� ‘valu��’

in guba and Lin��ln, a� ��ll a� ‘evaluati�n ��it��ia ��� ����a���’ t�at �� ‘g��dn��� �� quality�

��it��ia’� d��i�i�n� ��n���ning t���� i��u�� guid� t�� ����a��� p������ and �all ��� ��fl��ti�n�

ea�� t�pi� �ill b� �u�t��� �lab��at�d in t�� dial�g in ��apt�� t�����

in t�� ��lumn�, �� p����nt ��u� ����a��� pa�adigm� ���m t�� p�int �� vi�� �� t�� ��n�t�u�- ti�ni�t ����a���� T�i� �at�g��i�ati�n ��gani��� m�tat�����ti�al a��umpti�n� und��ly�ing �a�� pa�a- digm� it i� �it�in t�i� �at�g��i�ati�n t�at a ����a����� mak�� d��i�i�n� �n ��� m�t��d�l�gi�al

���i���� ev��y� ����a��� aim� at making a di�����n�� in t�� b�dy� �� ��i�nti��� bu�in��� kn��l�dg�

�it�in a pa�ti�ula� m�tat�����ti�al und���tanding� ea�� m�t��d�l�gi�al app��a�� in���p��at��

und���tanding� �� ��at i� an int����ting and �igni���ant ���u� �� inv��tigati�n� A����dingly�, �a��

app��a�� �all� a ����a����� t� �valuat� ��� p��iti�n a� a kn��l�dg� p��du��� and t�� quality� ��

n�� kn��l�dg� t�at t�� ����a��� g�n��at���

W� �av� nam�d ����a����� p��iti�n� in �a�� ����a��� pa�adigm a����ding t� ��at �� ���

a� t�� ��l� �� t�� ����a����� in kn��l�dg� p��du�ti�n� T�� nam�� �� �av� giv�n t� �a�� ��-

(6)

4 7 4

��a����� a�� in�pi��d by� ”t�� v�i���” guba and Lin��ln (ibid�) p����nt� W� di��u�� t�� tabl� by�

��mpa�ing �a�� m�t��d�l�gi�al app��a�� t� t�� ��n�t�u�ti�ni�t app��a�� t� �ig�lig�t t�� di����-

�n��� b�t���n �a�� app��a��� fi��t, �� �allthe constructionist researcher an ’empowerer’� s��

�xpl���� t�� tak�n-���-g�ant�d, qu��ti�n� t�� ��l�-�vid�nt, and �xamin�� �����l� a� t�� pa�ti�ipant in kn��l�dg� p��du�ti�n p������� T�� t��m ���ial ��n�t�u�ti�ni�m �mb�a��� many� va�iati�n� in t�����ti�al p���p��tiv�, int����t�, and m�t��d�� A����ding t� h��king (2000), t�� ��mm�n ��n-

���n in ��n�t�u�ti�ni�t ����a��� i� t�� int����t in t�� p�������� t���ug� ��i�� kn��l�dg� i�

��n�t�u�t�d in �v��y�day� a�tiviti��� A� �u��, t�� p�������� �� kn��ing a�� ��i�t�d ���m a kn��ing

Paradigm Issues for decision making

Social

Constructionism Constructivism Critical Theory &

Other Ideology Oriented Theories

Scientific Realism

Purpose

of Research Deconstructing taken for granted�

making visible relations of power/

knowledge

Producing rich empirical descriptions and enriched understandings

Inducing change�

giving voice to margins�

emancipation

Producing generalisable knowledge�

accumulation of knowledge Definition

of Knowledge

situational�

temporal� and legitimised accounts

shared

understandings of world

Institutionalised structures and processes of marginalisation

facts� patterns�

categorisations�

models Researcher

– Material Interaction

scientific discourses construct both the researcher and the material

The material enables the researcher to gain access to the actors’ reality

critique produces and maintains a distance between the researcher and the material

Methods intermediate between the researcher in scientific reality and the material in the researched reality

Role of Values in Research

Under constant power/knowledge negotiation

Presence of subjective values recognised�

accepted and worked with

values inseparable from the concepts used

The effects of a researcher’s subjective values should be minimised Evaluation Criteria

for Research

novelty of interpretations and argumentation�

questioning researcher’s own standpoint

Richness of interpretations�

authenticity in empirical description

accurateness of historical analysis�

erosion of ignorance�

proposals for empowerment of underprivileged

Internal and external validity�

reliability�

analytical objectivity

Role of the

Researcher ’empowerer’ ’enthusiastic

Participant’ ’Intellectual

change agent’ ‘analytical expert’

TABLE 1. Reflexivity in Qualitative Research Process.

(7)

4 7 5 mind t� ����dinat�d a�ti�n�, and t�u�, kn��ing and d�ing a�� j�in�d� A����dingly�, ‘d�ing

��i�n��’ and ��i�nti��� �laim� t� kn��l�dg� �an b� ��n�id���d a� �v��y�day� a�tivity��

s���nd, �� �allthe constructivist researcher an ’enthusiastic participant’(��� al�� guba &

Lin��ln, 1994) ��� b�ing� ���t� alt��nativ� int��p��tati�n� �� ��ality�, l�gitimi��� di�����nt ����ma�

and all��� ��� pa�all�l und���tanding� �� ��ality�� A����ding t� ��n�t�u�tivi�t�, ��gani�ati�n� �av�

n�it��� natu�� n�� ����n��; t��y� a�� ��at p��pl� p����iv� t��m t� b� (cza�nia��ka, 1992)� T��cza�nia��ka, 1992)� T��� T��

pu�p��� �� t�� ����a��� i� t� p��vid� �i�� �mpi�i�al d����ipti�n� �� a giv�n �v�nt, �a��-��mpany�

�� �ituati�n� A� a ���ult, t�� aim i� t� gain a d��p�n�d und���tanding, m��� ����n�d and �nlig�t-

�n�d und���tanding �� t�� liv�d ��aliti��� An in�id��’� vi�� �� t�� p��n�m�n�n and aut��nti�

a���unt� a�� valu�d in t�i� m�tat�����ti�al app��a���

T� a ��n�t�u�ti�ni�t ����a�����, a ��all�ng� in ��n�t�u�tivi�t ����a��� i� ��� t� av�id d��n- play�ing t�� qu��ti�n� �� p���� int��t�in�d �it� di�����nt individual int��p��tati�n�� in t�� ��n-

�t�u�tivi�t ����a���, t�� p���� t�nd� n�t t� b� a�ti�ulat�d a� �l���ly� ��nn��t�d t� a�t�� p��iti�n��

c�n��qu�ntly�, di�����nt int��p��tati�n� �� ��ality� a�� t��at�d a� �qual, but �aving di�����nt a��a�

�� validity�� A ��n�t�u�ti�ni�t ����a����� ��uld a�gu� t�at int��p��tati�n� a�� m��� ��t�n ��mp�t- ing v���i�n� �� ��ality� t�an ‘pi���� �� t�� �am� puzzl�’�

T�i�d, �� �allthe researcher following the critical theory an ’intellectual change agent’(���

al�� guba & Lin��ln, 1994), ��� i� an a�tiv� �p�ak�� ��� t�� ma�ginaliz�d� p��p�n�nt� �� ��iti�al t����y� and �t��� id��l�gy� ��i�nt�d t����i�� aim at ��ang� t���ug� ��itiqu�, giving v�i�� t� ma�- gin�, and �man�ipati�n (Alv����n & Willm�t, 1995)� T�� pu�p��� �� ����a��� ba��d �n ��iti�al t����y� i� �imila� t� ��n�t�u�ti�ni�t ����a��� in t�at ����a��� aim� at �mp����m�nt and �man-

�ipati�n�

f��m t�� ��n�t�u�ti�ni�t p���p��tiv� t�� qu��ti�n a�i���, ����v��, ����� �mp����m�nt and

�man�ipati�n i� in qu��ti�n� T�at i� ����� ��ality� i� tak�n a� an int����ting ����a��� t�pi�� B�t�

��iti�al t����y� and ��n�t�u�ti�ni�t ����a������ ��t�n ������ t�� p���p��tiv� �� t�� und��-p�ivil�g�d

�� t���� in n�n-p���� p��iti�n�� in ��gani�ati�nal ����a��� t�i� ��uld, ��� in�tan��, b� t�� �m- pl�y�����

T�� di�����n�� b�t���n t���� t�� m�tat�����ti�al app��a���� i� t�at t�� ��iti�al t����y� ��-

��a������ a��um� t�at, du� t� �xp��i�n��� �� ma�ginality� and �upp����i�n, t�� und��-p�ivil�g�d

�av� kn��l�dg� t�at i� l��� a����t�d by� p����� T� a ��iti�al t����y� ����a�����, it i� t�i� kn��l�dg�

t�at �a� t�� g��at��t p�t�ntial t� imp��v� t����i�ing� A ��n�t�u�ti�ni�t ����a�����, in tu�n, a�gu��

t�at p���� and kn��l�dg� a�� in��pa�abl�, and t��������, b�t� t�� p�����ul and t�� und��- p�ivil�g�d u�� and abu�� p����� c�n��qu�ntly�, t�� ���ult� �� u�ing kn��l�dg�-p���� a�� di�����nt, b��au�� ‘b�ing in p����’ �� ‘b�ing �upp�����d’ a�� di�����nt di��u��iv� a�t�� p��iti�n� �it� t��i�

di����ing �ig�t�, �bligati�n� and �xp��tati�n� �n ��� t� t�ink and a�t� An int����ting p�int t� a

��n�t�u�ti�ni�t ����a��� ��uld b� t� �xamin� t�� kn��l�dg�-p���� ��lati�n� t�at ��n�t�u�t t��

(8)

4 7 6

p��iti�n� �� t���� in p���� and t���� �upp�����d and ��� p��pl� t��m��lv�� pa�ti�ipat� in p��- du�ing t�� p��iti�n��

finally�, �� p��p��� t�ata scientific realist researcher could be called an ‘analytical expert’

(��� al�� guba & Lin��ln, 1994), ��� d����ib�� and �xplain� ��� t�ing� �a�tually� a��, and p��- du��� a ���l���m� ����a��� ba��d vi�� �� a p��n�m�n�n� in bu�in��� �tudi�� p���ap� t�� m��t u��d qualitativ� ����a��� app��a�� i� �a�� �tudy�� O�t�n, �a�� �tudy� m�t��d�l�gy� build� �n t��

p��mi��� �� ��i�nti��� ��ali�m� T�� ��l� �� t�� ����a����� i� t� g�n��at� b�tt�� und���tanding �� t��

p��n�m�n�n and t� add n�� �xplanati�n� t� t�� �xi�ting p��l �� kn��l�dg� (ma���all & R��- mann, 1989)�

T�� m��t �igni���ant di�����n�� b�t���n ��ali�t ����a��� and ��n�t�u�ti�ni�t ����a��� i� in t�� �ay�� by� ��i�� t��y� t��at t�� ��lati�n��ip b�t���n t�� ����a����� and �mpi�i�al ��ality�� R�al- i�t ����a������ valu� di�tan�� t� �mpi�i�al p��n�m�n�n und�� inv��tigati�n b��au�� t��y� main- tain t�at t�� patt��n� �� b��avi�u� �� t�inking �ill a�i�� ���m t�� data� T�i� i� a��u��d by� minimiz- ing t�� a����t� �� t�� ����a����� and maximizing t�� �ig�u� in ��ll��ing t�� �����n m�t��d� A

��n�t�u�ti�ni�t ����a��� ��uld a�gu� t�at �a�t� a�� n�t ��und but ��n�t�u�t�d t���ug� int��p��ta- ti�n� T� a ��n�t�u�ti�ni�t ����a����� a p��iti�n �� �bj��tiv� kn��ing d��� n�t �xi�t�

2.2 experiences on metatheoretical approaches

hanna: W�at i ��nd ��all�nging in t�� ��n�t�u�ti�ni�t app��a�� i� t�at it �all� ��� qu��ti�ning mu�� �� t�� �u���ntly� tak�n-���-g�ant�d� T�i� �a�ily� l�ad� t� a ���ling t�at �� a�� p��m�ting

��v�luti�n �� b�inging ���t� ��v�luti�na�y� id�a�� i p����� t� �mp���� �it� my� ����a���, i��� p��vid�

alt��nativ� vi�ta� t� ��� ��� t�ing� mig�t b� �it��ut t�lling ��� t�ing� �a�tually� a��� B��id��

d���n�t�u�ti�n i al�� �i�� t� p��vid� alt��nativ� ��luti�n� t� �u���nt ��n�t�u�ti�n�� T�� aim in my� ����a��� �n �t�at�gy� languag� �a� t� ����gni�� t�� di��u��iv� p���� ��lati�n� and t� a�t a� a p��vid�� �� a�gum�nt� t� und���tand m�aning making p�������� in �t�at�gy� making p�a�ti����

heidi:i am in�lin�d t� t�ink lik� t�� ��n�t�u�tivi�t� t�at �n�i���d und���tanding�, i��� b�ing- ing ����a�d di�����nt p���ibl� int��p��tati�n� �� a giv�n �ituati�n, �nla�g� �u� p���ibiliti�� t� a�t in �ay�� un�amilia� b������ i �ant t�� ���ld t� und���tand ��at a�� all t�� pla��� ����� inn�va- tiv� id�a� �an ��m� ���m, id�a� ��� d�v�l�ping t��i� a�tiviti��� in my� p��d� ���k i, ����v��, t��k a ��n�t�u�ti�ni�t tu�n� i �ant�d t� j�in t�� a�gum�nt t�at b�inging ���t� inn�vativ� id�a� ��qui���

t�at d���ning ��at i� valuabl� kn��l�dg�, �� ��n�id���d a� kn��l�dg�, �a� t� b� und���t��d in a n�� �ay� – �it� a n�� �ay� i m�an t�at kn��l�dg� i� di��u��iv��

Tarja: my� ����a��� �n ��mal� �nt��p��n�u���ip ��mbin�d pa��i�n� ���m b�t� t�� ��iti�al t����y� p���p��tiv� and t�� ��n�t�u�ti�ni�t ����a��� app��a��� c�iti�al t����y� i� p����nt in my�

����a��� t���ug� t�� id�a �� ��mini�t �man�ipati�n� i b�li�v� t�at t�� kn��l�dg� i p��du�� �a�

impa�t� �n ��m�n �nt��p��n�u��’ �pa�� �� a�ti�n� T�i� m�an� t�at i aim ��anging bu�in��� p�a�-

(9)

4 7 7 ti��� in �ay�� t�at �n�an�� ��m�n �nt��p��n�u��’ and bu�in��� ��m�n’� p���ibiliti�� t� �na�t

t��i� bu�in��� d��i��� in �ay�� t��y� ��nd �uitabl� �� att�a�tiv� ��� t��m��lv��� T�i� i� ��ally� imp��- tant t� m�� i �ant t� mak� ��mal� �nt��p��n�u��’ bu�in��� p�a�ti��� a� valu�d a� mal� �nt��p��- n�u��’ p�a�ti���� i a�gu� t�at �u���ntly�, ��mal� �nt��p��n�u���ip i� natu�ally� ��n�id���d a� a

��bby� lik� an a�tivity�, n�t a� a bu�in��� a�tivity� t� b� tak�n ���i�u�ly�� i �ant t� ��nt�ibut� t� an und���tanding t�at ��mal� �nt��p��n�u��’ bu�in����� a�� ��al bu�in����� �it��ut a ��nn�tati�n

�� l��� valu�d, n�t �� imp��tant� i �ant t� ��ang� t�� ���ld �� t�at ��mal� �nt��p��n�u�� d� n�t

�av� t� d���nd t��i� bu�in��� ���i����

heidi:s�m�tim�� it ���m� t�at d�ing ����a��� a� a ��i�nti��� ��ali�t ����a����� ��uld b�

��ally� �t�aig�t����a�d and t�� �a�i��t �ay� �� d�ing ����a���� it ���m� t�at a� a ��ali�t ����a�����

i ��uld n�t �av� t� ��n�tantly� ��fl��t my� m�tat�����ti�al a��umpti�n� and ���i��� �� ��ntinu-

�u�ly� qu��ti�n my� p��iti�n a� an analy�ti�al kn��l�dg� p��du���� in�t�ad, i ��uld ��ly� �n t��

��ll-��tabli���d qualitativ� ����a��� m�t��d� and, a� l�ng a� i t��k �a�� t� ��ll�� t��m m�ti�u- l�u�ly� and analy�ti�ally�, i ��uld b� an �xp��t in d����ibing and �xplaining ��� t�ing� �a�tually�

a��� A� a ��i�nti��� ��ali�t ����a�����, i ��uld tak� �a�� in p����nting t�� ����a��� ���ult� a� �a�t�

– i m�an, �v�n t��ug� i ��uld ��p��t t�� limit� �� t�� �tudy� i ��uld n�t qu��ti�n t�� p��mi��� ��

my� kn��l�dg� p��du�ti�n� i ��uld n�t ���k my� ��n b�at, �� t� �p�ak, and av�id inviting �t����

t� di��u�� my� p��mi���� A� a ��n�t�u�ti�ni�t ����a���, in tu�n, i ���l, t�at inviting �t���� t� di��u��

t�� �nt�l�gi�al and �pi�t�m�l�gi�al p��mi��� i� �xa�tly� ��at i am �xp��t�d t� d��

3. MeTaTheOReTIcal IssUes In qUalITaTIve ReseaRch 3.1 Purpose of research evolves with data

heidi:W��n i t�ink �� ��� �� a� bu�in��� ����a������ p��du�� bu�in��� kn��l�dg�, i ����t pay�

att�nti�n t� t�� �ng�ing ���i��� t�� ����a����� mak�� du�ing t�� ����a��� p������� On� �� t��

���i��� t� b� mad� in a v��y� �a�ly� �tag�, ���n d�ing qualitativ� ����a���, ��n���n� t�� data� T��

����a����� i� ��t�n �n��u�ag�d t� �ta�t t�� ����a��� p������ by� ��ll��ting data in ��d�� t� g�t t��

dial�g g�ing b�t���n t�� ����a�����’� t�����ti�al a��umpti�n� and ��� �b���vati�n� �� t�� bu�i- n��� ���ld� i t�ink it i� ��t�n di����ult t� d��id� ����� t� �ta�t ���m �� ��at data ��uld b� int����t- ing, ���n t�� p������ �� d���ning t�� pu�p��� �� t�� �tudy� i� �till g�ing �n� Al��, ba��d �n my�

�xp��i�n��, it i� n�t unu�ual t�at t�� pu�p��� �� t�� �tudy� ��ang�� a� t�� data ��ll��ti�n p�����d�

and ���n t�� ����a����� b���m�� m��� and m��� d��ply� inv�lv�d �it� ��� ����a��� mat��ial�

hanna:T�at i� d���nit�ly� t�u� at l�a�t in �u� ����a��� p�������� – �� all �av� k�pt ����ning t�� pu�p��� �� t�� ����a��� all al�ng �u� ����a��� p��������� i �ta�t�d my� ����a��� p��j��t by� data

��ll��ti�n� i �a� int����t�d in ��� d��� a n�� bu�in��� ���ld �� ��mmunity� b���m� ���m�d in a

(10)

4 7 8

l��al ��tting� i �ad p��vi�u�ly� d�n� ����a��� �n ���ial n�t���k� in an int��nati�nal ��gani�ati�n (L��timäki, 1996), and ���m t�� n�t���k p���p��tiv� t�� ���mati�n �� t�� l��al icT-bu�in��� ��m- munity� in my� ��m�t��n ���m�d v��y� int����ting� Wit� t�i� �ai�ly� vagu� int����t in mind i �ta�t�d data ��ll��ti�n� T�� pu�p��� �a� t� ��ll��t and analy��� �i�� �mpi�i�al mat��ial ���m di�����nt l��al a�t��� �it�in t�� ���ld t� b�tt�� und���tand ��� �a�� a�t�� int��p��t� t�� d�v�l�pm�nt ��

t�� ���ld and t��i� ��n p��iti�n �it�in t�� ���ld� my� aim �a� t� p��vid� a t�i�k �mpi�i�al d����ip- ti�n �� t�� p��n�m�na t���ug� p����nting t�� p���p��tiv�� �� va�i�u� a�t���� i al�� �ant�d t� g�t an �n�i���d und���tanding �� ��� t���� a�t��� a�tually� p����iv� t��m��lv�� and t�� bu�in���

���ld (e�ik���n, f��l��, W�ipp, & Rä�än�n, 1996)�

Tarja: i al�� g�t int����t�d in t�� l��al icT-bu�in��� ���ld, but ���m a ��m���at di�����nt angl�� T���� �a� a l�t �� p�ivat� and publi� a�ti�n g�ing �n a��und t�� d�v�l�pm�nt �� t�� finn- i�� in���mati�n ���i�ty�, and i �ant�d t� ��nd �ut ��� ��mal� �nt��p��n�u���ip �a� d�ing am�ng all t�i� m�ti�n� i �a� a��aid t�at t�� ��u��� �� a�ti�n ��uld ��p�at t�� ��ll-kn��n patt��n �����

��m�n �nt��p��n�u�� �ill b� ma�ginali��d �a�ly� �n and t�u�, �ill n�t b�n���t ���m t�� int�n�iv�

inv��tm�nt� �n t�� d�v�l�pm�nt �� a �igni���ant n�� bu�in��� ���ld� f�ll��ing id�a� ���m indu�t�ial di�t�i�t ����a���, ��i�� ��n�id��� a muni�ipality� a �igni���ant a�t�� �it�in t�� l��al bu�in��� �nvi-

��nm�nt (��g� s�ng�nb��g�� & py�k�, 1992), i �ta�t�d data ��ll��ti�n ���m t�� �ity�� T�i� id�a �a�

�upp��t�d by� t�� n��di� g�nd�� �quality� t�inking a����ding t� ��i�� publi� in�tituti�n� ���uld a�tiv�ly� �n�an�� ��m�n’� i��u��, in�luding matt��� imp��tant t� ��m�n �nt��p��n�u�� (��g� nil���n, 1997; Al�, 2002)� T�u�, it �a� natu�al t� m� t� ��ll��t data �n t�� �ity� in���mati�n ���i�ty� p�li�y��

hanna:T�� �a�ly� �t�p� in �u� ����a��� p�������� �av� b��n v��y� �imila�� Al�� i �ta�t�d ��ad- ing �ity� �t�at�gi��, ��ll��ing t�� id�a t�at a� a la�g� in�tituti�nal a�t��, a �ity� �a� a �igni���ant impa�t �n ���ming t�� ���ld� h���v��, at t�at tim�, i b��am� �amilia� �it� ��n�t�u�ti�ni�t t�ink- ing� f��m t�at p���p��tiv� t�� �t�at�gy� d��um�nt� ���m�d int����ting, n�t �� mu�� ��at t��

��nt�nt �� t�� d��um�nt� t�ll� ab�ut t�� �ity� and it� d��i�i�n mak���, but ��� t�� icT-���ld b�-

�am� ��n�t�u�t�d in t�� d��um�nt�� A� a ���ult, i ��-���u��d t�� pu�p��� �� my� ����a���, and

�nd�d up �tudy�ing ��� d��� �t�at�gy� di���u��� ��n�t�u�t a �ity� t���ug� p��du�ti�n �� a�t�� p��i- ti�n�, n��m� �� a�ti�n and d��i��d �utu�� vi�i�n� (��� da��l�� & h��king, 1995; Knig�t� & m��gan, 1991)� T�� n�� pu�p��� �� my� ����a��� �a� t� d���n�t�u�t an und���tanding �� a �t��y� t�at a

�t�at�gy� di���u��� t�ll� a� natu�al �� ��l�-�vid�nt ab�ut t�� �ity�� i app��a���d t�� �u���nt �t�at�gy�

making p�a�ti��� a� an �nt�l�gi�al na��ativ� �� a di���u��� in ��i�� t�� �ity� and it� a�t��� b���m�

��at t��y� a�� und���t��d t� b� (��� Ba��y� & elm��, 1997; B�j�, 1999)� B��id�� d���n�t�u�ting, i al�� �ant�d t� p��vid� id�a� �n ��� t�� �u���nt p�a�ti��� �� �t�at�gy� making ��uld b� alt���d,

�� t�at n�� p�a�ti��� ��uld b� adapt�d t� g�n��at� n�� und���tanding� �� t�� �ity�� n��, ���n l��king ba�k, y��u ��uld �ay� t�at i �ta�t�d my� ����a��� �n ��n�t�u�tivi�t p��mi���, and lat�� �n

��ll���d a ���ial ��n�t�u�ti�ni�t und���tanding �� t�� ���ld�

(11)

4 7 9 Tarja:ind��d, ��fl��ting �n�’� ����a��� �xp��i�n��� b�ing� �ut p��mi��� y��u ���� n�t a�a��

�� b������ On� �� t�� m��t imp��tant ta�it a��umpti�n� i �ad �a� int��t�in�d �it� my� id�a ��

�man�ipati�n� W��n i analy���d ��mal� �nt��p��n�u���ip in �ity� �t�at�gi�� it �a� n�t vi�ibl� t� m�

t�at i �a� a�tually� a���ibing t� ma�xi�t ��mini�t t�inking: i �a� d��ply� �ngag�d in ��nding �ut in

��at �ay�� ��m�n �nt��p��n�u�� a�� di�advantag�d� my� ��n���n �a� t� giv� v�i�� t� t�� und��- p�ivil�g�d and b�ing �ut m��� ‘������t’ kn��l�dg� (calá� & smi��i��, 1992)� A�t�� a ��il�, i ��- ali��d t�at p���upp��ing d�minan�� and di���iminati�n in�ibit�d m� ���m analy��ing, ��� g�nd��- ing p�a�ti��� a�� �ituati�nally� ��n�t�u�t�d and ���, in �����t, �pa�� ��� ��mal� �nt��p��n�u���ip

�m��g��� i b��am� int����t�d in t�� dy�nami�� �� g�nd��, and it� �����t� �n ��mal� �nt��p��n�u�-

��ip� d���n�t�u�ting m�aning making �� g�nd�� in t�� data and ��n�t�u�ting di���u���� �� ��mal�

�nt��p��n�u���ip mad� m� und���tand, t�at in�t�ad �� aiming at ‘����ing’ ��m�n �nt��p��n�u��

my� ����a��� ��uld mak� a di�����n�� by� ��nt�ibuting t� an id�ati�nal �pa�� ����� t�� und��- p�ivil�g�d W�man ent��p��n�u� ��uld giv� a�ay� t� multi�a��t�d �xp��i�n��� �� b�ing a ��man and an �nt��p��n�u��

heidi:it ���m� t�at in b�t� �� y��u� ����a��� p�������� t�� pu�p��� �� t�� �tudy� �a� b��n

�����u��d a����ding t� t�� m�t��d�l�gi�al ��i�t y��u �av� mad�� i m�an y��u ��vi��d y��u� und��-

�tanding� �n t�� �bj��t �� �tudy�� At t�� �am� tim� a ��ang� in �pi�t�m�l�gi�al p��iti�n ���u���d�

i al�� ��a�� t�i� �xp��i�n��� W��n i �ta�t�d my� ����a��� p��j��t �n kn��l�dg� manag�m�nt, t��

pu�p��� �a� t� ��it� a p������ual �a�� �tudy� (��� p�ttig��� 1990)� T�� aim �a� t� d����ib� and

�xplain, ��at i� ��gani�ati�nal kn��l�dg� ba��d �n and ��� �a� it d�v�l�p�d and ��ang�d �v��

tim� (ei��n�a�dt, 1989)� in ��t���p��t, i ��uld �ay� t�at �n t�� p��mi��� �� ��i�nti��� ��ali�m, i b�li�v�d t� g�t a univ���al pi�tu�� �� ��at i� ��gani�ati�nal kn��l�dg�-ba��� By� p����nting a p����und �mpi�i�al qualitativ� analy��i� �� �n� �a��, i ��p�d t� b� abl� t� apply� t�� ��nding� t�

�t��� �imila� ��tting� (ma���all & R���man, 1989)�

3.2 Definition of knowledge makes a difference

Tarja:it i� ��t�n �� t�at, ���n y��u l��k ba�k t� y��u� ����a��� p������, y��u �an ��� t�� ��ang��

t�at y��u �av� g�n� t���ug� du�ing t�� l�a�ning p������� in ��t���p��t, it i� al�� �a�y� t� analy���

��� y��u �av� p��du��d kn��l�dg� and ��at �b���vati�n� d� y��u ba�� y��u� kn��l�dg� p��du�- ti�n up�n� s�m�tim�� t�� ��ang�� �an b� v��y� �adi�al� Al�ng t�� l�a�ning p������, it b���m��

imp��tant t� qu��ti�n ��at, in �a�t, b���m�� ��n�t�u�t�d a� kn��l�dg� in a ����a��� p�������

hanna:A�t�� my� ��n�t�u�ti�ni�t tu�n, i �ta�t�d t� und���tand t�at va�i�u� m�tat�����ti�al app��a���� p��du�� di�����nt vi��� �n ��� t� d���n� kn��l�dg�� T� a ��i�nti��� ��ali�t ����a�����

a p����ing qu��ti�n i� ��at kind �� mat��ial �an b� ��n�id���d a� �a�tual ��il� a ��iti�al t����i�t

����a����� ��uld p�nd�� ��at t�� id��l�gy� b��ind t�� �a�t� i� in t�� ����a��� mat��ial� A ��n-

�t�u�tivi�t ����a�����, in tu�n, ��uld p����� natu�ally� ���u��ing mat��ial t�at ��uld b�ing ��� �l���

(12)

4 8 0

t� t�� ��ality� �� a�t���� And ��nally�, a ���ial ��n�t�u�ti�ni�t ����a����� ��uld ���k t� ��nd mat�-

�ial ����� t� �tudy� ���ial p�������� �� m�aning making�

Tarja:And all t�i� �a� an impa�t �n ��at a ����a����� ��n�id��� a� int����ting and ���t� ��

�tudy�ing in a pa�ti�ula� ��mpany��

heidi:y��, t�at i� t�u�� i �ill t�ll y��u �n� �xampl�� T�� ��mpany� i �tudi�d, valm�t Ai���a�t,

�a� a 70-y��a� �i�t��y� in d��igning and ��n�t�u�ting ai���a�t�, and it �a� b��n an imp��tant play���

in t�� finni�� indu�t�ial �i�t��y�� fi��t, t�� ��mpany� �a� pa�t �� finni�� milita�y� indu�t�y�, but �in��

t�� 50� it b��am� a p����t-ba��d bu�in���� T�� ��mpany� did n�t, ����v��, �u����d t� mak�

p����t and ��n�id��abl� publi� �unding �a� n��d�d �v�� t�� y��a�� t� k��p t�� ��mpany� �unning�

d��pit� �� t�i�, t�� manag��� �� t�� ��mpany� �p�k� �nt�u�ia�ti�ally� ab�ut t���n�l�gi�ally� ad- van��d kn��l�dg� ba�� and uniqu� ���� ��mp�t�n��� �� valm�t Ai���a�t� T�� ��mpany� �a� al��

�am�u� ��� it� p��g����iv� manag�m�nt t�aining p��g�am�, ����� t�� lat��t manag��ial i�m� ����

int��du��d� W��n i �p�k� t� t�� manag��� �� t�� ��mpany� in 1994, i ��und it amazing ��� it i�

p���ibl� t�at a ��mpany� t�at �laim� t� �x��l in �ig�-t���n�l�gy� and inn�vativ� t�inking �an

��ntinu�u�ly� b� unp����tabl�� A� a bu�in��� ����a�����, i �a� puzzl�d by� t�i�� And t� ��lv� t��

puzzl�, i �ta�t�d t� �xamin� ��at b���m�� d���n�d a� �apability� �it�in t�� ��gani�ati�n and t���ug� ��at kind �� p���������

hanna:W�at kind �� data did y��u ��ll��t t� �tudy� �apabiliti�� �� a ��mpany�?

heidi:i �ta�t�d t� ��ll��t data ���upul�u�ly� ��ll��ing t�� �ul�� �� t�iangulati�n� i ���k�d �n t�� ��ali�t p��mi��� ����� t�iangulati�n �� data i� ��n�id���d imp��tant t� �n�u�� a ��li�ti� and

�a�tual pi�tu�� �� t�� p��n�m�n�n in�t�ad �� ��ly�ing �n t�� ����a������ individual int��p��tati�n�

(��� yin, 1989; stak�, 1995)� i �ant�d t� gat��� a� mu�� in���mati�n a� p���ibl� �� t�� ��mpany��

s�, i ��ll��t�d ��mpany� �i�t��i��, annual ��p��t� ���m 1975 – 1995, p����nn�l magazin�� dating ba�k t� 70’�� Al��, i int��vi���d t�� manag��� ��v��al tim�� and t�an���ib�d t���� t��-��u� in- t��vi���� All t�g�t��� t�� data ��n�i�t�d �� 1121 pag��, and a l�t �� ba�kg��und mat��ial�

Tarja: s�, y��u t�i�d t� b� ‘g��d’ ��ali�t d�ing a �a�� �tudy� ��mp�i�ing di�����nt kind� ��

data?

heidi:y��, it �a� imp��tant t� mak� �u�� t� ��ll��t b�t� p�ima�y� and ����nda�y� mat��ial�

T�� d��um�nt� i ��ll��t�d ���u���d natu�ally� �it��ut any� int������n�� by� t�� ����a������ T��y�

����, �� ��u���, m��� valuabl�, t�an t�� ����nda�y� data, m�aning int��vi���, b��au�� i �ad pa�ti�ipat�d in p��du�ing t��m� my� aim �a� t� p��du�� a ��n�-g�ain�d d����ipti�n �� t�� �a�t� ��

t�� ��mp�n�nt� �� �apabiliti�� in t�� ��mpany�, and t����by�, t� gain a ��li�ti� vi�� �� t�� ��m- p�t�n��� i b�li�v�d t�at i ��uld d�a� a pi�tu�� �� t�� t�u� natu�� �� t�� �apabiliti�� ���m t�� �a�t�

in my� data� T�� qu��ti�n� i p���d t� t�� data ���� ��at t�� ���� ��mp�t�n�� ��n�i�t�d �� in t��

��mpany�, and ��� it �ad ��ang�d �v�� tim�� A� y��u �an ���, i �ta�t�d my� ����a��� ���m t��

p��mi��� �� t�� ��i�nti��� ��ali�m� i �ant�d t� d���n� ��at ��mp�t�n�� i� and ��at it ���uld b�

(13)

4 8 1 in �t��� �imila� ��mpani��� i al�� �ant�d t� ���� ��� t�� �xi�ting �apabiliti�� ��nt�ibut� t� t��

�u����� �� a ��mpany��

Tarja:y�u� ��fl��ti�n� �n �tudy�ing a ��mpany� �v�� �u�� a l�ng p��i�d, 70 y��a��, illuminat�

��ll ��� t�� m�tat�����ti�al app��a�� a ����a����� ��ll��� in���p��at� id�a� and �ul�� �n ���

t� d���n� kn��l�dg� and ��at ��unt� a� a��u�at� ����a��� mat��ial� W� �av� n�� b��n talking ab�ut a ��ali�t app��a�� t� kn��l�dg�� W�at a�� y��u� �xp��i�n��� in d���ning kn��l�dg� ���m a ��n�t�u�ti�ni�t vi��p�int? y�u �ad al��ady� ��ll��t�d �xt�n�iv� data, ��� did y��u� ��lati�n t�

t�� data ��ang� a�t�� taking a ��n�t�u�ti�ni�t tu�n?

hanna:h�� did y��u t��at y��u� ����a��� mat��ial?

heidi: my� ��iginal pu�p��� �a� t� d� ��nt�nt analy��i� and i did �xp��im�nt� �it� t��

analy��i� ���t�a�� �all�d nudisT� T���� a�� al�� �t��� analy�ti�al ��ding p��g�am� �u�� a� ATLAs��

ti and T�� et�n�g�ap� but i did n�t u�� any� �� t���� p��g�am� in my� ��nal analy��i�� T�� analy��i�

���t�a�� pav�d t�� �ay� t� �tudy�ing di���u���� and m�aning making; a�t�� t�� ����t �xp��im�nt�

�it� t�� analy��i� ���t�a��, i �ta�t�d t� pay� att�nti�n t� ���d� t�at p��pl� �p�k�, and t� t�� d�-

���ipti�n� di�����nt p��pl� u��d ���n �xplaining ��at i� ��mp�t�n�� and ��at i� n�t� At t�at p�int, i ��ali��d t�at di�����nt p��pl� ���m�d t� �av� v��y� di�����nt vi��� �� t�� �am� p��n�m-

�na, ��i�� in my� �tudy� ���� �apability� and ���� ��mp�t�n��� At t�� �nd, i �a� l��t ��nd��ing

��� t� ��mbin� t���� di�����nt vi��� t� put t�g�t��� a ��li�ti� vi�� �� t�� ��mpany�’� �ap- abiliti���

hanna:it alm��t ��und� a� i� y��u ���� �t�uggling �it� t�� p��mi��� �� ��n�t�u�tivi�m� in

��n�t�u�tivi�t vi��p�int, an individual a�t�� d��� n�t ��nd t�� �a�t� �� ��ality�, but in�t�ad, j�in�

in ��n�t�u�ting t��m (cza�nia��ka-j���g��, 1992; B�y���, 1995)� A����dingly�, in t�� int��vi���

y��u ���� int����t�d in ��� �a�� manag�� talk�d ab�ut t�� ��mpany� and it� ���� ��mp�t�n���

y�u ���� aiming at di���v��ing t�� kn��l�dg� ���ati�n p�������� ��a��d by� t�� individual� at t�� ��mpany�, i��� t��i� �xp��i�n��� and p����pti�n� �� ��ality��

heidi:y�� t�at i� ������t� it �a� �nly� lat�� in t�� ����a��� p������ ���n i ��ali��d t�at t��

���l� data ��p����nt�d manag���’ in�ig�t� �� t�� ��mpany�� it n�v�� ���u���d t� m� t� ��ll��t mat��ial �n t�� p����pti�n� �� �t��� a�t��� inv�lv�d �it� t�� ��mpany�, ��� in�tan��, t�� �mpl�y�-

���� On t�� �t��� �and, by� t�� tim� i ��ali��d t�i�, i �a� �appy� t� ���k �it� any� kind� �� ����a���

mat��ial in my� qu��t t� int��p��t m�aning making p��������� T�� di�tin�ti�n b�t���n p�ima�y� and

����nda�y� data impli�� a �i��a���y� �� kn��l�dg� �it� ��m� kn��l�dg� b�ing m��� aut��nti�

t�an �t���, and a� a ��n�t�u�ti�ni�t ����a����� i ��uld n�t t�ll any� m��� ����� v�i�� i� m��� ��

l��� aut��nti��

Tarja:f��m a ��iti�al t����y� p���p��tiv� y��u� �tudy� ��uld b� ��iti�i��d ��� p��m�ting d�mi- nating manag��ial id��l�gy� al�� b��au�� y��u d� n�t p��bl�mati�� t�� �i��a���i�al p���� �t�u�- tu��� A� �u��, it ��uld b� a�gu�d t�at y��u� �tudy� a�t� ��� t�� �lit��

Viittaukset

LIITTYVÄT TIEDOSTOT

Kaikissa kaarissa ainakin toisen p¨ a¨ an t¨ aytyy siis olla puun T sis¨ asolmu, joten S on verkon G solmupeite.. Muodostetaan puussa T ahne pariutus tekem¨ all¨ a syvyyssuuntainen

Olkoon L t+1 satunnaismuuttuja, jonka arvo on arvopaperisalkun tappio hetkell¨a t +1.. , d, yksi-

Tiekuljetusten tulevaisuuden toimintamallit yrityskoon ja verkostoitumisen ndkdkulmasta.. Alin hyvtiksytty tenttisuoritus:

Kerro koneistettujen kappaleiden mitta- ja muotopoikkeamiin vaikutta- vista

Kuinka tilanne poikkeaa valvotusta tuotannosta ja mihin perus- tuen lastuamisarvojen optimointi

Selvita menetelmien periaate, tydkalut, koneet ja soveltaminen..

jossa N t on tässä sukukypsien yksilöiden määrä populaatiossa, T t Carlin-merkittyjen yksilöiden lukumäärä populaatiossa, n t kutupyyntien kokonaissaalis ja m t

[r]