PhD Courses in Denmark

Course coordinators: Jesper Strandgaard and Eva Boxenbaum, Department of Organization (IOA)

Faculty

Professor Jesper Strandgaard Pedersen
Department of Organization, CBS

Professor Eva Boxenbaum
Department of Organization, CBS

Associate Professor Karen Boll
Department of Organization, CBS

Associate professor Anders Ravn Sørensen
Department of Management, Politics and Philosophy, CBS

Professor Renate Meyer
Department of Organization, CBS & WU Vienna

Professor Tammar Zilber
Department of Organization, CBS & Hebrew University of Jerusalem

Ann Fugl-Meyer (industrial PhD graduate)
Department of Organization, CBS

Prerequisites

It is a prerequisite that the participants are working on their research projects (including the empirical work) and that they can bring forth ideas about, and reflections upon, their experiences and problems in conducting an empirical research project. 

The participants are required to submit a written presentation – 5 pages – which is read by the other course participants and form the basis for discussions and reflections of each other’s projects. Deadline for submission of the presentation is February 18, 2025.

It is a precondition for receiving the course diploma that the PhD candidate attends the entire course.

Aim

The course focuses on the entire PhD process from the formulation of research question(s) to the use of theory, the generation and analysis of data, and the composition of the thesis. The course encourages participants to discuss the consistency in the projects and reflect holistically on the choices for their individual PhD projects. Researchers demonstrate the holism when presenting research projects of their own, which feed into discussions of the participants’ projects. 

Experienced researchers present their own research projects on Monday afternoon and in the mornings (Tuesday to Friday). The idea is that these presentations are inspirational for participants to reflect on their own projects and to discuss them in the afternoons (Tuesday to Thursday). The presentations by experienced researchers are carried out in pairs; to some extent, the two presentations oppose one another to show different ways in which theory can be used (e.g., in relation to research questions, the empirical field, the generation and analysis of data, and the composition of the project) to maintain consistency and holism, a common feature for all quality scientific work. 

The objective of the course is to make participants aware of the many choices they are bound to make and to provide input into how to achieve consistency between those choices and write a coherent project (i.e., linking research question(s), the theoretical framework, data generation and analysis, and the composition of the thesis). 

The course deliberately differs from specialized courses on method, which typically address only one methodological aspect or approach, such as ‘the qualitative interview’ or ‘case studies’. It also differs from general courses on qualitative and quantitative methods in as much as it focuses upon and deals with the overall methodology and consistency of the project, that is, the relationships between research questions, the empirical field, the theoretical framework, data generation and analysis, and the composition of the thesis.

Learning objectives

• Develop an ability to select research methods that match the research question
• Enhance the skills in aligning the theoretical framework with the empirical part of the project
• Gain insights that are helpful for justifying the design of the research project and the composition of the thesis

Course content

The course is built up around four basic methodological elements:
1) How to work with the research question?
2) How to develop and use a theoretical framework?
3) How to generate and analyse data?
4) How to write the dissertation? 

The course mornings are lectures focusing upon specific methodological themes followed by discussion and plenary debate. The afternoons are reserved for presentations and discussions of the participants’ projects and discussions of these in smaller groups. 

The course is based on the following assumptions and premises:

- The combination between presentations from experienced researcher and the discussions of the PhD projects provide fertile ground for getting new inspiration and specific comments to work with and improve the projects.

- Research as a creative process involving both learning processes and personal development and they are both highlighted in the combination of the course

- The focus of the course on coherence (consistency) seeks to constantly interweave theory and empirical material related to organization and management processes.

- The course sees methodology as the linkages between theoretical perspectives, methods and techniques, empirical field, researcher and work process, and it makes methodology a practice which finds its legitimacy in relation to the completion of the research project and the research publications’ ability to convince relevant research and practitioner communities.

Teaching methods

The course is not an introductory course to methodology with the intention of giving ‘solutions’ to the participants’ projects in terms of one specific ‘how-to-do design’ (as ‘solutions’ differ between projects). The course, instead, invites to a joint discussion, exploration, and reflection to develop the participants’ methodological competences especially in relation to their own projects, but also as a qualified participant in research-related connections as opponent, reviewer, etc. The reflection is based on two elements (that mutually benefit each other throughout the course): 

1) Discussion of methodological questions related to the course participants’ own projects. 

2) Presentation and discussion of methodological reflections and experiences related to experienced scholars’ completed research projects.

Lecture plan
 

Course Literature

Introduction

Zilber, T.B., & Meyer, R.E. (2022). Positioning and fit in designing and executing qualitative research. Journal of Applied Behavioral Science, 58(3), 377-392.

Research Question(s) and Focus

Barley, S. R. (2006). When I write my masterpiece: Thoughts on what makes a paper interesting. Academy of Management Journal, 49(1), 16-20.

Davis, M. S. (1971). That’s interesting! Towards a phenomenology of sociology and sociology of phenomenology. Philosophy of the Social Sciences, 1(2), 309-344.

Grant, A. M. & Pollock, T. G. (2011). From the editors. Publishing in AMJ - part 3: Setting the hook. Academy of Management Journal, 54(5), 873–879.

Cartel, M., Boxenbaum, E. & Aggeri, F. (2019). Just for fun! How experimental spaces stimulate innovation in institutionalized fields. Organization Studies 40(1), 65-92.

The Role and Status of Theory

Gross, T. & Zilber, T.B. (2020). Power dynamics in field-level events: a narrative approach. Organization Studies, 41(10), 1369-1390.

Jancsary, D., Meyer, R. E., Höllerer, M. A., & Barberio, V. (2017). Toward a structural model of organizational-level institutional pluralism and logic interconnectedness. Organization Science, 28(6), 1150-1167.

Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49(4), 633–642.

Data Generation and the Analysis Process I (phenomenon-focused ethnography vs theory-focused ethnography)

Langley, A., & Meziani, N. (2020). Making interviews meaningful. The Journal of Applied Behavioral Science, 56(3), 370-391.

Locke, K. (2011). Field research practice in management and organization studies: Reclaiming its tradition of discovery. The Academy of Management Annals, 5(1), 613-652.

Waardenburg, L., Huysman, M., & Sergeeva, A. V. (2022). In the land of the blind, the one-eyed man is king: Knowledge brokerage in the age of learning algorithms. Organization Science, 33(1), 59–82.

De Rond, M., Lok, J., & Marrison, A. (2022). To catch a predator: The lived experience of extreme practices. Academy of Management Journal, 65(3), 870–902.

Data Generation and the Analysis Process II (archival research versus case studies)

Wadhwani, R.D. & Decker, S. (2017). Clio’s toolkit. The practice of historical methods in organization studies. In R. Mir & S. Jain (Eds.), The Routledge Companion to Qualitative Research in Organization Studies: Chapter 8. Routledge.

Rowlinson, M, Hassard, J. & Decker, S. (2014) Research strategies for organizational history: A dialogue between historical theory and organization theory. Academy of Management Journal 39(3), 250-274.

Prior, L. (2004). Doing things with documents. In D. Silverman (ed.), Qualitative Research. Theory, Method and Practice: 76-94. Los Angeles, CA: Sage. 

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-24. Sage. 

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information 22, 63–75. IOS Press.

Overall Coherence of the Research Design

(re-read) Zilber, T.B., & Meyer, R.E. (2022). Positioning and fit in designing and executing qualitative research. Journal of Applied Behavioral Science, 58(3), 377-392.

The Composition of the Dissertation

Richardson, L. (2000). Writing: a method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research, 2nd edition: 923-948. Sage.

Van Maanen, J. (1988). Tales of the Field – On Writing Ethnography. Chapter 4 (pp. 73-99) and chapter 5 (pp.101-124). University of Chicago Press.

Gilmore, S. (2023). Writing differently. Organization Studies. https://journals.sagepub.com/doi/full/10.1177/01708406231187105 

Zuckerman, E. W. (2017). On genre: A few more tips to article-writers. https://mitmgmtfaculty.mit.edu/esivan/reviews_essays/

Zuckerman, E. W. (2008/ 2018). Tips to article-writers. https://mitmgmtfaculty.mit.edu/esivan/reviews_essays/