Building Theories From Case Study Research - This paper describes the process of inducting theory using case studies from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.

Building theories from case study research

�Traditional, hierarchical views of leadership are less and less useful given the complexities of our modern world. Leadership theory must transition to new perspectives that account for the complex adaptive needs of organizations. In this paper, we propose that leadership (as opposed to leaders) can be seen as a complex dynamic process that emerges in the interactive “spaces between” people and ideas. That is, leadership is a dynamic that transcends the capabilities of individuals alone; it is the product of interaction, tension, and exchange rules governing changes in perceptions and understanding. We label this a dynamic of adaptive leadership, and we show how this dynamic provides important insights about the nature of leadership and its outcomes in organizational fields. We define a leadership event as a perceived segment of action whose meaning is created by the interactions of actors involved in producing it, and we present a set of innovative methods for capturing and analyzing these contextually driven processes. We provide theoretical and practical implications of these ideas for organizational behavior and organization and management theory.

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Building theories from case study research.

Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Scholars of the theory of the firm have begun to emphasize the sources and conditions of what has been described as “the organizational advantage,” rather than focus on the causes and consequences of market failure. Typically, researchers see such organizational advantage as accruing from the particular capabilities organizations have for creating and sharing knowledge. In this article we seek to contribute to this body of work by developing the following arguments: (1) social capital facilitates the creation of new intellectual capital; (2) organizations, as institutional settings, are conducive to the development of high levels of social capital; and (3) it is because of their more dense social capital that firms, within certain limits, have an advantage over markets in creating and sharing intellectual capital. We present a model that incorporates this overall argument in the form of a series of hypothesized relationships between different dimensions of social capital and the main mechanisms and proces...

https://www.jstor.org/stable/pdfplus/259373.pdf

Social Capital, Intellectual Capital, and the Organizational Advantage

En la sociologia contemporanea el problema de la estratificacion, y dentro de el, el problema de las clases, es un tema de renovada vigencia. A. Giddens va a realizar un exhaustivo analisis de la estructura de clases centrando el problema de las sociedades economicamente desarrolladas. Durante el desarrollo del trabajo, Giddens realizara continuas alusiones a Marx y a Weber, como pilares ideologicos de las tendencias actuales sobre el problema de la estructura de clases.

La estructura de clases en las sociedades avanzadas

* List of Contents * Policy Network Page * Introduction * Anthony Giddens, Roger Liddle and Patrick Diamond *1. A Social Model for Europe? * Anthony Giddens *2. Globalisation: A European Perspective * John Sutton *3. East Versus West? The European Economic and Social Model After Enlargement * Katinka Barysch *4. Migrating Workers and Jobs: A Challenge to the European Social Model? * Simon Commander, Alex Heitmueller and Laura Tyson *5. The Vulnerability of the European Project * Rene Cuperus *6. Welfare Reform Beyond Breadwinner Resilience * Anton Hemerijck *7. The European Socio-Economic Model: Differences to the USA and Changes Over Time * Karl Aiginger and Alois Guger *8. The European Social Model. Gender and Generational Equality * Jane Jenson *9. Social Justice Re-interpreted: New Frontiers for the European Welfare State * Patrick Diamond *10. A Knowledge Economy Paradigm and its Consequences * Luc Soete *11. The Environment in the European Social Model * Mans Lonnroth *12. Immigration: A Flexible Framework for a Plural Europe * Patrick Weil *13. Economic Reform, Further Integration and Enlargement: Can Europe Deliver? * Loukas Tsoukalis *14. Friends, Not Foes: European Integration and National Welfare States * Maurizio Ferrera *15. A Common Social Justice Policy for Europe * Roger Liddle

Global Europe, social Europe

Figures and Tables vi Acknowledgements viii Introduction 1 1 The EU as Community of Fate 18 2 Austerity and After 54 3 No More Social Model? 87 4 The Cosmopolitan Imperative 121 5 Climate Change and Energy 151 6 The Search for Relevance 182 Conclusion 209 Notes 221 Index 234

Turbulent and Mighty Continent: What Future for Europe?

La Tercera Via

‘Hermeneutics’ — the theory of interpretation — has only recently become a familiar term to those working in the social sciences, at least in the English-speaking world. On the face of it this is an oddity, for the hermeneutic tradition stretches back at least as far as the late eighteenth century; and the term ‘hermeneutics’ derives from the Greeks. But this neglect is less odd than it appears, since the hermeneutic tradition was most firmly established in Germany, and many of the key texts remain untranslated into English. The concept of verstehen, the unifying notion of the hermeneutic tradition, became most widely known in the English-speaking world through its adoption by Max Weber. As such, it was subject to scourging attack by those associated with what I shall call the ‘orthodox consensus’.1 The controversy about verstehen in the English-speaking literature,2 however, largely by-passed some of the most significant questions raised by the hermeneutic tradition. Weber was only influenced in some part by that tradition, drawing his methodological ideas more strongly from the work of Rickert and the ‘Marburg School’.

Anthony Giddens

Papers

La estructura de clases en las sociedades avanzadas

Global Europe, social Europe

Turbulent and Mighty Continent: What Future for Europe?

La Tercera Via

Hermeneutics and Social Theory