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Träfflista för sökning "WFRF:(Rovio Johansson Airi 1939 ) "

Sökning: WFRF:(Rovio Johansson Airi 1939 )

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  • Rovio-Johansson, Airi, 1939 (författare)
  • Post-Acquisition integration: ways of sensemaking in a management team meeting
  • 2007
  • Ingår i: Qualitative Research in Organizations and Management: An international Journal. - : Emerald. - 1746-5648. ; 2:1, s. 4-22
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose – The aim is to investigate actors’ ways of sensemaking through the use of rhetorical strategies, frames, and categories, in a management team meeting. Design/methodology/approach - The empirical data were generated from a video recorded and transcribed management meeting, and participant observation. The analysis of institutional discourses and practices builds upon the assumption that language and texts are the main tools for understanding actors’ social reality. The managers’ ways of sensemaking of institutional discourses and practices is captured through their use of tools like rhetorical strategies, frames, and categories in talk-in-interaction. Findings - The team managers’ ways of sensemaking through mobilizing rhetorical strategies, institutional categories, and how they recontextualise frames in negotiation of a disputed issue, adds new aspects to previous studies of the multi voiced complex integration processes in a cross-border acquisition. The significance of the results is the revealing of actors’ frequent use of rhetorical strategies, frames, and categories in sensemaking processes. The study calls for further research on structural features of institutional talk as related to the dynamics of talk-in-interaction. Originality/value – The findings and methods of analysis contribute to international business studies and to the empirical-based research on institutional interaction through text and talk.
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  • Rovio-Johansson, Airi, 1939 (författare)
  • Reinvestigating the theory and practice gap in Participatory Educational Research
  • 2020
  • Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 9:1, s. 1-10
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose/aim - The aim of this paper is to open a reinvestigation of the theory and practice gap and its consequences for teachers’ participation in research into their own practice. Further, to explore if the gap is partly an artefact of the underlying epistemology made visible in the institutional practices of education and teacher training and in participatory educational research. Accordingly, the overarching purpose is to gain deeper understanding of classroom teaching as participatory educational research. Design/methodology/approach - By revealing contrasting features of different theoretical frameworks applied in case studies, the paper contributes to the illumination of how to bridge the gap between theory and practice and reveals how some of the case studies accomplish research with teachers and research on teachers in varying degrees in research processes. Findings - Teachers’ roles in case studies vary due to (a) the applied theoretical research approach and (b) due to different phases of the research process. Findings suggest that the theory and practice gap is complex and that classroom teaching is a multi-disciplinary activity related to a great number of contextual factors. The gap is possible to bridge in some of the steps in the research process. Findings from a meta-study of 45 lesson studies (Whitney, 2019) indicate that results from these studies were shared with few teachers and schools outside the local school context. Originality/value - The paper provides insights into participatory educational research from teachers’ perspectives and researchers’ varying perspectives.
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