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| 2. |
- Cassinger, Cecilia, et al.
(författare)
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Curated Participation : – A Study of Everyday Photography in Organizational Communication Strategy
- 2017
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Konferensbidrag (refereegranskat)abstract
- Visuals are ubiquitous in strategic communication involving social media and there are high expectations on what visual social media can accomplish with regards to creating engagement among people. The research aim in this paper is to examine how employees experience curating images in social media as part of an organization’s strategic communication. The reasoning is based on an empirical study of curated participation at the photo-sharing platform Instagram to improve the reputation of a large public hospital. Drawing on Goffman’s (1959) dramaturgical theory of social life, the paper approaches the conditions of participation and employee engagement as a performance. It is argued that participation is shaped by the stage of the social media site and by negotiations between participants and the imagined audience. The study sheds light on the social conventions that underpin the performance of participation at visual social media platforms and point to the implications for employee engagement.
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| 3. |
- Cassinger, Cecilia, et al.
(författare)
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In the eye of the storm: Organisational response strategies to visually generated crisis
- 2018
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Konferensbidrag (refereegranskat)abstract
- Visuals like photographs and videos produced and circulated by lay people in social media serve as significant mediators in crisis communication. Such visuals are crucial for the way contemporary crisis events are defined and perceived in public (Mortensen, 2015; Coombs, 2007). This type of eyewitness footage is a growing visual genre of crisis communication. Yet, previous studies tend to neglect the visual aspect of crisis communication and there is scarce knowledge of how to monitor and manage visually articulated messages. The aim of this paper is to examine the role of eyewitness recordings in the unfolding of a reputational crisis involving multiple stakeholders. In particular, the study is concerned with how this visual genre affect the unfolding and definition of a crisis, how organisations respond, and how they can develop their preparedness for meeting visuals. As a particular case in point the study explores organisational responses to a visually generated crisis involving the social media circulation of citizen footage of a violent confrontation between an unaccompanied minor and a security officer at Malmo central station in Sweden. The study is based on a qualitative analysis of the eyewitness film, video surveillance, newsmedia articles, pressmaterial, social media posts, and interviews with key persons from the involved organisations. The analysis was directed to map the dissemination of the eyewitness film across media platforms, how it was mobilised in the ensuing public debate and how the organisational actors responded to and experienced the crises. Informed by theories of iconic images and situational crisis communication, the paper demonstrates how eyewitness images define an event and the roles that different actors adopt in the unfolding of the crisis. The study contributes to crisis communication theory by showing how eyewitness images are responded to by organisations in crisis situations and the challenges that are involved in responding to visuals. Eyewitness images were found to create discursive closure (Deetz, 1992) in communication, because they were experienced as representing events in an objective and authentic manner (see also Papadopoulos & Pantti, 2011). Moreover, the eyewitness film was embedded in other discourses and mobilised for different purposes. The actors were blamed, attacked and had limited opportunities to communicate their view of what happened. The iconic character of the film created emotional engagement and was therefore difficult to respond to by means of text-based communication. While text-based communication appeal to our reason and can be responded to in a rationalised manner, visual communication, particularly iconic imagery, appeals to our emotions and require other types of responses.
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| 4. |
- Cassinger, Cecilia, et al.
(författare)
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Instagram photography as embodied practice: performances and gazes
- 2018
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Konferensbidrag (refereegranskat)abstract
- This paper examines the social rules and conventions of photography practices on visual social media platforms through revisiting the concept of gaze. More specifically we analyse how 25 participants in so-called Instagram take-overs make sense of and perform photography as an embodied visual practice situated in time and space. Hence, approaching that which is seen on Instagram from the viewpoint of how it was produced enable us to understand the role of the technique as well as social conventions and personal competence in performances of photography. Instagram takeovers are commonly used in participatory communication strategies to increase the engagement of various publics. Here we draw on different takeovers, albeit with similar purposes of improving the internal as well as external images of two public organisations, a city and a hospital. By gaze we mean certain institutionalised ways of looking at, sensing, and comprehending images on the Instagram platform. The concept of gaze may however refer to different things. Most notably is perhaps the sociologist John Urry’s (1990, 2002) formulation of the tourist gaze to describe the learnt ability of how to see things, which is a collective and culturally shared ability (see also Foucault, 1977). The tourist gaze includes the distinct, striking, unusual, and extraordinary. These values are used and reproduced in advertisements, place promotion and by the tourists. In later texts about the tourist gaze, Urry and Larsen (2011) emphasise the social aspect of tourist photography. This definition of tourist gaze makes the concept useful when practices of photography are studied in order to discuss social conventions and norms of that which is seen. It makes it possible to demonstrate and discuss parallels to other visual norms and practices. The paper addresses the pre-conference theme on mobile (in)visibilities by examining Instagram photography as a performance disciplined by gazes. The findings of the study point to the tensions between different gazes and how they discipline how participants imagine the organisation in photographic practice. Hence, the inclusion of social media in communication strategies does not necessarily reinvigorate images of the organisation, since conventional gazes govern images on social media. The study elucidates how a visual practice is socially constrained, which results in that only certain aspects of the organisation are made visible and regarded as photo worthy, while others remain unseen.
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| 5. |
- Cassinger, Cecilia, et al.
(författare)
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Performing Instagram photography and the disciplining gaze
- 2019
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Konferensbidrag (refereegranskat)abstract
- This paper approach participation in visual promotional strategies as a novel form of public performance. The paper examines the social rules and conventions of photography practices on visual social media platforms in a qualitative study of how 30 participants in so-called Instagram takeovers make sense of and perform photography as an embodied visual practice situated in time and space.A dramaturgical perspective (Goffman, 1959) is adopted to understand how the participants perform and make sense of photography. The concept of gaze (Urry, 1990) is introduced in order to analyse and discuss social conventions and norms that guide the performances and have consequences for the photographs taken. The findings of the study point to the tensions between different gazes and how they discipline participants’ imaginations. Hence, the inclusion of social media in communication strategies does not necessarily reinvigorate images of the place or the organisation, since conventional gazes govern photography practice on social media. The study elucidates how a visual practice is socially constrained, which results in that only certain aspects are made visible and regarded as photo worthy, while others remain unseen.
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| 7. |
- Cassinger, Cecilia, et al.
(författare)
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Spaces of identity in the city : Embracing the contradictions
- 2017
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Ingår i: Inclusive place branding : Critical Perspectives on Theory and Practice - Critical Perspectives on Theory and Practice. - 9781317216728 - 9781138659247 ; , s. 70-81
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Bokkapitel (refereegranskat)abstract
- Several studies demonstrate the value of residents’ voices in the place branding process, however, relatively little is known about how residents experience participating in place branding campaigns and the consequences for place identity. This chapter explores the question of whether participatory branding initiatives could potentially lead to more inclusionary representational spaces in the city. Knowledge about how such spaces are produced can inform the maintenance of place brand on the strategic level and how it may include the needs of the local community. The study shows that contradictions within spaces could be useful to preserve on a strategic level in order to increase the awareness of marginalized interest in the city’s identity. Contradictions highlight asymmetries in power relations between groups and interests in the city and are difficult to resolve, thus they create ambiguous spaces in which the place identity is continuously reworked and negotiated.
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| 8. |
- Cassinger, Cecilia, et al.
(författare)
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The Security Guard and the Boy : Organisational Crisis Responses to Iconic Imagery
- 2018
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Konferensbidrag (refereegranskat)abstract
- This paper examines organisational responses to eyewitness footage as a mediator in crisis communication. Eyewitness photographs and films is a growing genre of visuals that are difficult for organisations to respond to, because they are regarded as more authentic and true than other images of crisis events. In addition, it is here argued that widely circulated eyewitness imagery often involve iconic motifs with already established interpretation repertoires. The paper identifies and discusses three types of organisational response strategies to iconic imagery in eyewitness footage of a violent encounter between a boy and a security guard at a train station in Sweden, which raises questions of organisational responses to representations of power asymmetries.
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| 11. |
- Olsson, Åsa, Lektor, 1962-, et al.
(författare)
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Children’s rights in teacher education in Sweden
- 2019
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Konferensbidrag (refereegranskat)abstract
- General description (up to 600 words) In this paper children’s rights in teacher education is highlighted. The aim is to examine content and aims concerning children’s rights in core education courses, in Swedish teacher education. In 2020, Sweden will follow Norway’s and Finland’s example in incorporating the UN Convention on the Rights of the Child, UNCRC, into Swedish legislation. Arguments have been put forth that the principles of the best interests of the child (article 3) and children’s rights to participate in decisions (article 12) will be reinforced. In a commission of inquiry, set up by the Government (SOU 2016:19), it is argued that the new legislation requires capacity building in terms of general development of competence among professionals at all levels. The UN Committee on the Rights of the Child in Geneva submitted comments and recommendations in 2015 to Sweden's fifth periodic report. In these comments, the Committee expressed concern that "relevant professionals do not have sufficient training in assessing the best interests of the child" (p. 4). Since teachers are a key group of professionals working with children, there seems to be a need for studies of teacher education in Sweden, with regards to children’s rights in general and UNCRC in particular. In Sweden, teacher training is regulated on a national level by The Higher Education Ordinance, (Högskoleförordningens examensordning för lärarutbildningarna,1993:100) where general aims and content for teacher education is stipulated. All teacher education programs include “core education subjects” for 60 credits, equivalent to one year of full-time studies. Core education subjects comprise of seven sub-themes linked to future professional practice, where the one of particular interest in this study is “history of the school system, its organization, and conditions as well as the core values of early years education, including fundamental democratic values and human rights” (www.uhr.se). Previous research has explored different aspects of children’s rights in school. Several studies in the Nordic countries have been carried out in relation to children’s participatory rights in school (Andersson, 2017; Elvstrand, 2009; Rönnlund, 2011). The dual assignment for teachers to educate children about their rights and to observe and respect children’s rights in education has been discussed (Hägglund, Quennerstedt, and Thelander, 2013; Quennerstedt, 2015). Brantefors and Quennerstedt (2016) examined education research and found a disparity of motives for children’s human rights education, relating to children's age. Further, the researchers concluded that human rights education often becomes a vague question of human relations and interactions. With an aim to develop educational theoretical concepts for analyses of human rights education, Brantefors and Thelander (2017) identified four teaching and learning traditions of rights with emphasis on participation, empowerment, awareness of rights and finally right respecting. There are also several international studies that have discussed human rights education. In a survey, Bajaj (2017) explored the global field of human rights education, dealing with the theoretical and conceptual foundations as well as with practice. In a literature review of human rights education initiatives globally, Boutros (2018) identified deficient teacher training, inadequate literature and a low level of commitment by school administrations, to be major obstacles for effective implementation of human rights. Osler and Starkey (2017) articulate the historical background of human rights education and argue for education for democratic citizenship underpinned by the values of human rights. Methods/methodology (up to 400 words) The data in this study consist of syllabi from teacher education programs in Sweden. Teacher education in Sweden is accessible at 24 universities and colleges. In the study, syllabi of ten universities and colleges are examined with regards to aims and content concerning children’s rights. The study covers core education courses in four different teacher education programs: Early years education programme, Primary education programme, grade F-3 and grade 4-6, Secondary education programme (förskollärarprogrammet, grundlärarprogrammet F-3, 4-6 and 7-9). There is an overarching syllabus for each teacher programme, and a specific syllabus for each core education course. Altogether, the empirical material adds up to about 250 local syllabi. The syllabi have been review in search for a number of keywords such as e.g. “children's rights”, “UN convention of the rights of the child”, “human rights”. The analysis of the syllabus was done by content analysis, which pointed towards full sentences and context. Expected outcomes/results (up to 300 words) Preliminary results indicate that content regarding children’s rights in teacher education concerns values and policies rather than knowledge. Local syllabuses at colleges and universities show similarities to The Higher Education Ordinance, (1993:100), often in exact wording. Few examples of efforts to specify or concretize national aim have been identified. Sometimes content regarding children’s rights tends to become more general and vague in local syllabuses, than in the national ordinance. The study may contribute with new knowledge to people working with course development in teacher education. Furthermore, there is a reason to believe that questions will be raised on a national level about implementation, competence, and accountability in relation to the new legislation, why the subject of our research may very well be of general interest in Sweden.
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| 12. |
- Säwe, Filippa, et al.
(författare)
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The role of frames in a co-creation process
- 2015
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Ingår i: International Journal of Quality and Service Sciences. - 1756-669X .- 1756-6703. ; 7:4, s. 442-457
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This paper aims to analyze the conditions for co-creation in a non-commercial context. The particular aim is to show how a co-creative activity is framed for the participants and the consequences of the frames for the values that are co-created in the process. Design/methodology/approach – Goffman’s frame analysis is applied to investigate how co-creation is used as a marketing strategy where an art event is used as an engagement platform to involve citizens in creating visions for an urban renewal area. It is a qualitative study based on observations. Findings – The taken-for-granted ideas of the active and creative consumer along with the focus in marketing research on the positive values achieved in a co-creative process are problematic in a public context. An unreflexive use of a co-creative strategy in a non-commercial setting and using art as an engagement platform, in combination with insufficient communication about the new framings, result in no-creation of value or even co-destruction of value. Practical implications – Unclear definition of the situation for co-creation results in confusion about how to interact and how to create value. Such an outcome is highly problematic for a public organization. It is of major importance that citizens can identify and understand the type of activity. The authors argue that communication in well-defined phases of an event can facilitate desired acts of co-creation. Originality/value – Value co-creation theory has been transferred between contexts, but there are few studies of what the transfer means in terms of consumer abilities to take part in the value creation process and its rules of engagement. This study demonstrates the difficulties of moving from theory to practice when the context changes from a commercial to a public participatory one. This opens for new research venues in value co-creation and marketing theory.
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| 14. |
- Thelander, Åsa, et al.
(författare)
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Brand new images? Implications of Instagram photography for place branding
- 2017
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Ingår i: Media and Communication. - : Cogitatio. - 2183-2439. ; 5:4
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to develop an understanding of what happens when Instagram photography is used for branding a place. Questions raised are which photographs are taken and published, does the practice result in novel ways of representing a place, and, in turn the image of a place. A practice approach to photography is used where focus is directed to the performative aspect of photography. Fifteen qualitative interviews were conducted with participants in an Instagram takeover project concerning their photographs. The study shows that adopting a communication strategy based on visual social media is dependent on the participants’ competencies and that it is embedded in everyday life. Moreover, the participants’ photographic practices were found to be influenced by social conventions, which resulted in the city being imagined differently by different participants. To use visual social media such as Instagram for branding purposes does not necessarily mean that novel images are generated, but that they are choreographed according to the conditions of Instagram as medium.
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| 15. |
- Thelander, Åsa, et al.
(författare)
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The challenge of internal stakeholder support for co-creational branding strategy
- 2015
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Ingår i: Public Relations Inquiry. - 2046-147X .- 2046-1488. ; 4:3, s. 323-341
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on co-creation as a strategy and the challenge of applying theories of co-creation in practice. Place branding and a co-creative strategy based on art is used as an example of a special type of public relations concerned with building connections between stakeholders and a specific place. This is investigated through an analysis of how key internal stakeholders in a municipality understand the co-creative strategy for branding urban renewal, looking at their understanding, alignment and support for the strategy. An organizational ethnographic approach is used and the analysis is based on interviews with 16 administrative municipal managers from five different departments. Four different rationales are identified among managers. The study highlights how these profound rationales among internal stakeholders become a challenge in branding. In theories of co-creation, absolute consensus between stakeholders is assumed. In complex organizations, such as municipality, a more realistic goal is to establish compatible zones of meaning among internal stakeholders. It is concluded that public relations practitioners and researchers must cope with this reality when they approach public relations as co-creation.
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