In this phase the knowledge creation teams (KCTs) are supposed to sharpen their thematic field and to strengthen the team by finding common goals and a vision for the KCT (in groups). Furthermore, they have to develop a sketch of an observation strategy for deepening their understanding of the chosen thematic field. The KCTs are supposed to deploy observation methods form different domains leading not only to quantitative and verbal data (e.g. from qualitative interviews, etc.), but including also data from other modalities (e.g., images, videos, sketches, etc.).

Learning outcomes

Clear understanding and sharpening of the thematic field of the KCT
Learning how to negotiate a common goal and vision
Understanding of how to develop an observation strategy for conducting a deep observation related to the thematic field
Community building: co-initiating of knowledge creation teams

Process

In the KCTs try to follow the following process:

Sharpen and discuss in KCTs the thematic fields in all its dimensions
Identify the reasons why the thematic field is of interest for each member of the KCT

What is the (personal) relationship to this topic
What is it what fascinates me in this topic?

Based on the thematic field, find a common “vision” which holds the KCT together

Find/Identify a metaphor, name, slogan, image, logo, etc. which stands for this thematic field and for the vision of the KCT

Identification of persons, places, organizations, phenomena, situations, “learning journeys”, etc. which are of high relevance and interest for (increasing the understanding) the thematic field
Think and discuss about how the KCT could observe these identified persons, places, organizations, phenomena, etc.
Optional: discussion and consultation with other KCTs on observation strategy
Develop a rough sketch for an observation strategy and an observation design which helps the KCT to deepen its understanding of the chosen thematic field

make use of theoretical inputs form the first part of this course
be creative and try out non-standard observation methods (e.g., qualitative methods, photoethnography, generative interviews, etc.)

Prepare presentations according to deliverable specifications.

Deliverables [Project 3]

Group-presentation containing the following points (prepare for unit B3: Negotiating Observation Strategy):
- Elaboration of the thematic field (see points above)
  - What? Why? Vision; metaphor, image, etc.
- Suggestion of persons, places, organizations, “learning journeys”, etc. which are of high relevance for the thematic field (+ arguments for them)
- Sketch of observation strategy/design + standards and format of observations
Responsible person: Determine one person who is responsible for the KCT and who is the contact person for the teaching staff (this person will take over the coordination work, but he/she might take less work load for the operative work)

Suggested Readings

topic	reference	chapter/page	remark
Participant observation
	Kawulich, B.B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research 6(2).		participant observation overview
	Spradley, J.P. (1980). Participant observation. Fort Worth, Philadelphia: Harcourt Brace College Publishers.	chapters/steps 1-5	concrete methodological steps
	Girtler, R. (2004). 10 Gebote der Feldforschung. Münster, Wien: LIT Verlag.	optional	ethnography
	Becker, R. (1999). Direct observation: some practical advice. San Mateo: Jump Associates.	optional	business ethnography
	ZIBA (2006). Field Notes. ZIBA Design's search for the soul of the Chinese consumer. Business Week 2006(Sept. 26).	optional	business ethnography
Interviewing (qualitative)
	Flick, U., E.v. Kardorff, and H. Keupp (Eds.) (1995). Handbuch qualitative Sozialforschung. Grundlagen, Konzepte, Methoden und Anwendungen. Weinheim: Beltz Verlag.	pp 178–187	qualitative interviews overview
	Spradley, J.P. (1979). The ethnographic interview. Fort Worth, Philadelphia: Harcourt Brace College Publishers.	pp 45—131	methodological description of how to conduct an ethnographic interview
	Froschauer, U. and M. Lueger (2003). Das qualitative Interview. Zur Praxis interpretativer Analyse sozialer Systeme. Wien: Facultas Universitätsverlag.	optional
Generative interview and appreciative inquiry
	Scharmer, C.O. (2007). Theory U. Leading from the future as it emerges. The social technology of presencing. Cambridge, MA: Society for Organizational Learning.	pp 271—300	generative interview
	Peschl, M.F. and T. Fundneider (2007). Deep listening & generative interviews. Guidlines. Wien: University of Vienna.		generative interview guideline
	Cooperrider, D.L. and D. Whitney (2000). A positive revolution in change: appreciative inquiry. In D. Cooperrider, P.F. Sorensen, D. Whitney, and T.F. Yaeger (Eds.), Appreciative inquiry. Rethinking human organization toward a positive theory of change, pp. 3–27. Champaign, Illinois: Stipes Publishing.		appreciative inquiry
	Guion, L.A. (2006). Conducting an in-depth interview. Florida: Family Youth and Community Sciences Department. (FCS6012).		very short primer on in-depth interviewing
Focus groups
	Morgan, D.L. and R.A. Krueger (1993). When to use focus groups and why. In D.L. Morgan (Ed.), Successful focus groups: advancing the stat of the art, pp. 3–19. London: SAGE. (focus groups)
	Millward, L. (1995). Focus groups. In G. Breakwell, S. Hammond, and C. Fife-Schaw (Eds.), Research methods in psychology, pp. 274–292. London: SAGE.
	Knodel, J. (1993). Design and analysis of focus group studies: a practical approach. In D.L. Morgan (Ed.), Successful focus groups: advancing the stat of the art, pp. 35–50. London: SAGE. (focus groups)

© M.F.Peschl

site navigation (courses):

PhD-M: Phil. of Science (SE)

Knowledge Lab (SE)

B knowledge creation/pesencing units

B0: Questions

B1: Emergent Fields

B2: Co-Initiating

B3: Negotiating Observation

B4: Deep Observation

B5: Creating Collective Sense Organs

B6: Presencing

B7: Crystallizing & Prototyping

B8: Creating New Realities

B9: Reflection & Theory

Diretions to outdoor location

TBA