This document discusses the importance of history for management and organizational studies (MOS) and reflects on the production of history. It outlines four paradigms for studying organizational history: factual, contextual, archaeo-genealogical, and anti-history. It also discusses lessons from the "historic turn" in calling for more examination of how knowledge is produced and questioning the taken-for-granted nature of History. Ongoing research focuses on reassembling Canadian management knowledge and examining the role of history in reproducing gender relations.
This document discusses four paradigms for approaching organizational history: factual, contextual, archaeo-genealogical, and anti-history. It also addresses the importance of history for management studies, but notes it is problematic due to ontological and epistemological issues. Finally, it outlines some lessons from focusing on the production of history, including the need to question taken-for-granted assumptions and explore how knowledge is constructed.
This document discusses rethinking history from an anti-history perspective. It argues that history cannot capture the true past, but rather represents it. History legitimizes certain accounts of the past as reality. Critically, history operates as a discourse that produces knowledge and power. An anti-history view recognizes that the past informs our stories and narratives, but we should not treat historical accounts as absolute truths or new forms of oppression. We still have our tales to relay struggles and change without relying on potentially biased historical representations.
This document outlines different approaches to historiography and proposes an "amodern" alternative. It describes modern historiography as seeking a single, objective history, while postmodernism sees multiple subjective histories. The author argues this leads to relativism or a lack of ontology. Amodern historiography views history as enacted in social practices, with multiple interconnected versions shaped by relations between actors. It emphasizes that enactments of the past in the present have real ontological consequences.
This research project has three main objectives:
1) To better understand how management knowledge in Canada develops and how to diversify ideas in management education and disseminate knowledge more equitably.
2) To examine how certain forms of management knowledge become gendered and favor masculinity, and how to address discriminatory practices.
3) To study how management and organizational history in Canada is understood and shaped by the processes through which history is created, where US management thought has dominated.
The research will use approaches from actor-network theory, feminist theory, and anti-history to analyze the micro-processes of knowledge production and development and how past knowledge shapes our understanding of history.
The document discusses the "historic turn" in organizational management theory (OMT). It outlines 5 key points: 1) The call for a historic turn moves away from factual accounts of the past. 2) OMT theories like path dependency embed notions of the past that need exploring critically. 3) Critical management studies (CMS) has varying historical traditions but lacks recent engagement with history. 4) There can be a point of fusion between CMS, history, and OMT at the level of focus on past issues or certain methodological stances. 5) Claims of celebrating a historic turn ignore underlying problems of merging different methodologies and risk obscuring translation processes around conceptualizing the past.
This document discusses the need for a better understanding of institutional analysis across various social science disciplines. It argues that there is currently no consensus on key concepts like "institutions" and how to study them. The document presents a framework with multiple levels of institutional analysis, from more permanent higher levels to more rapidly changing lower levels. Developing a map of the field could help researchers communicate better and advance the study of how institutional configurations influence a society's innovativeness. However, the fragmented nature of universities makes consensus difficult.
Lecture given at AUK department of Social and Behavioral Sciences - The French School - Part 2. Dynamic Anthropology, Balandier and the colonial situation
The document discusses British Airways (BA), including:
1. It serves 33 million cups of tea and uses large quantities of food each year to serve over 7,000 passengers nightly on its fully flat bed club world flights.
2. In the 1980s, BA was in severe financial trouble and almost bankrupt, but through job cuts and cultural changes initiated by its new chairman, it was transformed into a profitable airline known for its customer service.
3. One of BA's achievements this century was a new low-cost pricing structure for domestic and European flights starting from £59 and £69 respectively.
This document discusses four paradigms for approaching organizational history: factual, contextual, archaeo-genealogical, and anti-history. It also addresses the importance of history for management studies, but notes it is problematic due to ontological and epistemological issues. Finally, it outlines some lessons from focusing on the production of history, including the need to question taken-for-granted assumptions and explore how knowledge is constructed.
This document discusses rethinking history from an anti-history perspective. It argues that history cannot capture the true past, but rather represents it. History legitimizes certain accounts of the past as reality. Critically, history operates as a discourse that produces knowledge and power. An anti-history view recognizes that the past informs our stories and narratives, but we should not treat historical accounts as absolute truths or new forms of oppression. We still have our tales to relay struggles and change without relying on potentially biased historical representations.
This document outlines different approaches to historiography and proposes an "amodern" alternative. It describes modern historiography as seeking a single, objective history, while postmodernism sees multiple subjective histories. The author argues this leads to relativism or a lack of ontology. Amodern historiography views history as enacted in social practices, with multiple interconnected versions shaped by relations between actors. It emphasizes that enactments of the past in the present have real ontological consequences.
This research project has three main objectives:
1) To better understand how management knowledge in Canada develops and how to diversify ideas in management education and disseminate knowledge more equitably.
2) To examine how certain forms of management knowledge become gendered and favor masculinity, and how to address discriminatory practices.
3) To study how management and organizational history in Canada is understood and shaped by the processes through which history is created, where US management thought has dominated.
The research will use approaches from actor-network theory, feminist theory, and anti-history to analyze the micro-processes of knowledge production and development and how past knowledge shapes our understanding of history.
The document discusses the "historic turn" in organizational management theory (OMT). It outlines 5 key points: 1) The call for a historic turn moves away from factual accounts of the past. 2) OMT theories like path dependency embed notions of the past that need exploring critically. 3) Critical management studies (CMS) has varying historical traditions but lacks recent engagement with history. 4) There can be a point of fusion between CMS, history, and OMT at the level of focus on past issues or certain methodological stances. 5) Claims of celebrating a historic turn ignore underlying problems of merging different methodologies and risk obscuring translation processes around conceptualizing the past.
This document discusses the need for a better understanding of institutional analysis across various social science disciplines. It argues that there is currently no consensus on key concepts like "institutions" and how to study them. The document presents a framework with multiple levels of institutional analysis, from more permanent higher levels to more rapidly changing lower levels. Developing a map of the field could help researchers communicate better and advance the study of how institutional configurations influence a society's innovativeness. However, the fragmented nature of universities makes consensus difficult.
Lecture given at AUK department of Social and Behavioral Sciences - The French School - Part 2. Dynamic Anthropology, Balandier and the colonial situation
The document discusses British Airways (BA), including:
1. It serves 33 million cups of tea and uses large quantities of food each year to serve over 7,000 passengers nightly on its fully flat bed club world flights.
2. In the 1980s, BA was in severe financial trouble and almost bankrupt, but through job cuts and cultural changes initiated by its new chairman, it was transformed into a profitable airline known for its customer service.
3. One of BA's achievements this century was a new low-cost pricing structure for domestic and European flights starting from £59 and £69 respectively.
This document discusses the use of history in management and organizational studies. It outlines four paradigms for studying organizational history: the factual approach, narrative approach, archaeo-genealogical approach, and ANTi-History approach. Each approach has a different view on what constitutes history and how it should be studied. The document also discusses reasons for using history, such as understanding contemporary institutions, reducing biases, and interpreting past decisions and structures. A number of exemplars are provided to illustrate each paradigm.
This document discusses historical-comparative research methods. It provides examples of famous historical works and outlines the value of historical research in illuminating present and future trends. The document also details the steps in a historical-comparative research project and types of data sources. Finally, it discusses strengths, weaknesses, and evaluation of historical research methods.
This document discusses the concept of historical thinking and its importance in the Australian curriculum. It defines historical thinking as the mastery of historical methods and procedures used to understand the past. This includes concepts like evidence, change over time, cause and effect, significance, and perspective. Being able to think historically helps provide a deep understanding of context and allows for the evaluation of historical information. It is a unique mode of inquiry that involves employing the established practices of the history discipline.
In 3 sentences:
This document discusses critical history and examines the assumptions behind traditional historical analysis. It argues that history as traditionally defined serves to affirm existing power structures. The document advocates redefining history through a critical lens to uncover distortions and silenced voices, and to use historical analysis to better understand oppression and work towards social emancipation and improvement.
graduate students - doing cultural economy researchAl James
While many commentators have recently argued forcefully for increased ‘rigour’ and ‘relevance’ within cultural economic geography, they have offered relatively less guidance on how
we might achieve that in practice, according to criteria that are methodologically and epistemologically appropriate to the cultural turn. Within this context, I outline a series of feasible
concrete strategies that researchers (especially those with limited resources of finance, status and power) might employ in the pursuit of these twin research ideals across five commonly
experienced moments in the research process, namely: (i) development of research questions; (ii) research design and case study selection; (iii) data collection; (iv) empirical analysis and theory building; and (v) write-up and communication.
The document discusses historiography and environmental analysis.
1) Historiography is the study of how history has been recorded and interpreted over time. It examines how historical texts are influenced by social and intellectual contexts. Understanding historiography is important for conducting historical research.
2) A company's environment includes internal factors like departments as well as external factors such as customers, competitors, and societal trends. Understanding these environmental factors is crucial for business planning and decision making.
3) Demographic and economic changes in society, like population aging, education levels, and income patterns can significantly impact businesses and require an adaptive response.
Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research
Inquiry "History and the Cheeseburger" by Simon Corvan, All Hallows' SchoolAnne Weaver
This was a presentation organised by the Brisbane Subcommittee of the School Library Association of QLD at St Rita's College in Brisbane, on August 8th. It looks at the nature of History inquiry in the Australian Curriculum and how teacher-librarians can support this.
Historical research involves systematically collecting and evaluating past data to understand and explain past events and actions. It aims to reconstruct what happened in the past as accurately as possible without manipulating variables. There are different types of historical research focused on topics like institutions, influences, or ideas. The process involves identifying a topic, collecting and evaluating primary and secondary sources, interpreting data, and synthesizing conclusions. Historical research is important as it can provide context, uncover unknown events, study causes and effects, and help understand present situations by examining relationships between past and present.
omparative historical research is a method of social science that e.pdfkaran8801
omparative historical research is a method of social science that examines historical events in
order to create explanations that are valid beyond a particular time and place, either by direct
comparison to other historical events, theory building, or reference to the present
day.[1]Generally, it involves comparisons of social processes across times and places. It overlaps
with historical sociology. While the disciplines ofhistory and sociology have always been
connected, they have connected in different ways at different times (see \'Major researchers\'
below). This form of research may use any of several theoretical orientations. It is distinguished
by the types of questions it asks, not the theoretical framework it employs (see \'Illustrations\'
below)
Some commentators have identified three waves of historical comparative research.[2] The first
wave of historical comparative research concerned how societies came to be modern, i.e. based
on individual and rational action, with exact definitions varying widely. Some of the major
researchers in this mode were Alexis de Tocqueville,[3]Karl Marx,[4]Emile Durkheim,[5]Max
Weber,[6] and W.E.B. Du Bois.[7] The second wave reacted to a perceived ahistorical body of
theory and sought to show how social systems were not static, but developed over time.[8]
Notable authors of this wave include Barrington Moore, Jr.,[9]Theda Skocpol,[10]Charles
Tilly,[11]Michael Mann,[12] and Mark Gould.[13] Some have placed the Annales school and
Pierre Bourdieu in this general group, despite their stylistic differences.[14] The current wave of
historical comparative research sociology is often but not exclusively post-structural in its
theoretical orientation. Influential current authors include Julia Adams,[15] Anne Laura
Stoler,[16]Philip Gorski,[17] and James Mahoney.[18]
There are four major methods that researchers use to collect historical data. These are archival
data, secondary sources, running records, and recollections. The archival data, or primary
sources, are typically the resources that researchers rely most heavily on. Archival data includes
official documents and other items that would be found in archives, museums, etc. Secondary
sources are the works of other historians who have written history. Running records are ongoing
series of statistical or other sorts of data, such as census data, ship\'s registries, property deeds,
etc. Finally recollections include sources such as autobiographies, memoirs or diaries.[19]
There are four stages, as discussed by Schutt, to systematic qualitative comparative historical
studies: (1) develop the premise of the investigation, identifying events, concepts, etc., that may
explain the phenomena; (2) choose the case(s) (location- nation, region) to examine; (3) use what
Theda Skocpol has termed as \"interpretive historical sociology\" and examine the similarities
and the differences; and (4) based on the information gathered, propose a causal explanation for
the pheno.
Materialism Essay. St. Joseph's College of NursingKaren Knowles
This document discusses the challenges of writing an essay on the topic of materialism. Materialism encompasses philosophical, economic, social, and cultural aspects and requires an understanding of these diverse perspectives. Philosophically, materialism explores the nature of reality and how material possessions shape human experiences. Economically, materialism is tied to consumerism and the pursuit of wealth. Socially, materialistic values influence relationships, self-worth, and society. Effectively addressing these complex issues demands research across philosophy, economics, sociology, and psychology. Crafting a coherent argument requires synthesizing information and presenting a compelling thesis supported by evidence. In conclusion, a materialism essay navigates a wide range of topics and demands thorough analysis to illumin
This document discusses the challenges of writing an essay on Manifest Destiny. It notes that the topic delves into a complex aspect of American history requiring nuanced understanding. It states that researching the topic demands thorough exploration of primary sources and analyzing different perspectives. Organizing the essay poses challenges due to the vast information available and striking a balance between providing context and analysis. Addressing the ethical dimensions adds complexity by evaluating consequences on indigenous peoples. Formulating a compelling thesis that meaningfully contributes to discourse on this topic requires deep reflection and critical thinking. In conclusion, crafting an essay on Manifest Destiny demands extensive research, critical thinking, and ethical consideration to navigate its complex historical narrative and present a coherent analysis.
The Historical Method in Educational ResearchAJHSSR Journal
Historical research has become increasingly relevant from the perspective of nowadays
education sciences. Many outstanding scholars in the domain often considered that the main path to progress in
the science of education is through carrying out experimental research. Nonetheless, research in education
cannot be reduced to mere empirical observation and investigation based on which innovations are brought
about in education. We cannot afford ignoring, dismissing or placing the critical-reflective capitalization of
acquisitions acquired through the study of past works on a lower level in the field of research. On the contrary,
integrating the results of historical research into the existing, constantly growing scientific knowledge, is a
determinant factor in innovations, developments and improvements in the theory and practice of education.
Through the enhancement of historical research, one of our main goals is to recover ideas and meanings of the
past, which can influence and shape our present and future. Investigating the history of pedagogical thinking is
not just an act of reconstructing the past, but also an opportunity to reveal the valuable dimensions of a tradition
that can inspire and motivate us in all present and future endeavours. Innovative approaches also imply
capitalizing overall past experiences and research to enhance the valuable notions and concepts acquired over
time.
Westward Expansion and Slavery - A-Level Politics - Marked by Teachers.com. US History - Western Expansion - Essay Sheet by Mrgrayhistory | TpT. Westward Expansion. - A-Level History - Marked by Teachers.com. Sectionalism Due to Western Expansion Essay Example | StudyHippo.com. Westward Expansion Essay Example | Topics and Well Written Essays .... Asses the impact of Westward expansion on Native Americans - A-Level .... Imposing Westward Expansion Essay ~ Thatsnotus. Enduring Issue Westward Expansion Essay by The Social Studies Place. ≫ Role of the Transcontinental Railroad in Westward Expansion Free .... Western Expansion essay optional assignment. ≫ Causes and Effect of Westward Expansion Free Essay Sample on Samploon.com. Westward expansion essay conclusion. Western a Expansion Timeline Jumble Worksheet |
Accounting History Definition And RelevanceSean Flores
This paper defines accounting history and argues for its relevance. It distinguishes between narrative history, which describes facts, and interpretational history, which evaluates relationships like a social science. Both have value for knowledge. The paper argues accounting history is relevant for accounting pedagogy, policy, and practice by providing context about how practices developed. It notes limitations of historical inquiry but argues understanding the past helps understand the present and future. The paper concludes historical research can increase informed judgment if scholars are aware of limitations and adapt appropriately.
Aim Capacity Building Workshop X007 E Adrian BaileyMary Rose
This document discusses accessing and analyzing historical business narratives using primary and secondary sources. It provides examples of different types of narratives that can be used, including public, ontological, conceptual, and meta narratives. It then analyzes the dominant public and conceptual narratives around the Cadbury business from 1879-1939, noting how alternative narratives have been excluded or overlooked. It emphasizes the importance of reflexivity in historical analysis and considering the moral embeddedness and contingency of historical events.
The workshop will explore organizational behaviour through a day-long session covering its historical development and key issues. Participants will examine organizational behaviour from different theoretical perspectives, including how individuals and groups function within organizations. The goal is to stimulate critical thinking around people and organizations to help practitioners develop new knowledge and skills.
Does History Repeat Itself Essay. Northcentral Technical CollegeAnita Gomez
This document discusses the challenges of writing an essay on whether history repeats itself. It notes that such an essay requires a nuanced understanding of complex historical patterns and events. It also requires balancing generalization with specificity, as well as balancing perspectives on whether historical repetition stems from human behaviors or unique moments. The essay must also involve an in-depth examination of underlying political, economic, and cultural forces. While creativity can help discern patterns, it also risks oversimplification. Overall, crafting a compelling essay on this topic demands analytical thinking, historical insight, and creative thinking to avoid reductionism and clearly address the complexities of historical interpretation.
This document discusses various aspects of historical research methodology. It outlines different types of historical sources including written sources like records, autobiographies and legal documents as well as artifacts. It also discusses the characteristics of historical research, including the inability to repeat experiments and reliance on secondary sources. Several methods of analyzing historical documents are provided, such as external and internal criticism to evaluate authenticity. The purpose of these analyses is to detect forgeries and inaccuracies.
This research project has three objectives: 1) To gain a greater understanding of how management knowledge in Canada develops and how to diversify ideas in management education and disseminate management theories. 2) To examine how management knowledge becomes gendered and favors masculinity, and how to address discriminatory practices. 3) To understand how histories of Canadian management knowledge are created and how US management theories came to dominate, in order to encourage diverse ideas and forms of knowledge. The research combines several approaches to analyze knowledge production and history.
This document discusses the use of history in management and organizational studies. It outlines four paradigms for studying organizational history: the factual approach, narrative approach, archaeo-genealogical approach, and ANTi-History approach. Each approach has a different view on what constitutes history and how it should be studied. The document also discusses reasons for using history, such as understanding contemporary institutions, reducing biases, and interpreting past decisions and structures. A number of exemplars are provided to illustrate each paradigm.
This document discusses historical-comparative research methods. It provides examples of famous historical works and outlines the value of historical research in illuminating present and future trends. The document also details the steps in a historical-comparative research project and types of data sources. Finally, it discusses strengths, weaknesses, and evaluation of historical research methods.
This document discusses the concept of historical thinking and its importance in the Australian curriculum. It defines historical thinking as the mastery of historical methods and procedures used to understand the past. This includes concepts like evidence, change over time, cause and effect, significance, and perspective. Being able to think historically helps provide a deep understanding of context and allows for the evaluation of historical information. It is a unique mode of inquiry that involves employing the established practices of the history discipline.
In 3 sentences:
This document discusses critical history and examines the assumptions behind traditional historical analysis. It argues that history as traditionally defined serves to affirm existing power structures. The document advocates redefining history through a critical lens to uncover distortions and silenced voices, and to use historical analysis to better understand oppression and work towards social emancipation and improvement.
graduate students - doing cultural economy researchAl James
While many commentators have recently argued forcefully for increased ‘rigour’ and ‘relevance’ within cultural economic geography, they have offered relatively less guidance on how
we might achieve that in practice, according to criteria that are methodologically and epistemologically appropriate to the cultural turn. Within this context, I outline a series of feasible
concrete strategies that researchers (especially those with limited resources of finance, status and power) might employ in the pursuit of these twin research ideals across five commonly
experienced moments in the research process, namely: (i) development of research questions; (ii) research design and case study selection; (iii) data collection; (iv) empirical analysis and theory building; and (v) write-up and communication.
The document discusses historiography and environmental analysis.
1) Historiography is the study of how history has been recorded and interpreted over time. It examines how historical texts are influenced by social and intellectual contexts. Understanding historiography is important for conducting historical research.
2) A company's environment includes internal factors like departments as well as external factors such as customers, competitors, and societal trends. Understanding these environmental factors is crucial for business planning and decision making.
3) Demographic and economic changes in society, like population aging, education levels, and income patterns can significantly impact businesses and require an adaptive response.
Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research Historical research
Inquiry "History and the Cheeseburger" by Simon Corvan, All Hallows' SchoolAnne Weaver
This was a presentation organised by the Brisbane Subcommittee of the School Library Association of QLD at St Rita's College in Brisbane, on August 8th. It looks at the nature of History inquiry in the Australian Curriculum and how teacher-librarians can support this.
Historical research involves systematically collecting and evaluating past data to understand and explain past events and actions. It aims to reconstruct what happened in the past as accurately as possible without manipulating variables. There are different types of historical research focused on topics like institutions, influences, or ideas. The process involves identifying a topic, collecting and evaluating primary and secondary sources, interpreting data, and synthesizing conclusions. Historical research is important as it can provide context, uncover unknown events, study causes and effects, and help understand present situations by examining relationships between past and present.
omparative historical research is a method of social science that e.pdfkaran8801
omparative historical research is a method of social science that examines historical events in
order to create explanations that are valid beyond a particular time and place, either by direct
comparison to other historical events, theory building, or reference to the present
day.[1]Generally, it involves comparisons of social processes across times and places. It overlaps
with historical sociology. While the disciplines ofhistory and sociology have always been
connected, they have connected in different ways at different times (see \'Major researchers\'
below). This form of research may use any of several theoretical orientations. It is distinguished
by the types of questions it asks, not the theoretical framework it employs (see \'Illustrations\'
below)
Some commentators have identified three waves of historical comparative research.[2] The first
wave of historical comparative research concerned how societies came to be modern, i.e. based
on individual and rational action, with exact definitions varying widely. Some of the major
researchers in this mode were Alexis de Tocqueville,[3]Karl Marx,[4]Emile Durkheim,[5]Max
Weber,[6] and W.E.B. Du Bois.[7] The second wave reacted to a perceived ahistorical body of
theory and sought to show how social systems were not static, but developed over time.[8]
Notable authors of this wave include Barrington Moore, Jr.,[9]Theda Skocpol,[10]Charles
Tilly,[11]Michael Mann,[12] and Mark Gould.[13] Some have placed the Annales school and
Pierre Bourdieu in this general group, despite their stylistic differences.[14] The current wave of
historical comparative research sociology is often but not exclusively post-structural in its
theoretical orientation. Influential current authors include Julia Adams,[15] Anne Laura
Stoler,[16]Philip Gorski,[17] and James Mahoney.[18]
There are four major methods that researchers use to collect historical data. These are archival
data, secondary sources, running records, and recollections. The archival data, or primary
sources, are typically the resources that researchers rely most heavily on. Archival data includes
official documents and other items that would be found in archives, museums, etc. Secondary
sources are the works of other historians who have written history. Running records are ongoing
series of statistical or other sorts of data, such as census data, ship\'s registries, property deeds,
etc. Finally recollections include sources such as autobiographies, memoirs or diaries.[19]
There are four stages, as discussed by Schutt, to systematic qualitative comparative historical
studies: (1) develop the premise of the investigation, identifying events, concepts, etc., that may
explain the phenomena; (2) choose the case(s) (location- nation, region) to examine; (3) use what
Theda Skocpol has termed as \"interpretive historical sociology\" and examine the similarities
and the differences; and (4) based on the information gathered, propose a causal explanation for
the pheno.
Materialism Essay. St. Joseph's College of NursingKaren Knowles
This document discusses the challenges of writing an essay on the topic of materialism. Materialism encompasses philosophical, economic, social, and cultural aspects and requires an understanding of these diverse perspectives. Philosophically, materialism explores the nature of reality and how material possessions shape human experiences. Economically, materialism is tied to consumerism and the pursuit of wealth. Socially, materialistic values influence relationships, self-worth, and society. Effectively addressing these complex issues demands research across philosophy, economics, sociology, and psychology. Crafting a coherent argument requires synthesizing information and presenting a compelling thesis supported by evidence. In conclusion, a materialism essay navigates a wide range of topics and demands thorough analysis to illumin
This document discusses the challenges of writing an essay on Manifest Destiny. It notes that the topic delves into a complex aspect of American history requiring nuanced understanding. It states that researching the topic demands thorough exploration of primary sources and analyzing different perspectives. Organizing the essay poses challenges due to the vast information available and striking a balance between providing context and analysis. Addressing the ethical dimensions adds complexity by evaluating consequences on indigenous peoples. Formulating a compelling thesis that meaningfully contributes to discourse on this topic requires deep reflection and critical thinking. In conclusion, crafting an essay on Manifest Destiny demands extensive research, critical thinking, and ethical consideration to navigate its complex historical narrative and present a coherent analysis.
The Historical Method in Educational ResearchAJHSSR Journal
Historical research has become increasingly relevant from the perspective of nowadays
education sciences. Many outstanding scholars in the domain often considered that the main path to progress in
the science of education is through carrying out experimental research. Nonetheless, research in education
cannot be reduced to mere empirical observation and investigation based on which innovations are brought
about in education. We cannot afford ignoring, dismissing or placing the critical-reflective capitalization of
acquisitions acquired through the study of past works on a lower level in the field of research. On the contrary,
integrating the results of historical research into the existing, constantly growing scientific knowledge, is a
determinant factor in innovations, developments and improvements in the theory and practice of education.
Through the enhancement of historical research, one of our main goals is to recover ideas and meanings of the
past, which can influence and shape our present and future. Investigating the history of pedagogical thinking is
not just an act of reconstructing the past, but also an opportunity to reveal the valuable dimensions of a tradition
that can inspire and motivate us in all present and future endeavours. Innovative approaches also imply
capitalizing overall past experiences and research to enhance the valuable notions and concepts acquired over
time.
Westward Expansion and Slavery - A-Level Politics - Marked by Teachers.com. US History - Western Expansion - Essay Sheet by Mrgrayhistory | TpT. Westward Expansion. - A-Level History - Marked by Teachers.com. Sectionalism Due to Western Expansion Essay Example | StudyHippo.com. Westward Expansion Essay Example | Topics and Well Written Essays .... Asses the impact of Westward expansion on Native Americans - A-Level .... Imposing Westward Expansion Essay ~ Thatsnotus. Enduring Issue Westward Expansion Essay by The Social Studies Place. ≫ Role of the Transcontinental Railroad in Westward Expansion Free .... Western Expansion essay optional assignment. ≫ Causes and Effect of Westward Expansion Free Essay Sample on Samploon.com. Westward expansion essay conclusion. Western a Expansion Timeline Jumble Worksheet |
Accounting History Definition And RelevanceSean Flores
This paper defines accounting history and argues for its relevance. It distinguishes between narrative history, which describes facts, and interpretational history, which evaluates relationships like a social science. Both have value for knowledge. The paper argues accounting history is relevant for accounting pedagogy, policy, and practice by providing context about how practices developed. It notes limitations of historical inquiry but argues understanding the past helps understand the present and future. The paper concludes historical research can increase informed judgment if scholars are aware of limitations and adapt appropriately.
Aim Capacity Building Workshop X007 E Adrian BaileyMary Rose
This document discusses accessing and analyzing historical business narratives using primary and secondary sources. It provides examples of different types of narratives that can be used, including public, ontological, conceptual, and meta narratives. It then analyzes the dominant public and conceptual narratives around the Cadbury business from 1879-1939, noting how alternative narratives have been excluded or overlooked. It emphasizes the importance of reflexivity in historical analysis and considering the moral embeddedness and contingency of historical events.
The workshop will explore organizational behaviour through a day-long session covering its historical development and key issues. Participants will examine organizational behaviour from different theoretical perspectives, including how individuals and groups function within organizations. The goal is to stimulate critical thinking around people and organizations to help practitioners develop new knowledge and skills.
Does History Repeat Itself Essay. Northcentral Technical CollegeAnita Gomez
This document discusses the challenges of writing an essay on whether history repeats itself. It notes that such an essay requires a nuanced understanding of complex historical patterns and events. It also requires balancing generalization with specificity, as well as balancing perspectives on whether historical repetition stems from human behaviors or unique moments. The essay must also involve an in-depth examination of underlying political, economic, and cultural forces. While creativity can help discern patterns, it also risks oversimplification. Overall, crafting a compelling essay on this topic demands analytical thinking, historical insight, and creative thinking to avoid reductionism and clearly address the complexities of historical interpretation.
This document discusses various aspects of historical research methodology. It outlines different types of historical sources including written sources like records, autobiographies and legal documents as well as artifacts. It also discusses the characteristics of historical research, including the inability to repeat experiments and reliance on secondary sources. Several methods of analyzing historical documents are provided, such as external and internal criticism to evaluate authenticity. The purpose of these analyses is to detect forgeries and inaccuracies.
This research project has three objectives: 1) To gain a greater understanding of how management knowledge in Canada develops and how to diversify ideas in management education and disseminate management theories. 2) To examine how management knowledge becomes gendered and favors masculinity, and how to address discriminatory practices. 3) To understand how histories of Canadian management knowledge are created and how US management theories came to dominate, in order to encourage diverse ideas and forms of knowledge. The research combines several approaches to analyze knowledge production and history.
Similar to Sustaining Canada: Management Theory, History and 'Canadian Sensibilities' (20)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. The Importance of History for
Management and Organizational
Studies (MOS)
Albert J. Mills
Sobey School of Business
Saint Mary’s University
3. Reflections from the Canadian
Sociology of Management
Knowledge Network
• Gabie Durepos (StFx)
• Trish Genoe McLaren (WLU)
• Jean Helms Mills (SMU)
• Amy Thurlow (MSVU)
• Terry Weatherbee (Acadia U)
• Kristene Coller (U Lethbridge)
4. Links to Previous Talk
Human ecology (impact of social
construction of human being and human
divisions)
The production of knowledge (how do we
`know’ certain things and how can we
change what we know).
6. Learning from History
“Those who fail to learn from history are
doomed to repeat it” – Winston Churchill
`Those who fail to learn from the ontological
status of history are doomed to reproduce its
myths’ – Weatherbee, Durepos, Mills &
Helms Mills 2012.
7. Purpose of the Talk
Reflections on:
- Importance of history for MOS
- Problematic of history
- Production of history
- Consequences of history
Focus on two issues of engagement –
gender and Canadian history
8. Lessons from Stephen Harper
History is important
History is problematic
History is (socio)political
History has profound consequences
9. History as Important (sic)
For Stephen Harper, History is an important element in
the sustainability of Canada as a proud and important
nation:
“I was heartened to learn of this [National Capital
History Day] innovative celebration of Canadian history.
. . [as] a valuable forum for celebrating the rich heritage
that links our captivating past to a vibrant future.” Prime
Minister Stephen Harper, April, 29, 2014
10. History as Problematic
In his quest for history projects, like all
history projects, Mr. Harper faced issues of
what to focus on and where to begin . . . .
12. History as (Socio-Politics)
`The Canadian Museum of Civilization, the country's largest
museum, will be rebranded as the Canadian Museum of
History to reflect a focus on the country's social and political
history’ - Heritage Minister James Moore
The controversy over the Museum of Civilization
reveals not simply the big `P’ politics of history-
making but the socio-politics of
determining what counts as history.
13. The Consequences of History
In accounts of the past, the choices we make
in what and who to focus on can have
profound consequences. For example, an
over focus on great battles and generals can
serve to privilege the military, masculinity
and colonial powers while marginalizing
women, femininity, indigenous peoples, and
the working class people who helped to build
Canada
15. The Consequences of historical
production in MOS
Field definition that overly draws on private
and corporate sector companies, to the
exclusion of crown/state corporations,
cooperatives, communes (Foster et al.,
2014)
Absence of context in which management
histories are `written’ (e.g., impact of the
Cold War – Cooke et al, 2006)
16. The Consequences of historical
production in MOS
Selected `founding fathers’ (e.g., Taylor v
Emerson; Dennison V. Mayo – Muldoon,
2012); The retrospective positioning of
Weber (Weatherbee at al 2014); `writing in’
of the Human Relations school; ignoring the
role of Mary Parker Follett; privileging
US/Eurocentric theoretical positions over
voices of `the South’ (Colado, 2010).
17. The Consequences of historical
production in MOS
Absence of histories of management theory
development in Canada (Austin, 2000; Boothman,
2000). Writing out or neglect?
Ignoring cultural differences in
`reading’/presenting management history
(McQuarrie 2005)
Absence of histories of `Canadian’ contributions
to management theory development.
18. History and MOS
Over much of the past two decades there
have been various calls for an historic turn in
Management & Organization Studies.
Daniel Wren (USA)
Barbara Austin (Canada)
Barry Boothman (Canada)
Alfred Kieser (Germany)
Charles Booth and Mick Rowlinson (UK)
Gabie Durepos & Albert J, Mills (Canada)
19. Approaches to History in MOS
Factual (Wren): the past consists of a
number of events that can help us make
sense of the present and the future. We can
make cognitive decisions based on history.
Contextual (Kieser): the past is embedded in
a number of contextual factors that influence
how we experience/make sense of things in
the present.
20. Approaches to History in MOS
Methodological (Booth & Rowlinson): a
focus on the methodological framing of the
past can help us to understand the
representation of theories of organization.
Epistemic (Durepos & Mills): a focus on how
history is produced can help us to
understand the production of (organizational)
knowledge.
21. Overall argument for the historic
turn – the importance of history
Factual: “Everything about the management
discipline . . . comes from its inherited past. . . .
History may not repeat itself, but it does provide a
baseline for evaluating the significance of new
theories and techniques, as well as appreciating the
evolution of management thought across time and
the contribution of our discipline’s leading thinkers”
(Wren & Bedeian, 2009, p.xxv).
NOTE: Questions the ahistorical character of
MOS
22. Overall argument for the historic
turn – the importance of history
Contextual: To understand contemporary institutions it
important to know something of their historical
development (Kieser, 1994: 609), by
reducing the ideological biases that are embedded
in “current `fashionable’ trends in [MOS]” (p.610):
“interpret[ing] existing organizational structures not
as determined by [objective] laws but as the result of
decisions in past choice opportunities,”(p.611);
23. Overall argument for the historic
turn – the importance of history
subjecting theories of organizational change to a
more radical test than they have to pass when
merely being confronted with data on short-run
changes” (p.612).
NOTE: questions the decontextualized character of MOS
24. Overall argument for the historic
turn – the importance of history
Methodological: diverse historical methods help to
reveal the relationship between understandings of
the past and extant understandings of organization -
challenging the universalist, presentist, and
scientifistic dominance in MOS.
NOTE: Questions the dominance of positivist
methodological approaches of MOS and MOH.
25. Overall argument for the historic
turn – the importance of history
Epistemic: a focus on the role of History and
its production as `knowledge of the past’
helps to reveal the processes of knowledge
production within MOS
NOTE: questions the ontological status of
knowledge in (History) and MOS
26. The problem with history and the
past.
Ontological
Epistemological
Methodological
Paradigmatic differences
27. Ontological
Questions about the ontological character of the past and its
relationship to history.
Factual approach: take a realist view of the past;
Contextual approach: argues that there is an important
element of interpretation in assembling and presenting
historical facts
Methodological approach: argues that so-called facts and
their interpretation are mediated through different
methodologies
Epistemic approach argue that the past is ontologically
dissonant from history and history is an outcome of a series of
relational associations.
28. Epistemological
Questions about the relationship between the past
and history.
Factual: views the past-as-history. What is past is
history and revealed through the relevant facts.
Contextual: history is a representation of the past.
Methodological: history as methodological
construction of the past
Epistemic: history is an outcome of actor-network
productions of the past.
29. Methodological
Questions about how to study the
relationship between the past and history.
Much of what counts as historical analyses in business studies
– whether by non-historians or historians (including business
historians) – does not require the accompaniment of
methodological justification: at its best “the copious notes
detailing the location of sources in the archives are usually
seen as sufficient methodological justification in their own right”
(Booth & Rowlinson, 2006, p.9).
History often perceived as “myopic fact-collecting without a
method” (Keiser,1994, p.612)
30. Methodological
Factual: collecting historical facts through well established
objectivist methods. [Often not revealed in accounts].
Contextual: developing histories through narrative analyses of
the established facts. [Sometimes revealed]
Methodological: meta analyses of the relationship between
methods and the production of history. [Historical methods as
subject]
Epistemic: tracing the production of various histories through
actor-networks.[`Self consciously’ methodological]
31. Four Paradigms of Organizational
History
The factual approach --aligned with positivism in the
argument that “if organization studies were to take
account of the facts revealed by history then a number
of erroneous assumptions would be undermined” (p.8).
From this framework history is viewed as “a repository
of facts which, so long as historians properly interpret
them, can conveniently confirm or refute preferred or
non-preferred theoretical positions in organization
studies” (Rowlinson, 2004, p.10).
32. Four Paradigms of Organizational
History
The contextual approach -- focuses on the
role of narrative in the social construction of
historical accounts. Here the argument is
that history is not so much the skillfully
crafted recounting of real, or factual, events
from the past so much as a well crafted story
about the past that is constructed by the
historian through the careful use of narrative.
33. Exemplar: Hayden White
1) the past consists of innumerable, disparate elements that, by
definition, cannot be brought back or reproduced;
2) the historian make choices about which of many stories
(histories) to tell by selecting some elements of the past and
ignoring others.
3) interpretation is compounded by the fact that he or she is
faced with `traces’ (documents, memories, etc) that are
themselves selected interpretations of the past;
4) in constructing a history, much like the novelist, the historian
is constrained by a limited number of writing genres for telling a
story
34. White’s Narrative Genres
Emplotment –
Romance (e.g., heroic individual)
Tragedy (e.g., influence of fate on events)
Comedy (e.g., individuals as part of organic whole)
Satire (e.g., a focus on chaos)
Tropes
metaphor (e.g., Machiavellian)
metonymy (e.g.,a word for an attribute - `suits’)
synecdoche (e.g., noun represents whole – hired hands)
Irony (e.g.,reference to a meaning’s opposite)
35. Four Paradigms of Organizational
History
The archaeo-genealogical approach – explores through
“language the sedimented evidence of the assumptions; the
values; the common sense through which a phenomenon (e.g.,
madness) could have one set of meanings in one era and a
contradictory set of meanings in another” (Jacques, 2010: 305);
examination of “the conditions under which the different ways
of interpreting and evaluating ourselves have come to exist”
(Poutanen & Kovalainen, 2010: 263).
The purpose of the genealogical method is to analyze and
excavate the taken-for-granted” assumptions that define the
present.
36. Exemplar: Mills (2006)
Juncture: “a concurrence of events in time in
which a series of images, impressions, and
experiences come together, giving the
appearance of a coherent whole that influences
how an organization is understood” (Mills,
2010: 509).
[Related to Foucauldian notion of episteme and
Annales School’s mentalities.]
37. British Airways, Culture and
Gender
#1. The development of an all male organization (1919-24);
#2. The introduction and growth of female employment within
BA (1924-39);
#3. The war years and the rapid expansion of female
employment (1940-45);
#4 The consolidation and `normalization’ of female employment
(1946-1960);
#5 The eroticization of female labour (1960-74);
#6 The organization as the site of equity struggles (1974-81);
#7 The development and consolidation of professionalized
female labour (1981-91);
#8 The emergence of a new juncture focused on female
management and leadership (1991-). (Mills, 1994b).
38. Four Paradigms of Organizational
History
ANTi-History – builds on SoK, Poststructuralist History, ANT
(Durpos & Mills, 2010)
1. Focuses on the constitution of the past as an outcome of the
socio-politics of actor networks.
2. Does not begin by assuming what it is that the researcher
wishes to explain or imposing a plot
3.Maps the socio-past by following a series of socio-politics of
actor-networks, to understand how they construct their past.
4. Privileges the voice of the actors over that of the historian
and privileges the empirical over the theoretical when
(re)assembling the traces of the socio-past.
39. Four Paradigms of Organizational
History
5. Views actor-networks as materially heterogeneous
6. History is viewed as an effect of the interest driven socio-
politics of actor-networks
7. Sees ‘history’ as a punctuated actor or a black box
8. Explores the conditions for the favourable dispersion of a
`punctuated history
9. Acknowledges/exposes the potential instrumentality of
historical accounts
10. Makes transparent the socio-political conditions of the
creation of history.
(Based on Durepos, 2009; see also Mills & Durepos, 2010 &
Bryman et al, 2011)
40. Lessons from the Historic Turn
History is important for a variety of reasons
History is highly problematic
Raising issues of ontology, epistemology,
and methodology
Suggests we need to understand how
knowledge is produced
Suggests we need to question the meta-
discoursive character of History/history
41. Lessons from the Historic Turn
Need to explore issue of divergence and
fusion of history and MOS – linked through
knowledge production
42. On-Going and Future Research
Reassembling Canadian Management
Knowledge: Dispersion, Equity, Identity and
History
(Coller et al., 2014; 2015; MacNeil, 2014,
McNally, 2014, McLaren & Mills, 2015;
Foster et al, 2014a, 2014b; Hartt, et al.,
2012).
43. On-Going and Future Research
Examination of how historical accounts
develop and are used to re/produce
gendered relations (“tradition,” the past).
The role of organizational history and
gendered relations in organizations (Hartt et
al 2010); history and intersectionality
(Weigand et al, 2014; Paludi et al, 2014)
44. On-Going and Future Research
How management knowledge in Canada is
developed and disseminated and what are
the implications for gender, cultural and
national gaps in its production.
Seeking to deconstruct the dominant US-
centric historical account to open up the
possibility of multiple historical accounts
45. On-Going and Future Research
Seeking to deconstruct the meta-discursive
character of history that ultimately binds us to
problematic and legitimizing truth claims.
Seeking to open space for debate about the
richness of histories as powerful storytelling
and sensemaking devices that are essential
to the sustenance of the human condition.
Editor's Notes
Speaks to importance of history
The value of history to MOS depends on the researcher focus.
see Hofstede (1980, 1991) who found that `cultural differences between organizational structures reflect difference in value systems’ rooted in historical development
See Khurana, 2007 on `the modern manager’ and the development of the business school)
“Universalist” [applying across time and geographic location]
“Presentist” ‘(decontextualized)
“Scientifistic (an excessive belief in the power of scientific knowledge and techniques)
Challenging us to rethink our methodological approaches to MOS