Coming “home” to do glocal engaged scholarship? A reflexive account of managing competing commitments during an organizational ethnography
Bibliographic record
Abstract
Purpose The purpose of this paper is to focus on how the author’s status as an international academic wanting to maintain “local” research relationships in the author’s country of origin both improved and derailed the process of conducting an organizational ethnography. Design/methodology/approach Using visual representations of the research design process inspired by Maxwell’s (2013) model, the paper traces the evolution of a glocal engaged scholarship project and the personal, professional, and commitments that pulled the researcher and the research project in competing directions. Findings The first iteration of the project showed that, despite geographical nomadism, the author was firmly anchored to professional norms and methodological choices, with these attachments to values, principles, and practices constituting a global academic “home.” As the project unfolded, local organizational needs and desires that called into question the researcher’s local organizational knowledge and methodological choices destabilized the author’s sense of home, creating a situation of “away-ness” that acted as a catalyst for reflexivity about the project and relationships with organizational partners. Originality/value By overturning a view of home as being rooted in a particular locale and homelessness as being nomadic, this confessional tale problematizes the idea that some organizational ethnographers and projects are local while others are foreign.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.007 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".