Mason, Katy (2011) Rigour, Relevance & Action:Exploring the Impact of Video on B2B Action Research. In: UNSPECIFIED.
Full text not available from this repository.Abstract
In recent years top Management Schools have strived to incorporate reflexive learning practices into their courses to help students become 'Mindful Managers'. Here video technology has played an important part in enabling students to reflect on what they do. With the price of video technology rapidly falling, together with the simplification of its operation, video and videography is also becoming an increasingly valued and widely used research tool. Video, (taken from the Latin, meaning ‘I see’) is the storage format for moving pictures and thus seems a most appropriate medium for capturing action and practice in management research. Video allows us to see, revisit and analysis, with much greater rigour, the moment of action, its context and even sometimes, its impact. Much of this contextual, impact or consequence data is not heard (through articulation or utterances) but is seem through performance or background materiality; an agency representative show a web page to his customer for the first time and the customer looks delighted; or the sales figures are passed to the manager and the manager bangs on the desk with his fist. Video facilitates the capture of deep, rich data that helps us record, analyse, evaluate and re-present situated practice in new ways (Belk and Kozinets 2005). But representation occurs at multiple levels; at the practice level - by what we see managers actually do; and at the theoretical level - by the way managers and academics abstract and represent what is done in one context in to a generalisable form so that it might be applied to another. In this way, the theory-practice rigour-relevance debate proliferates (Shapiro et al. 2007). This paper explores how video might provide a new and interesting ways of seeing in management learning.