Rumbling on performativity_Frits Simon

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A title at the front page of a thesis suggests that the subject of the thesis is clear from the onset and that the reader has to read the thesis with the main subject in the back of his mind. As indicated in chapter 1 the title is the outcome of my research process and ideally should have emerged to the reader in his reading, more or less the same way as it did for me during my research. However, empty front pages do not attract readers. To attract readers titles on the front page do have a habit of revealing the climax of the research, unintentionally suggesting that the research aimed at this climax. As if there is no research process to go through before concluding what the research has brought, as if there were no surprises. In this chapter I will reflect upon my research, its process and its findings. Amongst others I will clarify why the chosen title offers a binding perspective on what I did. Moreover, this chapter has apart from its reviewing purpose, the purpose of synthetizing and gaining a more in-depth reflection on all the findings, the analyses and reflections regarding the major subjects which emerged during the research process. In a general sense I will bring the four narratives (including the one about my taken for granted assumptions), the analyses and reflections in the different chapters reflexively together into a final plot. A plot about what is at stake in my narratives and what I fancy with my findings. I will try to provide answer to questions like how did rumbling on indicated by ‘time for interruption’ emerge from my research? What has ‘time for interruption’ to do with me, with the work I did and am doing? And in what kind of context am I doing that? What about advisory work and rumbling on performativity? Furthermore, there are questions about my responsibility as a researcher when I write about my colleagues, and reveal things from behind the scenes. How do I take responsibility for the potential consequences of my research? And of course there are also things to say about the chosen method. Is research from a ‘personal’ or from a complex responsive process-perspective sound research? What are its specific contributions towards the field of OMS? Are they useful? Are the findings different from other research? To clarify the title of this thesis and to offer an in-depth reflection I have to answer the many questions which are relevant with regard to my research. More specific I will retake the three questions posed at the end of chapter 2 with regard to my movement of thought, the potential resonance of my findings and my ethical responsibilities as a researcher. For the answers to these questions I will depart amongst others from the set of criteria for rigorous radically reflexive research which I proposed in chapter 2. The three questions will be completed with questions regarding conclusions which can be made with regard to my advisory work, with regard to the contribution of my research to the field of OMS and with regard to doing research from a complex responsive process-approach. 174
Recapitulating, the questions to be answered in this chapter are: 1 Am I able to make plausible how - against the background of my beliefs and values - ‘time for interruption’, ‘performativity’ and ‘bricoleur’ emerge as a consequence of the analytical and reflexive efforts I have performed? 2 To what in-depth reflections and to what conclusions do the subjects ‘time for interruption’, ‘performativity’ and ‘bricoleur’ lead with regard to my advisory work and with regard to the UAS? 3 Do my narratives bear witness of being involved in social interactions and do they seduce the readers to take notice of and to identify with the research-findings? 4 Do I pursue my ethical obligations as a researcher regarding consent and controllability properly? 5 What are the contributions of my research to the (educational) field of OMS, embedded in doing research within a complex responsive process-approach? For the answers regarding questions 1 and 2 I will elaborate and reflect upon how the subject of corporate jestership emerged and how it is connected to my taken for granted assumptions (chapter 3) and the subject of performativity (see 7.1 and 7.2). Moreover, I will elaborate and reflect upon how the subject of performativity emerged during the research and to what discussions it appears to be connected (see 7.3). Thereafter I will elaborate and reflect upon how the subject interruption emerged and how this is connected to the subject of bricoleur as a present-day interpretation of my advisory work (see 7.4). The questions 3 and 4, regarding the resonance of my research and my ethical responsibilities will be answered according to the standards for radically reflexive research as developed in chapter 2 (see 7.6). Question 5 regarding my contribution to the field of (educational) OMS will be answered more specifically from a complex responsive process perspective, including a perspective on further research (see 7.7 and 7.8). 7.1 My taken for granted assumptions on the move Radically reflexive research demands to be reflexive about my own values and beliefs or my taken for granted assumptions, as it is postulated that these assumptions are unavoidably present in the research undertaken. The taken for granted assumptions are pivotal importance for radically reflexive research. So a topic of reflection has to be what my involvement was with the way the different discussions as described in the different narratives evolved. After all, my involvement had some consequences for what happened in the UAS and for what evolved as subjects in the research. Being involved as an adviser to the board and being involved as a researcher it is time to return to my taken for granted assumptions (chapter 3). 7. <strong>Rumbling</strong> on performativity: a reflexive perspective on advisory work | 175
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Rumbling on perfor
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ISBN 978 909028 855 / NUR code 801
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Promotores Prof. dr. T.H. Homan, Op
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Preface When you are working on a P
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4 Sense making in and of the intern
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10 1
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As the reader will notice it has no
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agreements are connected to conditi
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that in my job now, I have to manag
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Insider research can be seen as phe
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In a formal way a narrative is to d
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within the UAS. This search was fue
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24 2
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This chapter is a methodological ch
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interactions and their constructive
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process of the constitution of nati
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varying from social constructionism
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To contribute to emancipatory trans
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organizational life is trying to un
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Ontologically reflexive research is
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Auto-ethnography Auto-ethnography i
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In its diversity auto-ethnography a
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has to respond to questions regardi
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pens with the results of the resear
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From a radically reflexive stance i
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alternate set of criteria could tur
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dimensions should be ordinary eleme
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one's own job security. Here again
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2 Consult your institutional review
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facts (for instance what did someon
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The criteria will apply to the narr
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This chapter is a prelude on four c
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The narrative which is presented in
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As a logical consequence of my para
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3.3 Defaults-genesis part II: a you
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y connecting concepts of the cognit
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This sandwich position became tangi
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connected with an engineering profe
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However, I realize that the broad s
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the realization of the UAS as a lea
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just to proceed the way they always
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Pursuing my research? On a conceptu
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This narrative is about what happen
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evaluation reports, that they can u
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publish these findings in this way,
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focussing at the outcome and specul
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4.3 Emerging themes of reflection T
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Varying ways of pushing through a d
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Thus one of the results of our deli
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Reflecting upon what the work Elias
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interpretation contagion underlines
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From a political perspective framin
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whether a conclusion would be reali
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Self-knowing At the end “all know
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mental with generic implications an
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Looking back on my rather cognitivi
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In 2012 as any UAS the UAS had to d
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with our management information sys
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control, someone deludes you to thi
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Page 208 and 209: Ankersmit, F. (2008). De plaag van
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Page 212 and 213: Friedman, T. L. (2006). The world i
Page 214 and 215: Kaplan, R. S., & Norton, D. P. (200
Page 216 and 217: Mingers, J. (1992). Technical, prac
Page 218 and 219: Science Guide. (2012b). Prestatiebe
Page 220 and 221: Tedlock, B. (2013). Section three i
Page 222 and 223: Wit, B. d. (2013). Spiegelpaleis on
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Radicaal reflexief onderzoek: theor
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Met de onderscheiden theoretische o
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Ook de vraag naar de aard en inhoud
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entiteit is, maar dat de diverse be
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232 Summary
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perspective it comes down to the pr
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ger always kept a bit of an ambival
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king became visible, a way of decis
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