Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition)

Free download. Book file PDF easily for everyone and every device. You can download and read online Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition) file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition) book. Happy reading Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition) Bookeveryone. Download file Free Book PDF Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition) at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Gestion de projet et expéditions polaires: Que pouvons-nous apprendre? (French Edition) Pocket Guide.

This regular dual confrontation enables the researcher to go beyond the descriptive character of the data, thus favoring theorization and the generalization of the results of the research over a wide area. Space is provided for reflection, to which the researcher is expected to devote time Mauthner and Doucet, The distinction between facts and elements relating to the researcher contributes as much to the authenticity of the data as to the objectivity of the approach.

In the course of his participatory observation, the researcher develops, as anyone would, personal thoughts of various kinds opinions, intuitions, analyses, etc. Rather than trying to ignore them, he enters them into the spaces provided, with a view to achieving greater objectivity.

This systematic approach is essential for continuity and scientific quality Burgess, Lastly, the sibylline research diary incorporates different types of notes within a single document, thus respecting the chronology of the research. In particular, this feature allows the reader to grasp the theoretical construction process. At what points did the various aspects of the research emerge?

What situations have contributed to the construction of the theoretical elements? Indeed, the distinctive feature of the sibylline research diary imposes a three-stage time frame for taking notes: prior to the events for the drafting of expectations; during or shortly after observations for recording the facts the report section ; and analyzing discrepancies and noting elements of reflexivity. In addition to the frequency of writing called for, use of the artifact requires the researcher to invest a significant amount of time.

On the other, while the writing of the report section can be largely systematized, the discrepancy analysis and reflexivity sections involve exacting and demanding work, especially following the observation stages, which themselves involve time and effort. The configuration of our research project required a quick start to data collection, without any prior stage for grasping the theoretical framework.

Consequently, writing up the first expectations and analyses of discrepancies required working in parallel with gaining familiarity with the literature.

What do you think of this resource? Add your review

The effort to master the theoretical elements during the first months of the research did, however, make writing the sibylline research diary more efficient and improved its content quality of expectations and the relevance of the intermediate analyses. As a corollary, putting our expectations into writing made us aware of the need to achiever greater mastery of the theoretical framework used.

Indeed, the studies resulting from the use of this method involved regular immersion over a long period presence of the researcher in the field at least once a week over a period of more than three years. Writing this part of the journal without prior immersion would relegate expectations to the extraction of hypotheses from the literature, leading to an approach that if not hypothetico-deductive is at least abductive, but requiring expectations to be formulated on the basis of the theories mobilized. In such a configuration, the distinctive features of the sibylline research diary would be of limited interest.

This method, the sibylline research diary, is based on the sensemaking approach and aims to theorize the activity of the immersed researcher. It improves the quality of research by meeting the requirements of validity internal and external , reliability and distance, and strives for greater transparency of the research process.

Although this artifact cannot meet all the challenges of an immersed study, it nevertheless provides day-to-day help for the researcher immersed in the field. How, ultimately, can the researcher combine this use of the sibylline research diary with interviews or archive data?

Can a single coding system be used, as is the case with the main research designs? Moreover, when it comes to presenting the results of research using a sibylline research diary, there is no simple solution for showing the linkage between data and analysis see, for example, the thesis by Laszczuk, In conclusion, we believe that the sibylline research diary can be used over and beyond research aimed at developing an operating model of the system studied.

Christophe Bredillet | Université du Québec à Trois-Rivières -

Indeed, in the context of other objectives such as the transformation of the system by action research or intervention research, the expectations could then include maneuvers and actions intended to transform the system to the desired state action research, research intervention or even to develop new elements through the design sciences.

However, since we have not used the sibylline research diary for such purposes, and have not addressed their specific quality criteria, it is currently difficult for us to fully measure and detail its applicability in these contexts. We hope other researchers will appropriate this artifact and adapt it to such uses.

Adam-Ledunois, S. Recherche collaborative ou comprendre le management en le transformant, In L. Garreau and P.

  • Pink Shuffled Multiplication Flash Cards -- Over 10,000 Questions & Answers.
  • Plenty of Time.
  • Lessons From the Shallow End;

Ahern, K. Ten Tips for Reflexive Bracketing , Qualitative health research , vol. Allard-Poesi, F. Mourgues, F. Allard-Poesi, A. Amine, S. Chareire and J. Alvesson, M. Angot, J. Anteby, M. Arborio, AM. Atkinson, P. Handbook of ethnography,. Avenier, MJ. Gavard-Perret, D.

Gotteland, C. Haon and A. Baribeau, C. Becker, H.

Similar authors to follow

Bolger, N. Bourgoin, A. Boxenbaum, E. Brannick, T. Burgess, R G. Field research: A sourcebook and field manual, Routledge. Chanlat, JF. Roussel and F. Codol, JP. Coghlan, D. Corbin, J. Basics of Qualitative Research , Sage. Corley, K. Cunliffe, A. Darawsheh, W.

David, A. Hatchuel, and R. Doloriert, C. Organisational Autoethnography, Journal of Organizational Ethnography , vol. Douglas, J. Investigative social research : Individual and team field research, Sage. The Perspective of Ethnomethodology, Longman London.