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ogy, managerial economics, and so on) have
been further built upon a scientific foundation.
Management researchers have taken
for granted that they can ‘stand on the shoulders
of giants’ to apply ‘tried and tested’
ways to treat management problems. But,
perhaps, in general, corporate communication
researchers are too tied to an instrumental
purpose of helping managers to
‘manage’. Is there sufficient critical reflection
on what is produced in the name of academic
knowledge (as a resource for authoritative
management – MBA, etc.) and how such work
is conducted
I have encouraged masters and doctoral
students to reflect on their presuppositions of
what constitutes research for managerial
purpose, and not merely to seek research
skills. I have reflected on my alternative
approach to a class on research methods for
managing communication. My aim is to produce
greater awareness to allow managerial
researchers to more carefully choose which of
the ‘innumerable mutually uncomprehending
groups talking to themselves in esoteric
jargon’ (Wheatcroft, 2002: 63) they prefer to
engage with and be a part.
The statement of the class rationale follows,
to illustrate.
Part-time MSc./MBA programme
Communication research methodology
The aim of this module of study is to understand
and challenge orthodox managerial
theories-in-use in conducting research on
managing human communication. This
will be accomplished by drawing on critical
social psychology as the basis of a
scholarly critique of the hypotheticodeductive
science tradition in communication
research.
By producing a rigorous written critical
review on a research study, each member
of the class will address practically, and relevantly,
the significant issues in planning,
doing, and writing their own research (as a
knowledge producer), and in finding, reading,
using, and evaluating others’ research
(as knowledge taker and user).
The module tutor will provide a theoretical
framework for critical reflection and
will advise on significant methodological
issues as the projects progress.
A distinction is to be drawn between
research as ‘fact finding’ (description and
measurement for problem-solving and
developmental activity) and research as the
‘systematic making of knowing’ (inquiry for
understanding and scholarly production).
Assessment will examine the extent to
which the written work is coherent in presenting
a rigorous, practically relevant
critique of communication research.
Following Tudor’s (1982) suggestion, I wish
to promote a simple framework for a knowledge
creation interaction process that emphasizes
the interactive nature of enquiry and
recognizes that a knower always knows what
is known in a particular human and natural
context.
Research as coming to know
• Experience a significant and/or problematic
aspect of the world.
• Interpret through applied preconceptions
derived from earlier experiences, interests,
already accepted knowledge, social
situation and so on.
• Relate interpretations to other experiences
and interpretations derived from significant
others.
• Intersubjectively establish ‘true’ knowledge.
© 2004 Sandra Oliver for editorial matter and selection;
individual chapters, the contributors