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SUMMARY:Complexity\, Organizations\, and Grand Challenges (36th EGOS Colloquium)
DESCRIPTION:Managers and organizational scholars are increasingly being called on to deal with “grand challenges” and “wicked problems\,” including issues such as poverty\, public health\, and climate change\, to name but a few. One of the hallmarks of such grand challenges is their complexity\, for as the EGOS Colloquium 2020 theme notes\, they involve “an array of potential dilemmas\, paradoxes\, complexities\, contradictions\, and conflicts”. Such complexity is challenging and often surprising in both its nature and its consequences. Their interdependencies mean that the outcomes of attempts to solve such challenges are often unexpected and difficult to predict and may give rise to new issues elsewhere. \nLikewise\, managers who care about impactful results have realized that the path forward remains unclear. Existing data frequently offers a dizzying array of suggestions. Each suggestion may have merit and some may be more valuable than others. Yet\, many suggestions may only work in combination or “conjunction” with others. A combination of a few tactics may be more effective than either a piecemeal approach that prioritizes only one strategy or a shotgun approach that tries everything. \nClearly\, the complex challenges that societies and organizations currently face require nuanced and powerful theorizing. Yet\, many of our current approaches – both theoretically and empirically – are not able to account for this kind of complexity. Thus\, organizational scholars need to develop novel avenues of critical thinking\, innovative and creative theories\, and methodologies capable of translating creative theories into corresponding empirical models. In recent years\, researchers have aimed to account for such complexity with a theoretical shift toward understanding phenomena in a configurational manner (Fiss et al.\, 2013; Misangyi et al.\, 2016). At the same time\, corresponding methodological developments have aimed at tackling causal complexity\, most prominently the emergence of a set-analytic perspective (Ragin\, 1987\, 2000\, 2008; Fiss\, 2007\, 2011). These developments present more than a resurgence of configurational thinking or a new methodological approach – they suggest the emergence of a neo-configurational perspective\, a perspective that aims to understand social and organizational phenomena in set-theoretic terms\, allowing for an analysis of specific causal complexities. \nIn the current sub-theme\, we aim to start a conversation about how this neo-configurational perspective offers opportunities to disentangle complex social and organizational challenges. Specifically\, we would like to open up a dialogue about how a deeper engagement with complexity and the use of a neo-configurational perspective may reshape ways of theorizing organization; how we empirically engage with our data to understand the rich and complicated relationships that characterize organizational life; and how scholars may leverage causal complexity to advance research on grand challenges\, wicked problems\, and beyond. \nWe invite papers that contribute to a configurational understanding and welcome contributions from multiple theoretical fields of organizational studies. We encourage theoretical\, empirical\, and methodological contributions that strive to enhance our ability to capture causal complexity and the dynamic nature of configurations. We especially welcome papers deploying set-theoretic methods such as crisp and fuzzy set Qualitative Comparative Analysis (QCA) and related set-analytic and configurational approaches\, but also work using case studies\, process tracing\, and other empirical approaches for advancing our scholarly understanding of causal complexity. \nOur sub-theme particularly invites contributions that focus on one or more of the following questions: \n\nTheoretical Connections: How does a neo-configurational perspective challenge existing theories on grand challenges? How can set-theoretic methods deepen existing theories or integrate different aspects of existing theories such as institutional theories\, resource dependency theories\, and others?\nMethodological Innovation: What new methodological tools do we need to disentangle causal complexity? How can we make the methodological toolkit more robust and complementary? On what assumptions are set-theoretic methods and QCA based and how can we assess/test these assumptions? What are the limits of set-theoretic methods?\nEmpirical Findings: We welcome original empirical applications of QCA in different fields of organizational studies (CSR\, corporate governance and sustainability\, strategy\, sustainable entrepreneurship\, human resources\, etc.).\nThe Role of Organizations: What role\, specifically\, do organizations play in dealing with the challenges of today\, both grand and small? How can organizations help us overcome complexity? Conversely\, what is the role of complexity in (and of) organizations?\nUncovering (Category) Intersectionality: One central feature of grand challenges is the interconnected nature of social categorizations (e.g.\, the trade-offs among social\, environmental and economic categories in the triple bottom line.) How can a neo-configurational perspective help us understand systems of reinforcing advantages and disadvantages?\nInstitutional Complexity: How might a neo-configurational perspective help us understand incompatible prescriptions from multiple institutional logics? What can it contribute to studying constellations of institutional logics?\nComplex Organizational Forms: After a century of classic organizational forms and structures\, new ways of organizing emerge\, such as organizational networks\, virtual and hybrid organizations. How can a neo-configurational perspective clarify the processes and the complex conditions that make these forms (in-)effective?\nTheorizing Hybridity: Complexity can weaken difference in type\, suggesting the existence of hybrid solutions or recombination instead of discrete categories and positions. How do we theorize such organizational hybridity and fuzzy organizational boundaries?\n\nReferences\n\nFiss\, P.C. (2007): “A set-theoretic approach to organizational configurations.” Academy of Management Review\, 32 (4)\, 1180–1198.\nFiss\, P.C. (2011): “Building better causal theories: A fuzzy set approach to typologies in organizational research.” Academy of Management Journal\, 54 (2)\, 393–420.\nFiss\, P.C.\, Cambré\, B.\, & Marx\, A. (eds.) (2013): Configurational Theory and Methods in Organizational Research. Research in the Sociology of Organizations\, Vol. 38. Bingley: Emerald Group Publishing Ltd.\nMisangyi\, V.F. (2016): “Institutional complexity and the meaning of loose coupling: Connecting institutional sayings and (not) doings.” Strategic Organization\, 14 (4)\, 1–34.\nRagin\, C.C. (1987): The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies. Berkeley: University of California Press.\nRagin\, C.C. (2000): Fuzzy-Set Social Science. Chicago: University of Chicago Press.\nRagin\, C.C. (2008): Redesigning Social Inquiry: Fuzzy Sets and Beyond. Chicago: University of Chicago Press.
URL:https://compasss.org/event/complexity-organizations-and-grand-challenges-36th-egos-colloquium/
LOCATION:University of Hamberg\, Hamberg\, 20146\, Germany
CATEGORIES:Conferences
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DTSTART;VALUE=DATE:20200727
DTEND;VALUE=DATE:20200801
DTSTAMP:20260617T222725
CREATED:20200521T135333Z
LAST-MODIFIED:20200521T135333Z
UID:736-1595808000-1596239999@compasss.org
SUMMARY:Comparative Research Designs (1st ECPR Virtual Summer School)
DESCRIPTION:This course provides training on methods that enable a researcher to construct a solid and well-argued comparative research design (CRD) – any research enterprise that comprises at least two ‘cases’ or units of analysis.  \nWe will cover multiple options\, from very few cases (small-n) to multiple cases (intermediate-n) to many cases (larger-n).  \nBy the end of this course\, you will be able to write up a well-constructed CRD section for your project and to reflect strategically on your comparative research project. \nKey topics covered \nWe will cover a logical sequence of topics that constitute the core building blocks of a solid CRD: \n\nThinking upstream: why go comparative? What is the added value of comparison? What should be the mindset of a good comparative researcher? What is the link between a research puzzle and the choice for a CRD? How to formulate a comparative research question? \n‘Casing’ operations: what are my cases\, how to define them\, conceptually and empirically? At which level(s) (micro\, meso\, macro) can they be apprehended? And what about the time dimension? \nWhich case selection strategy to choose? How many cases and which ones? Should I go ‘smaller-n’ or ‘larger-n’? Should I select cases with similar or different outcomes? Which basic case selection strategies are available\, and what are the pros and cons? And what about more advanced strategies\, e.g. ‘nested’ (multilevel) designs\, designs including multiple time periods\, etc?\nHow to systematically collect good-quality data when covering multiple cases? What are the tricks of the trade? How to gain sufficient ‘intimacy’ with the respective cases (case-based-knowledge)? And how to compile and manage this data?\nHow to engage in comparative data analysis? Which toolbox(es) to select\, among ‘qualitative’ (case-oriented)\, specifically comparative (in particular QCA – Qualitative Comparative Analysis)\, and ‘quantitative’ (statistical\, variable-oriented) data analysis techniques?\n\nWe’ll unpack topics 1\, 2 and 3 in detail\, and take a bird’s eye view of topics 4 and 5 because they refer to multiple methods and techniques (and multiple specialised – including many courses in weeks 2 and 3 of the 1st ECPR Virtual Methods School). \nThis seminar-type course provides a highly interactive online teaching and learning environment\, using state of the art online pedagogical tools. It is designed for a demanding audience (researchers\, professional analysts\, advanced students) and capped at a maximum of 12 participants so that the Instructor can cater to the specific needs of each individual. \nPrerequisite Knowledge \nLittle prior knowledge is expected. Any training in qualitative and/or quantitative methods would be an asset\, but is by no means a requirement. You should simply be willing to reflect openly about your research design – there is no ‘best’ or ‘one-size-fits-all’ comparative research design.
URL:https://compasss.org/event/comparative-research-designs-1st-ecpr-virtual-summer-school/
LOCATION:Online
CATEGORIES:Training
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