• Continuing to build community in qualitative research

      Cunliffe, Ann L.; Locke, K. (2015)
      This short paper celebrates the tenth year Anniversary of QROM by highlighting the importance of continuing to build community and support for qualitative researchers across the world. It also elaborates the relationship between the journal and the biennial international Qualitative Research in Management conference. The paper aims to discuss these issues.
    • Cottage industries, critique and scholarship

      Cunliffe, Ann L.; Sadler-Smith, E. (2014-02-01)
    • Developments in organisation theory and organising music

      Beech, N.; Broad, S.; Cunliffe, Ann L.; Duffy, C.; Gilmore, C. (2015)
    • Embedding impact in engaged research: Developing socially useful knowledge through dialogical sensemaking

      Cunliffe, Ann L.; Scaratti, G. (2017-01-19)
      This paper explores how we can embed impact in research to generate socially useful knowledge. Our contribution lies in proposing a form of engaged research that draws upon situated knowledge and encompasses dialogical sensemaking as a way of making experience sensible in collaborative researcher−practitioner conversations. We draw attention to the intricacies of doing socially useful research and illustrate how five conversational resources can be used within dialogical sensemaking through an example of a research project in which impact and relevance were embedded and where researchers and practitioners worked together to resolve an important social and organizational issue.
    • Mikhail Bakhtin (1895-1975)

      Cunliffe, Ann L.; Helin, J.; Luhman, J. (2014)
    • The politics of access in fieldwork: Immersion, backstage dramas and deception

      Cunliffe, Ann L.; Alcadipani da Silveira, F. (2016-10)
      Gaining access in fieldwork is crucial to the success of research, and may often be problematic because it involves working in complex social situations. This paper examines the intricacies of access, conceptualizing it as a fluid, temporal and political process that requires sensitivity to social issues and to potential ethical choices faced by both researchers and organization members. Our contribution lies in offering ways in which researchers can reflexively negotiate the challenges of access by: 1. Underscoring the complex and relational nature of access by conceptualizing three relational perspectives – instrumental, transactional and relational – proposing the latter as a strategy for developing a diplomatic sensitivity to the politics of access; 2. Explicating the political, ethical and emergent nature of access by framing it as an ongoing process of immersion, backstage dramas, and deception; and 3. Offering a number of relational micropractices to help researchers negotiate the complexities of access. We illustrate the challenges of gaining and maintaining access through examples from the literature and from Rafael’s attempts to gain access to carry out fieldwork in a Police Force.
    • Pushing Action Research Toward Reflexive Practice

      Ripamonti, S.; Galuppo, L.; Gorli, M.; Scaratti, G.; Cunliffe, Ann L. (2016)
      Managers today increasingly find themselves facing unexpected problems, needing to learn how to cope with complex environments and to take action in an often chaotic flow of events. This paper discusses how researchers can engage managers in a form of dialogical action research, capable of nurturing meaningful knowledge and facilitating change. This is achieved by creating space for collaborative dialogue between managers and researchers, and supplementing it with the integration of a reflexive writing practice that can be used to create ‘generative moments’ for learning within experience. The paper first presents methodological reflections related to the challenges of sustaining management practice through action research. Second, we explicate dialogical action research and illustrate the reflexive writing practice through two vignettes, which provide opportunities to reflexively explore “how things work” in managers’ organizational contexts. This forms the basis for sustaining participation and learning at individual and collective levels. Finally, we identify and discuss the specific conditions and limits of such an approach.
    • Relationally Reflexive Practice: A Generative Approach to Theory Development in Qualitative Research

      Hibbert, P.; Sillince, J.; Diefenbach, T.; Cunliffe, Ann L. (2014)
      In this article we explain how the development of new organization theory faces several mutually reinforcing problems, which collectively suppress generative debate and the creation of new and alternative theories. We argue that to overcome these problems, researchers should adopt relationally reflexive practices. This does not lead to an alternative method but instead informs how methods are applied. Specifically, we advocate a stance toward the application of qualitative methods that legitimizes insights from the situated life-with-others of the researcher. We argue that this stance can improve our abilities for generative theorizing in the field of management and organization studies.
    • Republication of "On becoming a critically reflexive practitioner"

      Cunliffe, Ann L. (2016-12-01)
      Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can develop more collaborative and responsive ways of managing organizations. This article offers three ways of stimulating critically reflexive practice: (a) an exercise to help students think about the socially constructed nature of reality, (b) a map to help situate reflective and reflexive practice, and (c) an outline and examples of critically reflexive journaling.
    • Research Problematics

      Cunliffe, Ann L.; Thorpe, R.; Anderson, L.; Stewart, J.; Gold, J. (2015)
    • Responsible management: Engaging moral reflexive practice through threshold concepts

      Hibbert, P.; Cunliffe, Ann L. (2015-03)
      In this conceptual paper we argue that, to date, principles of responsible management have not impacted practice as anticipated because of a disconnect between knowledge and practice. This disconnect means that an awareness of ethical concerns, by itself, does not help students take personal responsibility for their actions. We suggest that an abstract knowledge of principles has to be supplemented by an engaged understanding of the responsibility of managers and leaders to actively challenge irresponsible practices. We argue that a form of moral reflexive practice drawing on an understanding of threshold concepts is central to responsible management, and provides a gateway to transformative learning. Our conceptual argument leads to implications for management and professional education.
    • Social Entrepreneurship and Social Business: Retrospective and Prospective Research

      Barki, E.; Comini, G.; Cunliffe, Ann L.; Hart, S.; Rai, S. (2015)
    • Understanding Sustainability Through the Lens of Ecocentric Radical-Reflexivity: Implications for Management Education

      Allen, S; Cunliffe, Ann L.; Easterby-Smith, M (2017)
      This paper seeks to contribute to the debate around sustainability by proposing the need for an ecocentric stance to sustainability that reflexively embeds humans in—rather than detached from—nature. We argue that this requires a different way of thinking about our relationship with our world, necessitating a (re)engagement with the sociomaterial world in which we live. We develop the notion of ecocentrism by drawing on insights from sociomateriality studies, and show how radical-reflexivity enables us to appreciate our embeddedness and responsibility for sustainability by bringing attention to the interrelationship between values, actions and our social and material world. We examine the implications of an ecocentric radically reflexive approach to sustainability for management education.