MGMT 7703 Qualitative Methods
- Course Outline: 2013 –
Albert J. Mills, Ph.D.
Office: (Sobey Building), Room 220
Tel: [902] 420-5778
Fax: [902] 420-5119
Email: albert.mills@smu.ca
Advanced Course Reading
The course involves a number of readings from books, edited collections and journal articles. However, it is vitally
important that each participant reads the following books in advance of the start of the course:
Pushkala Prasad (2005) Crafting Qualitative Research. Armonk, NY: M. E. Sharpe
Alan Bryman, Emma Bell, Albert J. Mills, and Anthony R. Yue (2011) Business Research Methods. 1st Canadian
Edition. Toronto: Oxford University Press, Chapters 1-3, 6-8, 14, 17-18, 20-21, 24-25.
Teaching Philosophy
My philosophy in this course is quite simple – learning by doing. The core of the course will focus on a series of
research activities (as well as discussions of those activities) designed to provide `hands on’ experience of doing
qualitative research. Beyond the broader concerns of qualitative research there is space in the course for reflecting on
ideas for your own research methods.
Course Objectives
This course focuses on developing a working knowledge of a range of qualitative methods and methodological
approaches. The course is designed to achieve:
(i) An understanding of the role of qualitative methods in management and organizational research.
(ii) An understanding of the relationship between theory, methodology, and methods in qualitative research.
(iii) A working knowledge of a range of qualitative methodologies and methods.
(iv) The provision of a forum for reflecting on and developing research strategies.
Structure
With the exception of the classes on May 15, and June 26, and 27 – which will be 1:30-4:30 -- all classes are 9:3012:30. Classes will be held on the following dates:
May 2, 9, 15, 21, 23, 30
June 6, 13, 19, 24, 26, 27
Classes will consist of discussion, case analysis, and presentation.
Evaluation
Each person is expected to undertake several contributions to the course that include:
 Course participation (30%).
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 Workshops (30%)
 Research project (40%)
Participation: As it is vital that people attend and take part in each and every class, course participation is an
essential element of evaluation. This is notionally worth a total of 30% (or 2.5% per class). It is assumed that
people will do more than just attend but will be an active participant through adequate reading, preparation, and
contribution to discussion. There are not marks given for this BUT, in the absence of a documented medical reason
or serious domestic issue, 2.5 marks per class missed will be deducted from the final grade.
Workshop: (30%) Each participant will take a key ** role in 5 workshops. Your collective role is as follows:
(i)
(ii)
(iii)
(iv)
Provide an overview of the method (e.g., content analysis) – how and when it is used; different
approaches to its use; strengths and limitations.
To each member of the class, assign a reading that exposes them to the use of the method.
Ensure that discussion of the method includes at least two different methodological approaches (e.g.,
positivist, feminist, poststructuralist).
Design a way of involving each member of the class in the use of the method.
The tasks will be divided among three main people for each class. By the end of each workshop we should all have a
working knowledge of what the chosen method looks like and some of the problems involved in its application.
The 30% grade will be based on your two best contributions.
Research Project
Choose one of the following projects.
1. The Management Textbook Project (due October 1, 2013)
Background
The Sobey PhD textbook collection runs to approximately 600 management (Management, OB, OT, HR) textbooks
from the US and Canada. The collection provides us with the opportunity to undertake one or more of the following:
historiography, content analysis, critical hermeneutics, hermeneutics, discourse analysis, critical discourse analysis,
narrative analysis, postcolonial analysis, feminist analysis, semiotics, deconstruction, sensemaking, and critical
sensemaking. Thanks to a SSHRC grant that Jean and I obtained in 2007 and, more recently, a SEEP grant,
approximately half of the collection has been digitized. This will allow extensive searching of the collection.
Task
Use one or more qualitative methods discussed in the course to analyze one of the following problematics:
Race, Ethnicity and Gender in the North American Textbook Over Time
(For example, how do management textbooks present managers, employees, customers, business in terms of the
supposed race/ethnicity/gender of the people involved; how are issues of race, gender and ethnicity dealt with and
does this change over time; how can we account for the changes over time).
Actor-Networks and the construction of the Management Textbook in Canada (and the US).
(For example, who are the main actors, networks and actants that can be traced over time; what role do these
actors/network/actants play in the dispersion of management and organizational `knowledge’? This can be just
focused on Canada or the US or a comparison of the two).
Discourses of Business: Formative Contexts, Management Theory and the Textbook in Canada.
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(For example, what types of major discourses can you find in either the US or Canadian textbooks over time and how
can you account for the changes, how do those discourses influence how we understand the role of business in
society, managers, employees, etc.)
Telling Tales about Business: Narratives of business in Canada and the US.
(For example, how are narratives used to present stories of business, managers, employees, etc over time either in
Canada or the US, or a comparison of both and what can we learn from this.)
Canadianization and the Presentation of management theory in the management textbook in Canada.
(For example, how has the development of Canadian versions of US textbooks influenced understandings in Canada
of management theory?)
Methods and Stories of Management
(For example, in the presentation and discussion of various management theories what research methods are
highlighted/privileged and how; what range of research methods are discussed and in what relative degree; what
research methods are neglected/ignored; what main styles of story telling do the various authors use and how does
that relate to methods.)
The Past and History in the Management Textbook
(For example, how do management textbooks deal with the past and history and what can we learn from this?)
2) The Atlantic Schools of Business (ASB) Project
The first Atlantic Schools of Business (ASB) conference is reputed to have taken place in 1971, with annual
conferences occurring ever since. Saint Francis Xavier University will hold the 43rd annual conference this year in
Antigonish. In recent years, as part of numerous PhD projects, various interview data and proceedings have been
collected in the Sobey PhD Reading Room. Beyond that, the ASB is still relatively young that many of the early
participants are still around.
Task
Use one or more qualitative methods discussed in the course to develop an historical account of ASB.
COURSE OUTLINE
Class 1: Thursday, May 2 (9:30-12:30)
Crafting Qualitative Research
*Theme: What is qualitative research? Types of qualitative research? Qualitative methods and paradigmatic
foundations?
Kristene** will lead off the discussion with a summary of what is qualitative research; including an outline of the
differences between qualitative and quantitative research.
Ryan** will lead the discussion of the second half of the class with a summary of the differences between positivist
and postpositivism research and the implications for research methods.
Rhonda** will lead off a final discussion on paradigms and traditions and the implications for research methods
Each member of the cohort should come with detailed notes on the nature of qualitative research; the qualitative vs.
quantitative methods debate; the difference between positivist and postpositivist research; the differences between
the idea of paradigms and traditions; and the implications for research methods.
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Class 2: Thursday, May 9 (9:30-12:30) Paradigms and Traditions Revisited: Theory and Qualitative Methods
*Theme: how do theoretical frameworks influence our choice of methods?
Danielle** will provide an overview of the links between theoretical frameworks (e.g., paradigms or traditions) and
research methods, drawing on examples from positivism, feminism, critical realism, and postcolonialism.
Following Danielle’s overview, Corinne** (poststructuralism) and Ken** (Grounded Theory) will debate the
problem of theory and method. Kristene and Danielle will support Ken and Ryan and Rhonda will support Corrine.
Class 3: Wednesday, May 15 (1:30-4:30). Learning From Talk 1: The Interview
Ken,** Ryan** and Kristene** will undertake to present two different paradigmatic approaches to interviewing
(e.g., positivist and postpositivist).
Ken** will, from his chosen perspective, provide an overview of the interview as a method and a look at some of the
key problems involved in undertaking interviews; looking at issues of where/when/why you would use interviews
compared to other qualitative methods. He will draw on an article that uses a particular theoretical approach to
interviewing. He will use reference to the article to provide examples of some of the issues and problems raised. [He
will supply a copy of the article in advance to the rest of the class – including me].
Ryan** will analyze and discuss a contrasting approach to interviews. [He will supply a copy of the article in
advance to the rest of the class – including me].
Kristene** will develop a small in-class exercise to give us the feel for some of the issues faced in interviewing.
(Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes to discuss
reactions).
Class 4: Tuesday, May 21 (9:30-12:30). Learning From Talk 2: Discourse Analysis
Rhonda,** Danielle,** and Corinne** will undertake to present two different paradigmatic approaches to discourse
analysis (e.g., discourse analysis and critical discourse analysis).
Rhonda** will, from her selected perspective, provide an overview of discourse analysis (DA) as a method and a
look at some of the key problems involved in undertaking DA; looking at issues of where/when/why you would use
DA compared to other qualitative methods. She will draw on an article that uses a particular theoretical approach to
DA. She will use reference to the article to provide examples of some of the issues and problems raised. [She will
supply a copy of the article in advance to the rest of the class – including me].
Danielle** will analyze and discuss a contrasting approach to DA. [She will supply a copy of the article in advance
to the rest of the class – including me].
Corinne** will develop a small in-class exercise to give us the feel for some of the issues faced in doing
discourse analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes
to discuss reactions).
Class 5: Thursday, May 23 (9:30-12:30). Learning from Talk 3: Narrative Analysis
Corinne,** Kristene,** and Danielle** will undertake to present two different paradigmatic approaches to narrative
analysis (e.g., interpretivist and postmodernist).
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Corinne** will, from her selected perspective, provide an overview of narrative analysis (NA) as a method and a
look at some of the key problems involved in undertaking NA; looking at issues of where/when/why you would use
NA compared to other qualitative methods. She will draw on an article that uses a particular theoretical approach to
NA. She will use reference to the article to provide examples of some of the issues and problems raised. [She will
supply a copy of the article in advance to the rest of the class – including me].
Kristene** will analyze and discuss a contrasting approach to NA. [She will supply a copy of the article in advance
to the rest of the class – including me].
Danielle** will develop a small in-class exercise to give us the feel for some of the issues faced in doing
narrative analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes
to discuss reactions).
Class 6: Thursday, May 30 (9:30-12:30). Learning through content and context 1: Hermeneutics
Ryan,** Rhonda,** and Ken** will undertake to present two different paradigmatic approaches to hermeneutics
(e.g., interpretive and critical hermeneutics).
Ryan** will, from his selected perspective, provide an overview of hermeneutics as a method and a look at some of
the key problems involved in undertaking hermeneutics; looking at issues of where/when/why you would use
hermeneutics compared to other qualitative methods. He will draw on an article that uses a particular theoretical
approach to hermeneutics. He will use reference to the article to provide examples of some of the issues and
problems raised. [He will supply a copy of the article in advance to the rest of the class – including me].
Rhonda** will analyze and discuss a contrasting approach to hermeneutics. [He will supply a copy of the article in
advance to the rest of the class – including me].
Ryan** will develop a small in-class exercise to give us the feel for some of the issues faced in doing discourse
analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes to discuss
reactions).
Class 7: Thursday, June 6 (9:30-12:30) Learning through content and context II: Content Analysis
Corrine,** Ken,** and Ryan** will undertake to present two different paradigmatic approaches to content
analysis(e.g., positivist and postpositivist).
Corinne** will, from her selected perspective, provide an overview of content analysis as a method and a look at
some of the key problems involved in undertaking content analysis; looking at issues of where/when/why you would
use content analysis compared to other qualitative methods. She will draw on an article that uses a particular
theoretical approach to content analysis. She will use reference to the article to provide examples of some of the
issues and problems raised. [She will supply a copy of the article in advance to the rest of the class – including me].
Ken** will analyze and discuss a contrasting approach to content analysis. [He will supply a copy of the article in
advance to the rest of the class – including me].
Ryan** will develop a small in-class exercise to give us the feel for some of the issues faced in doing discourse
analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes to discuss
reactions).
Class 8: Thursday, June 13 (NO CLASS IN LIEU OF DOCTORAL CONSORTIUM WORKSHOPS. (See
doctoral consortium June 3-6)
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Class 9: Wednesday, June 19 NO CLASS IN LIEU OF DOCTORAL CONSORTIUM WORKSHOPS. (See
doctoral consortium June 3-6)
Class 10: Monday, June 24 (9:30-12:30). Learning through Being and Seeing: Ethnography and Observation
Danielle,** Kristene,** and Rhonda** will undertake to present two different paradigmatic approaches to
ethnography (e.g., interpretive and postmodern).
Danielle** will, from her selected perspective, provide an overview of ethnography as a method and a look at some
of the key problems involved in undertaking ethnography; looking at issues of where/when/why you would use
ethnography compared to other qualitative methods. She will draw on an article that uses a particular theoretical
approach to hermeneutics. She will use reference to the article to provide examples of some of the issues and
problems raised. [She will supply a copy of the article in advance to the rest of the class – including me].
Kristene** will analyze and discuss a contrasting approach to ethnography. [She will supply a copy of the article in
advance to the rest of the class – including me].
Rhonda** will develop a small in-class exercise to give us the feel for some of the issues faced in doing
discourse analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30 minutes
to discuss reactions).
Class 11: Wednesday, June 26 (1:30-4:30). Learning from Relationships: Actor Network Theory
Kristene,** Ryan,** Rhonda,** and Corinne** will undertake to present two different paradigmatic approaches to
Actor Network Theory (ANT) (e.g., ANT, and `and After’).
Kristene** will, from her selected perspective, provide an overview of ANT as a method and a look at some of the
key problems involved in undertaking ANT; looking at issues of where/when/why you would use ANT compared to
other qualitative methods. He will draw on an article that uses a particular theoretical approach to ANT. She will use
reference to the article to provide examples of some of the issues and problems raised. [She will supply a copy of the
article in advance to the rest of the class – including me].
Ryan** will analyze and discuss a contrasting approach to ANT. [He will supply a copy of the article in advance to
the rest of the class – including me].
Rhonda** and Corinne** will develop a small in-class exercise to give us the feel for some of the issues faced
in doing discourse analysis (Note: the exercise should take between 30-45 minutes to administer, with at least 15-30
minutes to discuss reactions).
Class 12: Thursday, June 27 (1:30-4:30). Learning from the Past: Historiography
Danielle,** Ken,** and Albert will undertake to present two different paradigmatic approaches to the study of
management and organizational history (e.g., positivist, postpositivist).
Danielle** will, from her selected perspective, provide an overview of historiography as a method and a look at
some of the key problems involved in undertaking studies of history; looking at issues of where/when/why you
would use historical analysis. She will draw on an article that uses a particular theoretical approach to historiography
She will use reference to the article to provide examples of some of the issues and problems raised. [She will supply
a copy of the article in advance to the rest of the class – including me].
Ken** will analyze and discuss a contrasting approach to the study of history. [He will supply a copy of the article in
advance to the rest of the class – including me].
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Albert has provided the following exercise:
1) Everyone read through the documents listed below (they are mostly a page or so in length). You are also
free to find any other material on the early years of the Academy of Management (AoM) that you can find.
2) Make notes on what problems you have/would have in drafting an early history of the AoM
3) Ryan, Corrine and Danielle, in outline form, develop a quick history of the early years of the Academy of
Management. You can work together in drafting 4-6 pages sent to the class in advance.
4) Kristene, Rhonda and Ken prepare a critique of the short history for class room discussion.
Using the following literature outline the issues, tasks and problems involved in developing a history of the
formation and early years of the Academy of Management. Come to the class with detailed notes and
ideas. I will put some of the materials on a drop-box folder called MGMT 7703.
Academy of Management. (1937). Objectives of an Organization to Promote Research in the Philosophy of
Management. Academy of Management Archives. Kheel Center for Labor-Management Documentation and
Archives, Martin P. Catherwood Library, Cornell University, Ithacha, New York.
Academy of Management. (1938). Business Administration in a Changing Economy. Paper presented at the The
Third Annual Conference of the Academy of Management, Ann Arbor.
Academy of Management. (1940). Fifth Annual Meeting of the Academy of Management. Academy of Management
Archives. heel Center for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell
University, Ithica, New York.
Academy of Management. (1947a). Academy of Management R (Renaissance) Day Program. Academy of
Management Archives. Kheel Center for Labor-Management Documentation and Archives, Martin P. Catherwood
Library, Cornell University, Ithica, New York.
Academy of Management. (1947b). Roster of Members, October 21, 1947. Academy of Management Archives.
Kheel Center for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell
University, Ithica, New York.
Academy of Management. (1948a). List of Members who attended annual meeting. Academy of Management
Archies. Kheel Center for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell
University, Ithica, New York.
Academy of Management. (1948b). Proceedings of the Academy of Management annual meeting, The Case Institute
of Technology, Cleveland, Ohio. Academy of Management Archives, (December 30). Kheel Center for LaborManagement Documentation and Archives, Martin P. Catherwood Library, Cornell University, Ithica, New York.
Anonymous. (1965). In Memorium: Charles L. Jamison 1885-1965. Academy of Management Journal, 8(2), 161.
Davis, R. C. (1936, December 10). Letter to C. L. Jamison, December 10. Academy of Management Archives. Kheel
Center for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell University,
Ithaca, New York.
Davis, R. C. (1953, June 16). Letter to John F. Mee, June 5th 1953. Academy of Management Archives. Kheel
Center for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell
Grant, J. D., & Mills, A. J. (2006). The Quiet Americans: Formative Context, the Academy of Management
Leadership, and the Management textbook, 1936-1960. Management & Organizational History, 1(2), 201-224.
Heyel, C. (1963). The Encyclopedia of Management (Vol. I). New York: Reinhold Publishing Corporation.
LeBreton, P. P. (1960). Charles Laselle Jamison. The Journal of the Academy of Management, Dec(3), 144-146.
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LeBreton, P. P. (1962). A Brief History of the Academy of Management. In P. M. Dauten (Ed.), Current Issues and
Emerging Concepts in Management (pp. 329-332). Boston: Houghton Mifflin Co.
Mee, J. F. (1965). Pater Familiae et Magister. Academy of Management Journal, 8(1), 14-23.
Shuman, R. B. (1947). Letter to Ralph C. Davis, March 18, 1947. Academy of Management Archives. Kheel Center
for Labor-Management Documentation and Archives, Martin P. Catherwood Library, Cornell University, Ithica,
New York.
Wrege, C. D. (1986). The Inception, Early Struggles, And Flowering of the Academy of Management Academy of
Management Archives: Kheel Center for Labor-Management Documentation and Archives, Martin P. Catherwood
Library, Cornell University, Ithaca, New York.
Wren, D. A. (1979). The Evolution of Management Thought. New York: Ronald Press.
Wren, D. A. (2005). The History of Management Thought. Hoboken, NJ: Wiley.
Wren, D. A., & Bedeian, A. G. (2009). The Evolution of Management Thought (Sixth ed.). Hoboken, NJ: John Wiley
& Sons, Inc.
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