essential-guide-to-qualitative-in-organizational-research

136 –––––––––– QUALITATIVE METHODS IN ORGANIZATION STUDIES ––––––––––––––––––Figure 11.7Face-to-face interview image: UK schoolhi-tech orientation and a competitive environment were also referred to. The Canadian schoolwas seen to have particular problems of recruitment and retention due to its geographicallocation. It also suffered from a lack of financial resources, and an inhibiting universitybureaucracy. A lack of strategic direction resulted from a recent change of leaders, althoughthere was cautious future optimism.Overall findingsA summary of the pictorial exercises revealed organizational elements not identified usingverbal research instruments. This is the acid test of using image. The top five constructs foreach school are shown in Table 11.1 in order of descending frequency of mention (how manyfocus groups and interviews contained each characteristic). This shows how intensely andwidely held each of these constructs are.If strategy development is not the aim, one could be content with enhanced understandingof organizational identity. However, it is helpful to identify which of the organization’sproblems may be addressed and which are more difficult to change. For example, sloworganizational response may be intrinsic to academic committees; but a lack of direction maybe tackled with a well-defined strategic plan. The study developed written strategic objectivesfor each institution. Although these are confidential, they focus specifically on research,teaching, external target markets and human resource management.Guidelines were also drawn to assist in internal and external image management. For theUK school, emphasizing and accentuating the organization’s respectability/business orientationand its research orientation help mould a more positive impression. Challenging the perceivedrole mismatch in projected professionalism boosts the school’s image, although only realchanges in strategy are likely to alter perceptions in the long term.