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This volume lays out a variety of ways of engaging in research
projects focused on exploring the everyday relational practices of
organizing and leading is presented. The main focus is through
elaborate examples from the author's own research to further the
understanding of how it is possible to carry out relational
constructionist research inquiries. The book presents a series of
examples ranging from conversations with top-managers, relational
action learning processes in management groups, polyphonic
inquiries for project management teams, transformative roleplaying
in organizations, analyzing organizational dialoguing, and
polyphonic future-forming ways of writing up research. Relational
Research and Organisation Studies does not only present and discuss
guidelines for practice at a onto-epistemological level but also
presents and discusses concrete cases of research projects building
on relational constructionist ideas. Furthermore, excerpts of data
are presented and analyzed in order to explain the co-constructed
processes of the inquiries more in detail. Relational Research and
Organisation Studies invites the reader into the process of
planning and carrying out relational constructionist research
inquiries. Based on the authors own experiences, it inspires
readers to develop their own relational inquiries within the field
of organizing.
Action Research in a Relational Perspective brings together an
expert international academic team to present theoretical
perspectives on social constructionist understandings of action
research, as well as illustrative examples of action research
practices within a wide range of sectors such as organizational
learning, leadership development, education, mental health and
health care. Building bridges between theory and practice, this
book explores themes of dialogue, relationships, tensions, power
and ethics in action research projects. It examines both the great
potential, and the challenges and dilemmas, of action research. It
aims to inspire readers with ideas and a practical "how-to"
understanding of doing action research from a social
constructionist standpoint. Action Research in a Relational
Perspective will appeal to theoreticians and practitioners, senior
researchers and PhD students, students, consultants, educators and
managers who are interested in action research as an approach to
organizational learning, team development, learning among
professionals and citizens, or community development.
Action Research in a Relational Perspective brings together an
expert international academic team to present theoretical
perspectives on social constructionist understandings of action
research, as well as illustrative examples of action research
practices within a wide range of sectors such as organizational
learning, leadership development, education, mental health and
health care. Building bridges between theory and practice, this
book explores themes of dialogue, relationships, tensions, power
and ethics in action research projects. It examines both the great
potential, and the challenges and dilemmas, of action research. It
aims to inspire readers with ideas and a practical "how-to"
understanding of doing action research from a social
constructionist standpoint. Action Research in a Relational
Perspective will appeal to theoreticians and practitioners, senior
researchers and PhD students, students, consultants, educators and
managers who are interested in action research as an approach to
organizational learning, team development, learning among
professionals and citizens, or community development.
This volume lays out a variety of ways of engaging in research
projects focused on exploring the everyday relational practices of
organizing and leading is presented. The main focus is through
elaborate examples from the author's own research to further the
understanding of how it is possible to carry out relational
constructionist research inquiries. The book presents a series of
examples ranging from conversations with top-managers, relational
action learning processes in management groups, polyphonic
inquiries for project management teams, transformative roleplaying
in organizations, analyzing organizational dialoguing, and
polyphonic future-forming ways of writing up research. Relational
Research and Organisation Studies does not only present and discuss
guidelines for practice at a onto-epistemological level but also
presents and discusses concrete cases of research projects building
on relational constructionist ideas. Furthermore, excerpts of data
are presented and analyzed in order to explain the co-constructed
processes of the inquiries more in detail. Relational Research and
Organisation Studies invites the reader into the process of
planning and carrying out relational constructionist research
inquiries. Based on the authors own experiences, it inspires
readers to develop their own relational inquiries within the field
of organizing.
The focus of this book is on how the vitality and viability of the
organization rely on communicative practices. In contemporary world
conditions-where rapid flows of information, ambiguity, and risk
prevail-relational process becomes pivotal. New practices of
leadership are required, most significantly, skills in dialogue.
After sketching the emergence of relational leading and key
concepts in dialogue analysis, the book provides a rich range of
practical dialogic challenges. The authors work with the reader in
deliberating on "best practices," thus sharpening the reader's
consciousness and preparing him or her for efficacy in relational
leading.
Throughout the literature of creative learning, many assumptions
and even stereotypes about the artists' creativity are nurtured,
often according to myths going back to the Romanticism. The authors
have been investigating and describing outstanding artists'
creativity and learning/working processes, asking the question: how
do artists create, learn, and organise their work? This book
explores these questions by means of original empirical data
(interviews with 22 artists) and theoretical research in the field
of the arts and creativity from a learning perspective. Findings
shed an original light on how artists learn and create, and how
their creative learning and change processes come about, for
instance when facilitating and leading creative processes.
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