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

8 –––––––––– QUALITATIVE METHODS IN ORGANIZATION STUDIES ––––––––––––––––––In a similar vein, there are a variety of ways of analysing the data arising from such techniquesof data collection, for example: structured techniques such as grounded theory and attributionanalysis, which may concentrate on identifying content themes; and those which focus onlanguage use specifically, such as discourse and conversation analysis. There are manyapproaches which advocate a combination of data collection techniques such as case studiesand action research. Some ‘methods’ documented in this volume advocate particular kinds ofattitudes towards and treatment of participants in the research (for example, co-research, actionresearch, search conferences, critical analysis) which then have implications for how theresearch is conducted and interpreted. In these latter examples, we perhaps see more of a directrelationship between epistemology and method. However, this is not always the case: the samemethod may be used within different epistemologies. In some edited volumes, epistemologymay be considered separately from research methods (for example, Denzin and Lincoln, 2000),however, here we wanted the research accounts to be more holistic. Consequently, and givenour experiences over the years (documented above), we have encouraged contributors to thisparticular volume to consider reflexivity and epistemology in their accounts. Space restrictionsconstrained the extent to which they were able to do this, however, we feel readers are ableto get a good feel for the assumptions and commitments driving the research described.In respect of pursuing educational objectives, the variety of methods documented herecertainly provides the researcher (academic or practitioner) with a range of options andopportunities for exploring diverse issues within the area of organizational research. Theaccount of each method is necessarily too brief to give a complete grounding in theapplication of the methods described. However, each contributor has provided a list ofadditional reading at the end of their chapters so that interested readers can pursue thepossibilities further.CONCLUSION ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––Over the last 10 years we have sought to raise the profile of qualitative methods inorganizational research through producing edited volumes such as this one. In the process, wehave learnt a considerable amount about the research process and our views have changed asa consequence. We now consider the term ‘qualitative methods’ to be somewhat problematic;see acknowledging underlying beliefs about knowledge and research as important aspects ofresearch practice; recognize the political context of conducting and disseminating research;and seek to encourage critical appraisal as an integral part of research training and practice.We hope to pursue our understanding of the field and continue to publicize alternativeapproaches through other projects.However our views as to the usefulness of books such as these have not changed. Webelieve the contributors to these volumes have provided an invaluable service to bothexperienced researchers and practitioners wishing to pursue alternative approaches, and thosestarting out in organizational research, seeking to learn about the fundamentals of conductingresearch in an ethical and reflexive way. Taken together, these volumes illustrate the range anddiversity of research approaches available, providing a comprehensive source of ideas forpractice and encouraging the exploration of contemporary issues in organizational researchin dynamic and innovative ways.