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Has the advent of the digital age had any impact on how political leaders view the ability of weaker antagonists to compete politically with the more powerful side in asymmetrical conflicts?

https://doi.org/10.1177/1750635217727312
Media, War & Conflict
2018, Vol. 11(1) 107–
124
© The Author(s) 2017
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DOI: 10.1177/1750635217727312
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MWC
The role of the media in
violent conflicts in the digital
age: Israeli and Palestinian
leaders’ perceptions
Gadi Wolfsfeld
The Interdisciplinary Center (IDC), Israel
Abstract
The role of the news media in violent conflicts is a topic that has received a great deal of scholarly
attention especially in the field of political communication. A major issue that has emerged in
recent years asks about whether the advent of the digital age has led to any significant changes
in the role the media play in such confrontations. In this article, the author focuses on two
research questions that seem especially important. The first asks: Has the advent of the digital
age had any impact on how political leaders view the ability of weaker antagonists to compete
politically with the more powerful side in asymmetrical conflicts? The second asks: To what
extent do political leaders involved in violent conflicts think that the changes associated with
the digital age have led to the media playing a more positive or negative role in attempts at
peace and reconciliation. The author tries to provide some initial answers to these questions
based on 30 interviews with Israeli and Palestinian political leaders. In answer to the first
research question, he did find some convincing evidence that the digital age has improved the
ability of weaker challengers to compete with their more powerful antagonists. The spread of
camera phones and the inability of the authorities to keep secrets help explain this change. The
answer to the second research question is also fairly clear. If the political leaders interviewed
are to be believed, the advent of the digital age represents a tremendous boon for spreading
hatred and intolerance. Revealingly, this is an area where almost total agreement among both
Israeli and Palestinian leaders was found.
Keywords
INFOCORE, media and the Israeli–Palestinian conflict, media and peace, new media and conflict,
news and violent conflict, social media and conflict
Corresponding author:
Gadi Wolfsfeld, The Interdisciplinary Center (IDC), Herzliya, Tel Aviv 972999, Israel.
Email: msgadi1@gmail.com
727312MWC0010.1177/1750635217727312Media, War & ConflictWolfsfeld
research-article2017
Special Issue Article
108 Media, War & Conflict 11(1)
The role of the news media in violent conflicts has received considerable scholarly attention,
notably in exploring the role of the media in uprisings and revolutions (Cohen and
Wolfsfeld, 1993; Wolfsfeld, 1997; Wolfsfeld, Frosh and Awabdy, 2008), terrorism (Hess
and Kalb, 2003; Norris et al., 2003; Liebes and Kampf, 2007; Papacharissi and De
Fatima Oliveira, 2008; Yarchi et al., 2013) and wars (Bennett et al., 2008; Wolfsfeld,
1997, 2004). Other studies have investigated the role of the media in conflict resolution,
especially the role of the media in peace processes (Hackett, 2006; Lynch and McGoldrick,
2005; Saleem and Hanan, 2014; Sheafer and Dvir-Gvirsman, 2010; Spenser, 2005;
Wolfsfeld, 2004; Wolfsfeld, Alimi and Kailani, 2008).
The vast majority of these studies dealt with the impact of traditional media, but this
article focuses on what has changed in the digital age, which can perhaps be best defined
as changes that have taken place in the collection and dispersion of information since the
invention of the personal computer and the development of the internet.1 Chadwick (2013)
presents perhaps the best description of these changes as a ‘hybrid media system’.
Chadwick’s major point is that it is critical to see the new communication environment as
one in which older and newer media not only feed off and influence each other, but also
have an ongoing impact on the overall flow of information among citizens. Chadwick
notes: ‘Internet-driven norms of networking, flexibility, spontaneity, and ad-hoc organizing
have started to diffuse into our politics and media, and these norms are generating new
expectations about what counts as effective and worthwhile political action’ (p. 210).2 Van
Dijk and Poell (2013: 3) make a similar point by noting: ‘Social media logic is increasingly
becoming entangled with mass media logic.’ Modern political leaders have little
choice but to adapt to this new media environment. This is a broad topic, so the current
study focuses on two research questions that touch on important areas where researchers
dealing with this topic might reasonably expect to find significant change.
The first question concerns the relationship between political power and power over
the news media. When it comes to these two variables, it is generally agreed that ‘the rich
get richer’ and the ‘poor [at the very least] remain poor’ (Wolfsfeld, 1997, 2015). The
advantages the powerful enjoy in the domestic arena also apply in the international
sphere (Golan, 2008; Jones et al., 2011; Kim and Barnett, 1996; Segev, 2014; Wolfsfeld,
1997, 2004). The first research question is: Has the advent of the digital age had any
impact on how political leaders view the ability of weaker antagonists to compete politically
with the more powerful side in asymmetrical conflicts?
The second area of interest concerns the role of the media in the resolution of conflict.
There is widespread agreement that traditional news media usually plays a negative role in
attempts to promote peace and reconciliation between antagonists (Lynch and McGoldrick,
2005; Sheafer and Dvir-Gvirsman, 2010; Wolfsfeld, 2004). One reason for this is that violence
and conflict are more likely to be considered news than any attempts at reconciliation.
Therefore, the second research question is: To what extent do political leaders involved in
violent conflicts think that the changes associated with the digital age have led to the media
playing a more positive or negative role in attempts at peace and reconciliation?
Scientific review of the literature
A basic, theoretical assumption in the literature is that the politically powerful have much
better access than the less powerful to the news media (Bennett, 1990; Bennett et al.,
Wolfsfeld 109
2008; Entman, 2004, 2007; Wolfsfeld, 1997, 2004). When it comes to internal conflicts,
the advantages the powerful enjoy are particularly obvious. The authorities have regular,
almost automatic access to the news media as legitimate sources, while weaker antagonists
must prove their newsworthiness, often through acts of disorder. Wolfsfeld (1997,
2015) referred to this imbalance as the difference between gaining media access through
the front door, while the rear door is intended for deviants who provide sufficient drama
to be admitted. Consequently, more powerful actors are more likely to be covered as
legitimate, while their challengers are more likely to be portrayed as deviants.
This principle can also apply internationally. One of the most obvious indicators concerns
how journalists are assigned to cover international affairs. It is not surprising that the
United States is the most covered country (Wu, 2000), or that the major European countries
host the greatest number of foreign reporters (European Federation of Journalists, 2015).
The richer and more powerful the country, the more likely it is that reporters from other
countries are permanently assigned there. This leads to an ongoing, routine flow of stories
from those countries that include both orderly news (such as elections and decisions about
policy) and disorderly news (such as violence and natural disasters). The mainstream media
in Western countries usually only covers the poorer parts of the world if something terrible
happens. Even then, a terrorist attack in Paris, Brussels, or the United States will receive far
more international coverage than one that happens in Beirut or Tunisia.3 However, the relative
wealth of a country is not the only reason for such editorial decisions about attention.
Other factors can include a country’s strategic interests, amount of perceived threat, and the
cultural proximity between the countries (Hawkins, 2011).
Some people believe that things have changed in the digital era. For example, pundits
point to the power of social media in the 2010 Arab Spring. The conventional wisdom
was that the emergence of social media provided protesters with the necessary tools to
bring down Egypt’s long-ruling Mubarak government. However, Wolfsfeld, Segev and
Sheafer’s (2013) study of 20 Arab countries and the Palestinian authority provided convincing
evidence of a negative correlation between the amount of social media penetration
and the outbreak of violence. The primary reason for this is that the wealthier Arab
countries had no shortage of internet and social media access, but very little political
discontent. In addition, the data showed that people joining social media were much
more likely to follow the outbreak of political unrest than to precede it. In short, the
political situation provided a far better explanation for the outbreak of violence than the
advent of the digital age.4
Nevertheless, it has become clear in recent years that those in power are finding it
increasingly difficult to control the flow of information. The development of the internet
meant that the entire world now has access to information and images that would not
have seen the light of day in the past. Mobile phones play a similar function in poorer
countries (Pierskalla and Hollenbach, 2013). A major reason for this is the massive proliferation
of smartphones, allowing users to record events as they happen and immediately
upload the images to YouTube and similar platforms (Allan, 2013;
Andén-Papadopoulos, 2013; Gregory, 2015). In keeping with Chadwick’s (2013) thesis,
it is critical to emphasize that we are not referring just to information that flows through
newer media. Such events receive their greatest amplification when they are picked up
and publicized by more traditional media.
110 Media, War & Conflict 11(1)
Although there have been many examples of this phenomenon in recent years, perhaps
the best known is the massive increase in videos of police brutality in the United States,
which has led to major public debate about the issue (Antony and Thomas, 2010; Goldsmith,
2010; Gregory, 2015; Robinson, 2011; Wilson and Serisier, 2010). In the field of political
communication, this change is sometimes referred to as the transition from ‘institutionally
driven’ to ‘event-driven’ news (Lawrence, 2000; Livingston and Bennett, 2003).
The difficulties that modern authorities face in the digital age are not limited to the
proliferation of cameras. The fact that activists can now break into the most secure databases
and spread their information worldwide has made it much more difficult for
authorities to keep secrets. The best-known examples of this include Wikileaks
(Chadwick, 2013; Sifry, 2011), the Snowden affair (Gurnow, 2014) and the Panama
Papers.5 This suggests that weaker antagonists now have tools enabling them to compete
with their more powerful adversaries, especially when these stories are picked up by the
mainstream media. Nevertheless, gaining public attention is quite different from bringing
about significant policy or regime changes.
Seeking peace in the digital age
The second research question looks at leaders’ perceptions about possible significant
changes concerning the mostly negative role the media plays in peace processes. It is
noteworthy that there is much more literature on media and violent conflict than on the
role the media can play in resolving conflict. Wolfsfeld (2004) argued that there is an
inherent contradiction between the needs of traditional news and the successful completion
of a peace process. With some exceptions, traditional news media is likely to make
an excellent tool for waging war but a poor one for bringing peace.6
The question is whether or not the advent of the digital age has improved this situation.
Some optimists might assume that the fact that groups working for peace are in a better
position to use social media for mobilization might lead to a more positive outcome. In
addition, the ability to communicate directly with people living on the other side of the
divide might also provide opportunities for reconciliation that were previously
unavailable.
However, initial research findings are far from encouraging. As with traditional
media, the internet and social media appear to primarily be used to spread hatred, intolerance
and violence, rather than peace. Gabi Weinman (2006, 2015) carried out extensive
studies about the ability of terrorist groups to exploit new media, not only for recruitment
but also to pass on information about building more lethal weapons. Social media also
enables other types of hate groups to spread their message (Chau and Xu, 2007; Citron
and Norton, 2011; McNamee et al., 2010). Extremists, who might have felt socially isolated
in the past, now find themselves in virtual communities with thousands of people
who share their views.
The same reasons why traditional media focuses on conflict and violence also explain
the popularity of similar content on the web. Audiences are drawn to drama, and ISIS
videos of prisoners being decapitated are far more likely to go viral than reports about
peace groups meeting to find common ground. The cliché ‘if it bleeds, it leads’ is probably
just as true in the digital world as it is in traditional journalism. This is a good
Wolfsfeld 111
example of where traditional media logic influences how newer media operates
(Chadwick, 2013; Van Dijck and Poell, 2013). While some virtual communities promoting
peace have been created, the initial evidence suggests that hate groups have benefited
far more from the dawn of the digital age than those promoting hope and reconciliation.
Methods
This research was conducted as part of INFOCORE, an international collaborative research
project funded under the 7th European Framework Program of the European Commission.7
The data here is based on one specific interest of a larger research project focused on the
ongoing interactions between political leaders and the media. Fifteen interviews were conducted
with Israeli leaders and another 15 with Palestinian leaders. Not all interviewees
were elected officials. Some were officials involved in diplomacy, while others were leaders
of political organizations. The major criteria for selection were that interviewees must be
somehow involved in promoting a particular political agenda and had ongoing contact with
the media concerning the Israeli–Palestinian conflict. All interviewees were promised anonymity,
so only a general description of their role and status is noted when they are quoted.
The Palestinian–Israeli case is an excellent place to start when asking these research
questions. It is clearly an asymmetrical conflict that often involves violence and has
generated an enormous amount of international political and media attention. In addition,
given that there has been an extensive amount of scholarly work on the role of traditional
media in this conflict, it provides a useful place to see what has changed.8
The interviews were all semi-structured and focused on a core set of questions.
However, the interviews were allowed to go in interesting directions that emerged in the
course of the interview. In this analysis, we specifically focused on four core questions
related to the two research concerns discussed above:
1. Many people have talked about the fact that people walking around with camera
phones have changed the nature of the news, meaning much more stories start
from the field. Do you think this new development has affected the news and the
conflict itself?
2. Can you think of other ways in which news or politics has changed because of the
creation of the internet?
3. Do you think that the internet in general, and social media in particular, have been
more beneficial for the forces of hate or the forces of reconciliation?
4. When it comes to violent conflict, can you think of any positive developments
associated with the dawn of the digital age?
The one-hour interviews were all conducted in person in 2015, in either Hebrew or
Arabic. They were recorded, transcribed, and then translated into English
Findings
The discussion begins by considering the first research question: Has the advent of the
digital age had any impact on how political leaders view the ability of weaker antagonists
112 Media, War & Conflict 11(1)
to compete politically with the more powerful side in asymmetrical conflicts? In general,
the political leaders who were interviewed believed that things had changed and that the
new media environment was more advantageous for weaker antagonists. Although the
technological changes have not eliminated the advantages that the political powerful
enjoy, the new media environment has improved the ability of weaker challengers to compete
with their more powerful adversaries.
One of the most important indicators of an antagonist’s ability to manage the political
environment surrounding any conflict is the extent to which they can control the flow of
information and images. In asymmetrical conflicts, a loss of control by the more powerful
antagonist can provide opportunities for the weaker side to bring third parties into the
conflict as allies and reduce disparity (Wolfsfeld, 1997).
It was apparent from talking to Israeli and Palestinian leaders that the former group
saw recent technological changes as a threat, while the latter saw these changes as an
opportunity. The most obvious, powerful change in this area has been the revolutionary
rise in the number of ordinary Palestinians and human-rights groups using camera phones
to record and upload abuses by Israeli security forces. The Israelis also have their own
cameras, which sometimes worked to their advantage, especially when capturing
Palestinian attacks on Israeli citizens. Nevertheless, the interviews made it abundantly
clear that the Palestinian leaders are far more enthusiastic about these changes than are
their Israeli counterparts.
A perfect example of this phenomenon occurred in March 2016, when an Israeli soldier
shot and killed a Palestinian attacker who was lying, wounded, on the ground.9
Someone connected to the B’Tselem human-rights organization videotaped the incident
and uploaded it to the web. The film led to a major public debate, both inside and outside
Israel, about whether or not the shooting was justified. The solider was arrested and
charged with manslaughter.10
Of course, there are similar examples of powerful videos that embarrassed authorities
long before the digital age. The powerful scenes of the Selma, Alabama, police beating
black protesters during the American civil rights movement (Lee, 2002; Roberts and
Klibanoff, 2008) is one of the best-known examples. The fact that these occurred during
the early days of television may have significantly increased the impact that those horrible
images had on the American public and political leaders. There have also been similar
examples in the Israeli–Palestinian conflict. Perhaps the best-known of these took
place in September 2000, when a petrified 12-year-old, Mohammad Al-Durrah, was
filmed hiding behind his father during a gun battle between Palestinians and Israelis. The
prevailing assumption was that the boy was killed by Israelis soldiers.
Nevertheless, the dramatic changes that have occurred in recent years cannot be
ignored. In the first intifada (Palestinian uprising), which broke out in late 1987 and
killed hundreds of people, not one incident was captured on film and shown in the news
(Alimi, 2007; Cohen and Wolfsfeld, 1994; Wolfsfeld, 1997).11 In addition, the al-Durrah
incident took place during the first days of the second intifada. Despite hundreds of
Israelis and Palestinians being killed, it would be difficult to find a similar episode
recorded on film.12
However, almost everyone today has a camera and can instantly upload their videos to
the internet. Such videos also originate in thousands of public surveillance cameras.
Wolfsfeld 113
Almost all Palestinian and Israeli leaders who were interviewed noted this change. Most
Palestinians saw this as a tool for revealing Israel abuses. The remarks of a Palestinian
leader, who also served in a senior position at a Palestinian university, were typical. When
asked about whether the proliferation of cameras affected the conflict, he responded:
Yes, it has a big influence. The public has started to practise media-related activities. They
monitor events and capture them with their smartphones. This explains why the Israeli army
assaults Palestinian civilians carrying their cameras more than Palestinian journalists. Media of
the public, so to speak, has a positive impact on spreading the Palestinian cause. But for the
Israelis, of course, it plays a negative role. (Pal 005, 1 December 2015)
A Palestinian director for a major political organization responded in a similar, if
somewhat exaggerated, manner:
Yes, it changed and left an influence. Instead of traditional media outlets becoming the source
of the news, social networks have become the main source of news. Sometimes they even
become more reliable sources when an event is immediately captured on camera and instantly
published on various social network sites. Therefore, social networks have superseded
traditional media outlets in becoming the source of news. (Pal 004, 27 November 2015)
None of these political leaders suggested that the flow of information exclusively runs
through social networks, but rather that newer media becomes an important new source
for all forms of media. A number of the Palestinian interviewees specifically focused on
the power of YouTube to make their case to the world. A head of a major Palestinian
organization said:
YouTube has helped a lot in disseminating news worldwide. It is the most influential and the
easiest method. For instance, some four months ago, Israeli soldiers attacked a young Palestinian
boy, 12-year-old Mohammad Tamimi from the village of Nebi Saleh, north of Ramallah. The
assault was captured on video cameras and immediately posted on YouTube. It reached all
corners of the universe and revealed the volume of Israeli violence in assaulting a little kid. It
also showed how the family tried to protect their kid during the attack. Moreover, Facebook has
a significant effect on disseminating news as information passes through in no time and with
minimal effort. (Pal 009, 28 December 2015)
One Palestinian interviewee, in charge of public relations for one of the ministries,
had a different view, talking about the more negative aspects of the spread of cameras:
Well, sometimes it is useful and has a positive impact on news-gathering as well as on the
conflict itself. But, on the other hand, almost 99 percent of images captured are taken in a
wrong way, leaving a negative impact that helps the Israelis more than the Palestinians. This is
the most serious element in dealing with social networks. Shots and videos should be captured
properly in a way that helps and serves the Palestinian cause and refutes the Israeli version of
the event. (Pal 007, 10 December 2015)
This quote reminds us that the ubiquity of cameras can also work to the disadvantage of
the Palestinian cause. The Israeli police and army employ trained photographers who
114 Media, War & Conflict 11(1)
accompany many units. They sometimes release these videos to reinforce official claims
about Palestinian terrorism. During the 2015–2016 wave of violence, videos of knifewielding
Palestinians attacking Israeli soldiers and civilians, before being shot, were far
more common than more controversial videos, such as those discussed previously.
The question remains as to why the proliferation of cameras is more of a problem for
the Israelis than the Palestinians. The answer brings us back to the international political
environment that opposes the Israeli occupation. The problem for Israeli political leaders
is that, from a strategic perspective, no news is good news. The Israeli government would
prefer that the conflict remain as far under the international radar as possible. Also, while
images of Palestinians attacking Israeli soldiers and civilians work to the government’s
advantage internally, many international audiences may consider such attacks understandable
or even justified.
The advent of the digital age has led to some changes regarding Israeli behaviour on
the ground, especially when war broke out. Again, the presence of cameras recording the
deaths of Palestinian civilians is nothing new. Indeed, an attempt to gauge the impact of
such images on international opinion and policy would more likely point to two historical
events: the 1982 Lebanese war and the first intifada that erupted in December 1987
(Wolfsfeld, 1997).
Nevertheless, concerns about the increasing presence of cameras on the battlefield
and the inability to control the flow of information have a significant impact on how the
Israeli military and political leadership think about military operations. Many Israeli
leaders talked about the bitter lessons they learned about this problem during the second
Lebanese war in 2006. The conventional wisdom was that one reason why the war
against the Hezbollah went so poorly was the continual flow of bad news coming from
the battlefield, especially from soldiers using their cellphones during the fighting.
Rapaport (2010: 52–53) convincingly wrote about the changes the Israeli Defense
Forces (IDF) made when they again went to war in Gaza in a conflict called Operation
Cast Lead:
Regarding operational discipline, a great improvement has occurred since the 2006 war. A
number of examples illustrate this: (1) The use of cellular phones during operational missions
has been forbidden completely, and this is enforced. (2) Leaks to the media have been reduced
significantly. Checks of telephone conversation emissions that were conducted after the second
Lebanon war revealed that dozens of senior officers had been in contact with journalists. The
scope of this phenomenon began to decline the moment Ashkenazi [the Chief of Staff] decided
to instate heavy penalties for media leaks. It appears that the Chief of Staff’s threats, along with
other factors, have been effective, as a check that was conducted of 550 officers during Cast
Lead found that none of them leaked information or conversed with journalists without the
mediation of the IDF spokesperson.
This conclusion did not mean that the Israelis felt in complete control of the flow of
information during the Gaza War. Many difficult images of the destruction were easily
uploaded to YouTube. The Ministry of Foreign Affairs had people working full time to
respond to those images, particularly those it believed were staged or faked. The new
technology also made it easier for journalists and government officials to verify usergenerated
content.
Wolfsfeld 115
The lack of Israeli control over the flow of information is not limited to the proliferation
of cameras. It can also be attributed to the massive number of communication channels
that now enable the general public and leaders around the world to share information
and opinions about the conflict. Here too, it is important to emphasize that the ongoing
interdependence between older and newer media is one of the reasons the changes seem
to have had such an effect on general perceptions of the conflict. While this development
has provided Israel’s defenders with some helpful tools, most Israeli leaders view these
developments more as threats than opportunities. A leading official from the Israeli
Foreign Ministry talked about the difficulties Israel faced in the new media
environment:
Our main problem is facing your opponent, which is much more than the Palestinians, but all
those organizations that are on social networks. There is significance to mathematics. In
traditional media, let’s say, in front of the Washington Post, you and your opponent are going
with the story of the newspaper, and the situation is that either I managed to get the story or not.
In social media, the story is how many people you succeeded to reach and will pass on your
story. For example, in Europe, in France, there are between 500,000 and 600,000 Jews, and at
least 10 times more Muslims. Not all Muslims are automatically active in this anti-Israeli
activity. So, for example, in the Netherlands, Britain and other countries, demographics play a
role. The point is that, within the French-speaking space, there is a large majority of people
whose natural environment is against you. Therefore, this new media presents us with the
challenge of their control in numbers. (IS009, 16 August 2015)
It can be argued that the Israeli interviewees often found themselves constantly
involved in damage control. A useful metaphor would be a ship in which the sailors are
constantly attempting to plug leaks as the water keeps rushing in. The problem facing
the Israelis and other powerful antagonists is that the number of leaks has grown exponentially.
New leaks seem to emerge every day, and plugging them all becomes almost
impossible. The Foreign Ministry professional’s description provides an excellent
example of what happens as political leaders move from the news cycle to the much
less institutional, but more dynamic and fragmented political information cycle
(Chadwick, 2013).
The question remains as to if any of this has any significant long-term effect on the
conflict itself. It is helpful to consider two types of possible effects on the level of
restraint the Israeli military exhibits and the extent to which the international community
makes significant attempts to resolve the conflict.
First, the interviews with Israeli leaders suggest that they are more reluctant to engage
in military operations that involve massive civilian casualties. Some readers may be
skeptical of this conclusion, given the high number of Palestinian civilians killed in the
2014 Israeli–Gaza conflict, which suggests that the Israeli military is willing to pay the
price of international condemnation if it believes the alternatives on the ground are
worse. It is also likely that there are other factors at work, such as changing international
norms about civilian casualties. However, there is little doubt that all Israeli leaders take
the new media environment into account when planning such operations. At the very
least, they agree that the current political and media environments have increasingly
shortened the amount of time they have to carry out such operations.
116 Media, War & Conflict 11(1)
Turning to the second indicator, there is little evidence of significant changes in
the international community’s willingness to intervene in the conflict. While there
have been repeated international condemnations of Israel’s treatment of the
Palestinians, and a growing hostility towards the Jewish state, it would seem that a
good deal of the world has reached the conclusion that this is an intractable conflict.
It is also worth noting that many other recent international conflicts have been far
bloodier than the Israeli–Palestinian conflict. Given the constant flow of horror emanating
from places such as Syria and Southern Sudan, the videos from Israel and
Palestine pale in comparison.
This suggests that, although the advent of the digital age has enabled the Palestinians
to compete on a more equal basis with Israel on the international stage, there is scant
evidence that this has led to any significant changes in the nature of the conflict or the
chances of any resolution. This pessimistic conclusion receives further support as the
discussion turns to the second research question.
Peace and hatred in the digital age
The second research question asks: To what extent do political leaders involved in violent
conflicts think that the changes associated with the digital age have led to the media
playing a more positive or negative role in attempts at peace and reconciliation? In
exploring this question, we found significant agreement among Israeli and Palestinian
interviewees. Interviewees perceive that the internet, like traditional media, is far better
at spreading hate and extremism than promoting peace and reconciliation. If accurate,
there is good reason to believe that the internet has made things worse. There are certainly
significant differences in the way Israeli and Palestinian leaders relate to this issue,
but they seem to agree that the internet in general, and social media in particular, have
made the chance for peace even less likely.
The discussion begins by considering the views of Israeli political leaders. One point
that frequently arose in the interviews was the conventional wisdom in Israel that a major
cause for the 2015–2016 wave of Palestinian violence was the incitement that spread
through the social media. This idea resonated within the Israeli populace, particularly
given the extremely young age of many of the perpetrators. The general consensus surrounding
this issue can be demonstrated by the fact that the speaker of the Knesset talked
about it during his annual Independence Day speech in May 2016:
Israel’s enemies incited against us without stop and sowed the seeds of hate and death. Social
media played a major role in spreading the wild incitement against us. It’s ironic that it [social
media], which is meant to join together, to bring countries and people together, has served those
who want to do us evil, to divide, distance, and break [us] up.13
Study of public discourse on this issue in Israel also revealed that claims about incitement
were not only adopted by the right-wing parties in power, but also the parties from
the centre, and even some who would normally be considered part of the peace camp.
One interesting comment on the issue of incitement came from a Knesset member of the
opposition, who surprised us by comparing what was going on among the Palestinians to
Wolfsfeld 117
some of what he learned in school about the more extremist Jewish movements who
fought against the British occupation of Palestine. He started by supporting the government
position on this issue:
It’s true … When you see an ISIS ‘snuff’ film, and they took your parents away and the like,
and it may not be nice to say, but it reminds me of the books I’d read as a child about Etzel and
Lechi, which would fill me with pride. Everyone always says that when God forbids someone
to commit suicide, you shouldn’t publicize it because it could lead to a chain reaction. Here, the
chain reaction works through the internet. On the internet, you learn everything: How to hate,
how to use weapons, everything.
Interviewer: So you think that has an influence on extremist groups?
Absolutely. Those forces become more powerful because to hate is easy, and to love is difficult.
(IS014, 25 November 2015)
A Knesset member who had extensive experience in both the military and Israel’s
attempts at public diplomacy expressed a more nuanced view of this issue. When asked
if he accepted the claim that incitement was a key factor in the recent wave of attacks, he
replied:
I can’t tell exactly which factor has more weight. Obviously, incitement is one factor in
encouraging violence, but it is not the only cause of violence. It encourages violence, but if
there was no infrastructure or political situation that has an effect on people, then incitement
wouldn’t do that. Propaganda can influence only when people have already mentally prepared
to take these actions. That’s how I see it. From all sources of incitement, what I think is most
effective in the Arab society is still television. It is true that this thesis about social media exists,
but in the Arab society it is still the television. I am talking about domestic and international
media, like Al-Jazeera. In the local media, there is an impact of the Palestinian Authority and
we can also influence them, so they are more cautious. But when it comes from Al-Jazeera and
many other similar TV channels and from others that dominate our sky, it does all the work.
(IS012, 1 November 2015)
This particular reply is particularly insightful with regard to two issues. The first is
that those who make claims about Palestinian incitement while ignoring the political
situation are deluding themselves. The idea that politics comes first was the central argument
in the article about the role of social media in the Arab Spring (Wolfsfeld, Segev
and Sheafer, 2013). The second insight is a further reminder to pundits and researchers
who hope to understand the role of the media in conflicts to never ignore the power of
television. This is probably especially true when it comes to the power of Al-Jazeera and
other Arab satellite news stations within Palestinian society (Lynch, 2006; Samuel-
Azran, 2013).
Another Israeli Knesset member was interviewed because of his high level of knowledge
and experience in diplomacy and dealing with the international media. He talked
about the ways in which the internet was also a boon for extremist groups among Israelis
and Palestinians. He specifically mentioned the Israeli right-wing group Lahava. News
118 Media, War & Conflict 11(1)
reports suggested that this Jewish anti-assimilation group was on the verge of being
declared a terrorist organization by the defence minister.14 The Knesset member was
asked about the major changes that had taken place since the dawn of the digital age, and
responded:
It changed in two major ways. The first way is that digitalization has increased the power of
Lahava groups to recruit and to indoctrinate, and to even instruct militarily building bombs.
And rather than advancing the cause of peace, almost invariably, the internet serves as a tool of
excitability and building bombs. It hasn’t brought understanding because usually people tend to
look at sites that confirm their ideas. They’re not looking to challenge their ideas on the internet,
and they get indoctrinated and instructed. We know that lone-wolf terrorists are people that
have been indoctrinated and instructed via the internet. I often say that the ones who benefit the
most from the internet are the people who are opposed to peace, not the ones who are in favor.
Because their message is easy to carry, and they were isolated, and now they’re not isolated. I
think they are much more likely to help hate groups, and terrorist groups, and Nazis, and
Islamic fundamentals. I think they have gotten the most out of the media revolution. And it’s
sad, but I really think that’s the case. (IS010, 20 August 2015)
There is one more Israeli viewpoint on this issue that is worth noting. One of the
Knesset members quoted earlier was a close associate of Prime Minister Yitzhak Rabin
when he was involved in the Oslo peace process. The Knesset member’s thoughts about
what had changed since then are significant:
I’m not sure today that Rabin would have gone for Oslo. I mean he would have been bombarded
with millions of emails and the like, and that is a big deal. (IS014, 25 November 2015)
Assuming there is some truth to this point, it suggests that the digital age may create
similar problems for leaders who hope to either initiate peace negotiations or go to
war. The inability to control the flow of information from either negotiations or the
battlefield represents a serious obstacle to success. Add to that the increasing ability
of protest movements to quickly and massively mobilize against the government, and
one begins to appreciate the difficulties modern governments face in waging either
war or peace.
It was not surprising that the Palestinian leaders we interviewed were less likely to see
a problematic link between social media and the 2015–2016 wave of violence. When
they did talk about the violence, they either said it was invented by the Israelis as an
excuse for killing Palestinians or that it was a justified form of resistance to the Israeli
occupation. However, many interviewees did talk about the ability of more radical
groups to exploit the internet to achieve their goals. Consider the following comments
from a major figure in the Palestinian academic world:
The internet has contributed to spreading chaos, wars, and hatred much more than it has helped
in the educational or cultural spheres. At least this is how I see its influence in the Arab world.
I see no positive developments that serve the Palestinian cause. I read or watch real news in
traditional media outlets. As for social media, I see it as a tool for misleading people, confusing
their beliefs, and spreading lies in all directions. (Pal005, 1 December 2015)
Wolfsfeld 119
A similar sentiment was expressed by another Palestinian leader, a director of a semigovernment
organization that deals with the conflict:
The dissemination of frightening images of murder and killings have contributed a lot to
increasing hatred, while digital media should have been used and guided towards ending wars
and not increasing them. The digital age has allowed the spreading of news on destruction. It
gave all parties the chance to blame each other. It allowed a fast means of action and reaction,
blame and counter-blame. (Pal 004, 27 November 2015)
Some Palestinian interviewees also talked about how the internet had been a boon for
their enemies. Interestingly, Israel was not the only enemy that exploited digital tools
against the Palestinians. A political leader who was also involved in conflict-related
issues referred to both Hamas and Israel:
Unfortunately, the internet has played a major role for the bad more than for the good. Based on
the experience in Gaza, it served as a tool to threaten civilians and suppress their aspirations.
Yet, it all depends on the user. Hamas, for example, thought it could control the public through
social media or digital media, as it allowed it for some and prohibited it for others. At the same
time, the Israeli army used the internet and social media to recruit informers, and to frighten and
intimidate the civilian population. (Pal003, 17 November 2015)
Only one of the Israeli and Palestinian leaders disagreed with this pessimistic view of
the digital age. This exception concerned the attempts of the Israel Foreign Ministry to
reach citizens living in the Arab world. Their not-so-hidden agenda was to promote
Israel’s viewpoints in the Arab world. Many would argue that these attempts had nothing
to do with peace, but should really be seen more as a form of propaganda. They are certainly
seen by the Israeli government as a type of public diplomacy.
Nevertheless, one can also not ignore the number of Arab citizens around the world
who positively responded to these efforts. One official who was heavily involved in these
digital efforts noted:
As soon as we talk about digital media, you have more tools to measure, and have more ability
to keep track of things with hashtags, some kind of search or another. What we see at the microlevel
is that we reach people. We see who is following us because these studies have showed
that we are doing is not bad. It’s not just Israelis, and it is not only non-Israelis. We can see and
identify information that goes away and really comes to other media outlets. Important
examples come from those who are not considered pro-Israel. We have from the Arabic page
that, in terms of ‘likes,’ is our most popular, with 320,000 likes.
Interviewer: How can there be so many Arabs in this group?
Because it is working correctly. When we started, it was around 70,000.
Interviewer: Which Arabs are they?
Very diffuse. A lot from Egypt, Iraq and so on. They are involved and responsive, which is
important to us. The guys who work in Arabic, the message trickled down to them, and they
invest a lot of time in answering, do not leave the page without commenting, stimulate dialogue,
120 Media, War & Conflict 11(1)
and a lot of interesting things come out. It changes the situation very much compared to
traditional media. You have a real dialogue with the Arab population, which is amazing. (IS001,
1 February 2015)
It is noteworthy that this was the only positive comment we heard in all the interviews
we conducted. While there may be more exceptions, whereby some movements working
for peace are able to exploit the new technology for good, the overall impression suggests
that new media has made a bad situation even worse. If the leaders are to be
believed, both newer and older media appear to be far better at spreading hate and violence
than any voices for reconciliation.
Conclusion
The initial evidence presented in this article points to some interesting conclusions about
how the role of the media may have changed since the dawn of the digital age. The
increasing difficulties that powerful antagonists have in maintaining control over the
flow of information works to the advantage of the weaker side. The proliferation of people
with cameras seems particularly significant in this regard.
However, this does not mean that these changes have a significant impact on conflict
outcomes. There was some evidence that Israeli leaders had become increasingly
concerned about how more aggressive military actions would be covered in the
news. Nevertheless, the massive number of civilian casualties being caught on film
from conflicts around the world suggests that many have come to the conclusion that
military benefits of such actions outweigh any short-term costs to their image. We
should be careful about generalizing from this case because the Israeli–Palestinian
conflict receives an unusual amount of international attention. In addition, we need
to bear in mind that the findings in this study reflect leaders’ perceptions. Further
analysis is required before drawing any firm conclusions about the actual role of the
media. In any case, any other effects on asymmetrical conflicts will be gradual and
long-term. It will be up to historians to assess the overall impact that the internet has
on violent conflicts.
With regard to the second research question, results are extremely pessimistic. There
was nearly total agreement among the interviewees that social media is much more likely
to spread violence and hate than aid in any attempts at conflict resolution. It would be
important to look further into this issue using content analysis and the impact of this traffic
on various public groups. As with traditional media, we may find some exceptions to
this general rule, but there is no current good news on that front.
The research path forward is clear. First, we want to look at other violent conflicts and
see if these conclusions also help explain the role of the new media in other contexts.
Second, there is a need to look beyond leaders’ perceptions and attempt to use additional
methodologies to better understand the changing role of different types of media. Finally,
the two research questions asked here have barely scratched the surface in terms of the
issues that need to be addressed. The effects of technological changes will be minimal in
some areas and are likely to be more significant in others. The goal of research in this
area is to learn much more about such differences.
Wolfsfeld 121
Acknowledgements
I wish to thank my research assistants, who did most of the heavy lifting for this project: Yarden
Ben-Ami, Tom Dibon, Linor Tsfroni, and Elias Zananiri.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/
or publication of this article: This research was conducted as part of INFOCORE, an international
collaborative research project funded under the 7th European Framework Program of the European
Commission under Grant Agreement No 613308.
Notes
1. It is clear that the term digital age is a misnomer because all forms of media rely on digital
technology. Nevertheless, the fact that this term has become the most common way of
describing the changes that have taken place in recent years leads to the conclusion that the
advantages of using this term outweigh the disadvantages.
2. Some other important works on this topic include Miskimmon et al. (2014), Bennett and
Segerberg (2012), and Hood and Margetts (2007).
3. See http://usuncut.com/world/beirut-this-terrorist-attack-didnt-get-any-media/
4. These results are not meant to suggest that social media cannot be used as an important tool
for mobilization, especially in places where the mainstream media is controlled. However, the
necessary condition for protest (especially when protesters can be killed) is an intense sense
of political dissatisfaction.
5. See: https://en.wikipedia.org/wiki/Panama_Papers
6. For a better understanding of these exceptions, see Wolfsfeld (2004).
7. For details see: http://www.infocore.eu/
8. Some examples include Bishara (2013), Peterson (2014), Kampf and Liebes (2013);
Tenenboim-Weinblatt et al. (2016), Wolfsfeld, (1997, 2001) Wolfsfeld, Frosh and Awabdy
2008).
9. See: http://www.haaretz.com/israel-news/.premium-1.710747
10. It also led to a major dispute between the Prime Minister and his defence minister, which some
believe was one of the reasons for the defence minister being replaced a few months later.
11. There were videos of Palestinians being beaten that led to serious problems for the Israeli
government (Wolfsfeld, 1987).
12. There was no shortage of horrible video images in the aftermath of violence, including terrorist
attacks by suicide bombers. However, the al-Durrah incident seemed to be the only one
where the killing was filmed.
13. See: http://www.haaretz.com/israel-news/1.719228
14. See: https://en.wikipedia.org/wiki/Lehava
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Author biography
Gadi Wolfsfeld is a full professor of Political Communication at the Sammy Ofer School of
Communications at IDC, Herzliya. He is also an emeritus professor of Political Science and
Communication at the Hebrew University of Jerusalem. His research interests focus on the role of
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Professor Wolfsfeld was awarded the Murray Edelman lifetime achievement award by the Political
Communication section of the American Political Science Association.

How do direct and indirect forms of participation – separate as well as in combination – affect organizational performance?

UNDERSTANDING WORKER
PARTICIPATION AND
ORGANIZATIONAL
PERFORMANCE AT THE FIRM
LEVEL: IN SEARCH FOR AN
INTEGRATED MODEL
Jan Kees Looise, Nicole Torka and Jan
Ekke Wigboldus
ABSTRACT
Last decades scholars in the field of human resource management
(HRM) have intensely examined the contribution of HRM to organizational
performance. Despite their efforts, at least one major research
shortcoming can be identified. In general, they have devoted far too little
attention to an aspect of HRM potentially beneficial for organizational
performance: worker participation, and especially its indirect or
representative forms. In contrast, for academics embedded in the
industrial relations tradition, worker participation is a prominent theme,
even though less emphasized in its relationship with company objectives.
One might defend traditional scholars’ reservations by arguing that
participation’s main goal concerns workplace democratization and not
Advances in Industrial and Labor Relations, Volume 18, 87–113
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organizational prosperity. However, several writers state that industrial
democracy involving worker participation can channel conflicts of interest
between employees and employers and stimulate desired employee
attitudes and behavior, consequently enhancing organizational performance
(e.g., Gollan, 2006; Ramsay, 1991; Taras & Kaufman, 1999).
And, indeed, several studies have shown positive effects of both direct
participation (e.g., European Foundation for the Improvement of Living
and Working Conditions, 1997) and indirect participation (e.g., Addison
et al., 2000, 2003; Frick & Mo¨ller, 2003) on organizational performance.
Nevertheless, to date, the absence of an integrated model explaining the
connection between worker participation and organizational performance
leads to the following question that still is in need of an answer: how do
direct and indirect forms of participation – separate as well as in
combination – affect organizational performance? This chapter aims to
contribute to the filling of the aforementioned knowledge gaps. In so
doing, we focus on direct and indirect, nonunion participation on the firm
level, using a Western European and especially Dutch frame of reference.
Keywords: Direct participation; indirect participation; firm-level;
performance; the Netherlands
INTRODUCTION
Industrial democracy is still a central theme in industrial relations (IR)
debate and research. Industrial democracy refers to worker participation in
both its direct and indirect or representative forms. Direct participation
refers to employees’ immediate communication, interaction, and co-decision
making with management; indirect participation to one or more employees
who act in a representative function for other employees in dealings
with management. This happens in a vast variety of organizational forms
including committees, councils, and unions (Kaufman & Levine, 2000; Taras &
Kaufman, 2006).
The global economic downturn in the mid-1980s pushed adherents to the
emerging human resource management (HRM) rhetoric to advocate onesided
employer demands, undermining IR’s position in teaching and research
(themes) (Clarke et al., 2009). One of the most influential HRM models (e.g.,
Beer, Spector, Lawrence, Quinn Mills, & Walton, 1984) advocated worker
88 JAN KEES LOOISE ET AL.
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participation as one of the so-called ‘‘high performance management
practices’’ that contribute to organizational effectiveness, and later research
supported this assumption (e.g., Addison et al., 2000, 2003; Frick & Mo¨ ller,
2003). However, compared to other practices such as job design, pay, and
development opportunities, participation – particularly indirect forms – and
its effects have received relatively little interest in HRM studies. Many IR
scholars also remained silent on the relationship between worker participation
and organizational performance. This is not surprising given IR’s
traditional view that worker participation epitomizes industrial democracy.
Yet, an increasing number of IR scholars focused attention on the fact that
worker participation, and mainly nonunion representation on the firm level,
also has a fundamental economic value. These researchers emphasize that from
a managerial point of view employee involvement can be seen as a business
tool: worker participation as a means to reduce transaction costs associated
with the employee-organization relations and, consequently, improving
productivity (e.g., Colling, 2003; Frenkel, Korczynski, Donaghue, & Shire,
1995; Freeman & Lazaer, 1995; Gollan, 2006, 2010; Kaufman & Taras, 2000;
Kaufman & Levine, 2000; Ramsay, 1991; Rogers & Streeck, 1995; Taras &
Kaufman, 1999). Moreover, it can be argued sustainable successful worker
participation on the firm level has to meet employers and employees interests:
in this view enhanced organizational productivity and performance are
aligned with an improvement of the ‘‘social good’’ for workers in terms of
higher wages, improved working conditions, and increased job security. After
all, only companies with sustained productivity and profitability are able to
ensure further enhancement of workers’ conditions.
Against this background, investigating the effects of worker participation for
organizational performance is legitimate. This chapter addresses this issue by
focusing on direct and indirect nonunion forms of worker participation on the
firm level using aWestern European and especially Dutch frame of reference that
we know best. More specifically, the goal here is to explore possible solutions to
the following puzzle: how do direct and indirect forms of participation – separate
as well as in combination – affect organizational performance?
We decided to leave union involvement out of our consideration because in
most Western European countries (like the Netherlands, Germany, Austria,
Belgium, France, and Spain) union interference is restricted to collective,
sector-level bargaining with a strong focus on remuneration packages and
decision making in regard to individual organizations lies outside the unions
mandate. Furthermore, Gollan (2010, p. 212) states that in Anglo countries
the interest in nonunion firm-level participation is increasing because union
density is in decline, and legislative changes more and more ban closed shop or
In Search for an Integrated Model 89
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compulsory union arrangements. For example, in the UK nonunion joint
consultation between management and worker representatives seems to be
growing (Hall, 2009) partly under influence of the recent European Directive
on information and consultation of employees. In contrast, in the Netherlands
(and other European countries) indirect nonunion worker participation
is a rather old phenomenon.We can thus by concentrating on countries with a
long tradition offer arguments for those who want to promote these forms of
participation in countries and firms with a different history.
At the end of this chapter we present an integrative model that can guide
future research on the participation–performance link and policymaking in
this field. We will explore two streams of research which have shaped this
model. The first concerns the connection between direct participation and
employee outcomes like commitment, and consequently organizational
performance. After presenting a brief overview, we proceed to concentrate
on the indirect participation–organizational performance connection, with a
strong focus on the role of Dutch works councils. By combining insights
from the direct and indirect participation–performance links we are able to
present our integrated model in the last paragraph.
DIRECT PARTICIPATION AND ORGANIZATIONAL
PERFORMANCE
Direct participation can potentially touch all workers directly in relation to
their work tasks, work organization, and working conditions. Such
participation is strongly contingent on a voluntary management decision
and can be seen as an HRM-practice (see Introduction). Despite the vast
amount of research on the performance effects of HRM-practices, very little
work has been done to illuminate the contribution of direct participation to
organizational performance. The EPOC Group’s research (European
Foundation for the Improvement of Living and Working Conditions,
1997) showed it was valuable to investigate this relationship.
The EPOC Research Group studied direct participation in 10 Western
European countries.1 Close to 6,000 general managers participated in this
survey about the coverage, scope, and intensity of different forms of direct
participation (total response rate: 17.8%). They found evidence of direct
participation in 82% of the workplaces in Western European countries, with
group consultation in permanent groups as the leading form (43% of the
workplaces: 29% permanent and 14% temporary), followed by individual
90 JAN KEES LOOISE ET AL.
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consultation (33%), group delegation (13%), and individual delegation
(11%). The Netherlands and Sweden had the highest scores in workplaces
with direct forms of participation: 90% and 89% of the workplaces (see also
Gill & Krieger, 1999). This means that in almost all workplaces in these
countries forms of direct participation exist. Positive effects of direct
participation were found for three categories of performance outcomes,
namely:
1. economic performance (cost reduction, reduction of throughput time,
improvement of quality of product or service, increase in output);
2. indirect labor costs (decreases in sickness, absenteeism); and
3. direct labor costs (reduction in number of employees, managers).
Table 1 gives an overview of the performance effects of different forms of
direct participation as perceived by the respondents as reported in the EPOC
survey. In the table only three of the six investigated forms of direct
participation are shown, namely, individual consultation (‘‘face-to-face’’),
group consultation (permanent groups), and group delegation. Not included
are individual consultation (‘‘arms length’’), group consultation (temporary
groups), and individual delegation.
Table 1. The Effects of Different Forms of Direct Participation
(EPOC, 1997).
Effects Individual
Consultation (%)
Group
Consultation (%)
Group
Delegation (%)
Economic performance
Reduction of costs 61 61 56
Reduction of throughput time 64 62 66
Improvement in quality 92 94 94
Increase in total output 52 53 58
Indirect labor costs
Decrease in sickness 39 37 32
Decrease in absenteeism 42 39 37
Direct labor costs
Reduction of number of employees 27 26 30
Reduction in number of managers 26 22 31
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The results show direct participation has the strongest effect on economic
indicators, especially quality improvement, but also on reduction of
throughput time and cost and increase of the total output. The effects on
indirect (i.e., decrease in sickness, decrease in absenteeism) and direct labor
costs (i.e., reduction in number of employees, reduction in number of
managers) seem to be weaker, but are still important.
When we take into account different forms of direct participation, the
EPOC research shows that effect differences between the diverse forms of
direct participation are rather small. This is also the case with reference to
the forms that are missing in the table. Only group delegation seems a little
more effective when it comes to direct labor costs. Another interesting
finding is that temporary group delegation can be as effective as more
permanent forms. It thus seems reasonable to conclude that it is more the
opportunity of direct participation as such less the form of that opportunity
that is decisive for organizational performance.
Although the EPOC study seems to suggest an immediate relationship
between direct participation and organizational performance, based on
HRM rhetoric and research, it is wise to acknowledge that intervening
factors cause this connection. Numerous HRM scholars present models
aiming to illustrate the HRM and performance relationship (e.g., Beer et al.,
1984; Fombrun, Tichy, & Devanna, 1984; Guest, 1997; Paauwe, 2004;
Paauwe & Richardson, 1997) and they all agree there is a relationship
between the organizations’ strategy, the choice for a certain HRM approach
(or system), and specific outcomes or effects. For example, when choosing
for quality as a strategy to foster competitive advantage, this target has to be
aligned within the various HR-practices (e.g., Baird & Meshoulam, 1988).
Concerning the effects, a distinction has been made between employee and
organizational outcomes. Employee outcomes refer to the effects of HRM
on employee attitudes (e.g., satisfaction, commitment) and consequent
behavior (e.g., absenteeism, turnover, organizational citizenship behavior
[OCB]), and these are expected to influence organization outcomes. Thus,
employee attitudes and behavior are the missing link in the direct
participation and organizational performance relationship (see also Cox,
Zagelmeyer, & Marchington, 2006; Purcell & Georgiadis, 2006)
Organizational performance refers to both objective (e.g., profit, return
on investment; productivity, growth) and subjective performance outcomes
(e.g., quality of products and services, client satisfaction, innovativeness).
Several researchers (e.g., Paauwe, 2004; Addison & Teixeira, 2006; Forth &
McNabb, 2008) emphasize the current common research approach to
organizational performance in its sole focus on financial performance is
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too narrow. They urge an alternative use of a multidimensional performance
perspective that includes further objective (e.g., employment growth) and
subjective performance measures (e.g., employee well-being, societal wellbeing).
We fully agree about expanding the parameters in studying
organizational performance, but here limit our discussion to the more
economic effects of (direct) participation.
Building on the general notions we have raised about the connection
between HRM and performance, we can assume the following relationships
between direct participation and organizational performance (see Fig. 1).
As Fig. 1 shows, direct participation appears to have an impact on
organizational performance in three rather basic ways.
First, employees with direct participation opportunities can influence
organizations’ performance directly: they can offer suggestions leading to
more efficient processes or better product quality. In doing so, employees
can contribute to higher labor productivity and process innovation (e.g., De
Leede, 1997).
Second, like other HR policies and practices, direct participation
influences employee attitudes which in turn support employee behavior
that is beneficial for organizational performance (e.g., reduced turnover
and absenteeism, improved productivity and product quality; see also
Doucouliagos, 1995; Dundon, Wilkinson, Marchington, & Ackers, 2004).
Recent findings support the assumed relationships: Torka, Schyns, and
Looise (2010) found direct participation is significantly connected to
affective organizational commitment, and Meyer et al.’s (2002) metaanalysis
shows that this form of commitment strongly influences employee
Organizational
strategy
cost (cost efficiency)
focus (quality)
differentiation
(innovation)
HR policies and
practices
function/job design
hr flow
appraisal and reward
Employee
outcomes
Attitudes:
commitment
motivation
Behaviour:
absenteeism
turnover
collaboration
flexilbility
Organisation
outcomes
growth
labour
productivity
product
quality
product
/process
innovation
direct participation
Fig. 1. The Relationship between Direct Participation and Organizational
Performance.
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health and well-being, turnover, absenteeism as well as task- and extra-role
performance (i.e., OCB). Thus, direct participation can impact organizational
performance indirectly through the just mentioned employee
outcomes.
Third, the model shows that direct participation has a rather prominent
position as part of the HR policies and practices. In other words, managers
should offer employees opportunities to (co-)decide on those HR issues
that clearly affect them. Older research by Beer et al. (1984) supports this
idea with two arguments: (1) ‘‘If ’’, they claim, ‘‘employees are major
stakeholders in the enterprise, then it is critical that managers design and
administer various mechanisms for employee influence’’ and further
(2) ‘‘employee influence in its broadest sense is a central perspective in
the formulation of all human resource management policies.’’ This last
proposition about the critical role of both direct and indirect participation
has been ignored by many scholars and practitioners. Just a sparse handful
of investigators have recognized the point and gone so far as to claim
direct participation should even have a special status within research on
performance: direct participation presumes listening to employee needs and
only when meeting their needs will desired outcomes be gained (e.g.,
Bryson, 2004; Bryson, Charlwood, & Forth, 2006; Gollan, 2003; Torka,
Van Riemsdijk, & Looise, 2007). Given our review of unmistakable
patterns of blind sight in the accumulated evidence, when compared to
other HRM-practices, there can be little doubt that participation deserves
at least equal attention in organizational performance research and
practice.
Finally, Cox et al. (2006) state that more emphasis needs to be placed on
the perception of direct participation. Therefore, it can be argued that
getting insight into the absence or presence of participation opportunities
(see, for example, Forde, Slater, & Spencer, 2006) is less important than the
quality of the given opportunities as perceived by employees. Employees’
satisfaction and justice perceptions can be seen as indicators of the
employee–organization relationship (EOR) quality (e.g., Coyle-Shapiro,
Shore, Taylor, & Tetrick, 2004; Kuvaas, 2008). We know from prior
research that satisfaction with HR-practices is a good predictor of affective
organizational commitment (e.g., Kinnie, Hutchinson, Purcell, Rayton, &
Swart, 2005; Meyer, Stanley, Herscovitch, & Topolnytsky, 2002). Several
studies show that justice perceptions are quite directly correlated with job
satisfaction and organizational commitment (e.g., Colquitt, Conlon,
Wesson, Porter, & Ng, 2001; see also Colquitt, 2001 for different dimensions
of justice and measurements). Moreover, managerial strategies lacking a
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perception of fairness seem to undermine productivity (Kick, Fraser, &
Davis, 2006). Therefore, we can legitimately assume employees’ satisfaction
with and perceived fairness concerning participation can shed significant
light on the quality of participation. Finally, concerning quality, research
found that participation is often seriously in need of improvement. The role
of managers, the quality of participation policies and practices, and job and
workforce characteristics are still insufficiently taken into account or ever
even considered (e.g., Bryson et al., 2006; Cunningham & Hyman, 1999;
Torka, Van Woerkom, & Looise, 2008).
INDIRECT PARTICIPATION AND
ORGANIZATIONAL PERFORMANCE
There are, as stated earlier, good reasons to focus on indirect nonunion
participation, also known as an integrative form of bargaining, like works
councils and joint consultation committees, and not on union involvement (i.e.,
distributive forms of bargaining). In many Western European countries (the
Netherlands, Germany, Austria, Belgium, France, Spain) both types of
bargaining take place in different institutions, while in others (the Scandinavian
countries and the United Kingdom) both forms of bargaining are executed, but
in a separate mode by union representatives at the company level. According
to the EPOCResearch Group, forms of joint consultation exist in about half of
the organizations in the tenWesternEuropean countries that participated in the
research, with higher levels for Germany and the Netherlands and lower levels
for the United Kingdom and Portugal (see also Gill & Krieger, 1999).
Co-determination via worker representatives in supervisory boards and worker
directors can be found in Germany and the Netherlands.
In the Netherlands, only a few large companies bargain directly with
unions. In large measure the unions’ mandate is restricted to negotiations on
the sector-level, the foremost concern being pay and benefits specified in
collective agreements. The works council is the most important institution
for representative participation on the firm level, and mandatory for all
firms with 50 and more employees. The Dutch Law on works councils (Wet
op de ondernemingsraden, WOR) states that works councils have to be
installed ‘‘in the interest of the good functioning of the company in all its
goals’’ (article 2). According to the WOR, Dutch works councils have
different rights.
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First, the right to give advice about a number of economic and organizational
issues, including the transfer of control over the company, lasting cooperation
with other companies, the closing down of the company or parts of it, major
organizational changes, major investments and loans, and – more recently –
the introduction of new technology.
Second, the right to veto employer proposals regarding changes in social
and personnel policies, including working hours, holidays, remuneration,
job evaluation schemes, working conditions, recruitment, promotion, and
training. These rights are only in effect when such arrangements are not
determined by a collective labor agreement.
Third, the right to appeal – in various courts – when the aforementioned
rights of veto or advice are not respected by the managing director.
Fourth, the right to initiate proposals with respect to all matters related to
the company, to which the employer is obliged to respond.
Finally, the right to assemble at least six times a year during work time
(excluding the presence of the managing director), to follow courses outside
the company (five days a year), and to consult external experts.
The rights of Dutch works councils are comparable to those in other
European countries such as Germany, Austria, and Belgium.
The growing interest in involving representative firm-level participation (e.g.,
unions, partnerships, work councils, and other forms of joint consultation) in
performance research has led to research focused on its consequences for
companies. These investigations seem to be inspired by an economical–political
or managerial point of view: in Western Europe, the popular discussion about
the relative competitive position of European economies.
In Germany, the system of firm-level representative, nonunion participation
has been long debated, questioning if the two institutions within
the firm (the ‘‘betriebliche Mitbestimmung’’ in works councils on company
issues and the ‘‘Aufsichtsrat’’ or supervisory board on concern issues)
hamper or stimulate German competitiveness (‘‘Standort Deutschland’’).
In 2006 the so-called Commission Biedenkopf concluded revision of
the system was unwarranted inasmuch as research failed to detect or
establish any relationship with poor company performance. In point of
fact, the opposite seemed to be the case: extensive research indicated the
German mandatory works councils may well improve firm performance
and certain kinds of productivity (Addison et al., 2000, 2003; Frick &
Mo¨ ller, 2003).
Furthermore, research in other countries shows a positive relationship between
(the presence of) representative participation in firms and performance.
Concerning unions on the firm level, research by Addison (2005), Rose and
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Woolley (1992), and Sengupta (2008) highlights the importance of unions for
high-performance work systems and firm performance. Concerning works
councils, Kleiner and Lee’s (1997) research among large South Korean firms
shows effective works councils can be associated with higher levels of employee
satisfaction and productivity.
The debate on the performance effects of works councils has not achieved
as high a level in the Netherlands as in Germany, due in part to the
unavailability of empirical data on this issue. However, recent initiatives
have been undertaken to address this topic in new research (Karel, Heijink,
Van den Tillaart, Boekhorst, & Van Rijsingen, 2010) and a reassessment of
earlier research (Van den Berg, Grift, & Van Witteloostuin, 2009). This
research when combined with the now growing interest in economic effects
of other legal and institutional arrangements (like the legal arrangements
regarding dismissals and extension of collective agreements, the position and
role of the unions) should fuel the debate on the economic effects of works
councils in the Netherlands.
Up to now scholars have not been generally very explicit in defining the
way(s) representative forms of participation like work councils can
influence performance. However, Dutch research on works councils can
be helpful in developing an understanding about if and how representative
participation can contribute to organizational performance. Based on Van
het Kaar and Looise’s (1999) study on the position and functioning of
Dutch works councils, three ‘‘channels’’ – one direct and two indirect – can
be distinguished regarding the influence of works councils on company
performance.
The researchers sent questionnaires to both the managing directors and
works councils of a representative sample (N¼3,500) of all Dutch
organizations with a works council (about 15,000). Four hundred and
seventy five managing directors (response rate: 14%) and 450 works
council representatives (response rate: 12%) participated in the study.
Although the response rate of this study was rather low, it is in line with
that of other large-scale empirical studies (for example, the EPOC
research). Moreover, more recent Dutch research (Karel, et al., 2010)
seems to corroborate the results. Table 1 shows the answers of both
managing directors and works council members to questions about the
perceived effects of works councils on organizational performance. These
questions were not deliberately developed to understand the contribution
of the works council to organizational performance (i.e., developed to
measure some effects of works councils), but offer a welcome opportunity
to understand the channels by which representative forms of participation
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can influence organizational performance (for more information, see also
Wigboldus, Looise, & Nijhof, 2008).
Table 2 shows both managing directors and works council members
acknowledge performance effects of works councils. However, indirect effects
seem to receive stronger recognition than direct effects, particularly in the case
of managing directors. The fact both parties perceive more indirect than direct
effects of works councils on organization performance is in itself not
surprising inasmuch as influencing organizational performance is a major
responsibility of top management and not Dutch works councils. Against this
background, it is likewise unexceptional that management finds it harder to
‘‘admit’’ the contribution of the works council in this respect. However, the
table also shows that despite managers (average) perception, even they still
perceive a direct contribution of the works council to performance aspects like
efficiency, profitability, and innovation.
Table 2 also shows that both indirect channels receive substantial support
from managing directors and works council members. Regarding the first
indirect channel, managing directors acknowledge especially the effects of
works councils on employee attitudes in terms of acceptance of necessary
decisions with employees, while works council members stress the improved
Table 2. Works Council Effects Based on Perceptions of Managing
Directors and Works Council Members (Based on Van het Kaar &
Looise, 1999).
Effects Management
(%)
Works Council Members
(%)
Direct channel
Enhancing efficiency 9 26
Enhancing profitability 4 10
Enhancing innovation 12 24
Indirect channel 1
Improved acceptance among employees 64 43
Improved representation of employees’ interests 55 78
Reduction of power differences 28 27
Indirect channel 2
Improvement of decision making quality 38 52
More careful decision making 65 67
Faster decision making 3 11
Note: The values are the percentages of managing directors and works council members that
have answered the questions.
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representation of employee interest in decision making. Since we can assume
that both effects are interrelated – a good representation of employee
interests in decision making will enhance the acceptance of the decision by
the employees – the underpinning of this channel seems to be quite
convincing. Also, the reduction of power differences – while less strongly
supported – appears to follow from these circumstances. Finally, the second
indirect channel receives ample support: It was beyond doubt that the effect
of works councils on careful decision making is recognized by a large
majority of both groups of respondents.
Before presenting a deeper exploration of the direct and indirect effects of
representative participation on organizational performance (see also
Wigboldus et al., 2008), we first present a simple explanatory model that
aims to illustrate this interaction and these relationships.
The direct channel contributes to organizational performance through
new information and/or new solutions. Due to their legal rights and/or their
contacts with top-management, representative bodies can directly influence
organizational performance, either by communicating their ideas in their
meetings with top management, or advising and/or negotiating on plans and
policies. By passing on new information, representative participation adds
to the decision making process. This information can potentially improve
management decisions and thereby adds to better performance. The specific
position of works councils or committees as elected representation of all
workers enables the council to acquire information that otherwise would not
come to the attention of senior management without delay and distortion.
This so-called asymmetry approach is supported by Freeman and Lazaer
(1995) who argue works councils’ (and other committees) economic effects
can depend on conveying unknown information from the work floor to
management (see also Lahovary, 2000). Because of the information
asymmetry between management and worker representatives, their interactions
can produce new points of view and new solutions for advantageous
management problem-solving. Addison (2005) found this approach sound
in his study of channeling employee’s preferences to be an important works
council function. Although this does not produce new information to
management, it helps management to deal with the different employee
preferences such as work hours or benefits. Dilger (2002) has shown with his
voice approach that the asymmetry effect goes beyond organization and work
procedure improvement ideas. Representative bodies also may express
complaints and problems that are frustrating circumspect employees, helping
reduce unnecessary employee turnover and so-called mental resignation.
As concluded above, the direct effect of representative participation on
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organizational performance seems to be rather limited when compared to that
of indirect effects. To be sure, this does not mean it should be neglected:
representative participation is able to contribute directly to organizational
outcomes.
The first indirect channel contributes to organizational performance
through an enhanced positive organizational climate. Organizational
climate is the overall meaning derived from the aggregation of individual
perceptions of a work environment (James et al., 2008, p. 15), and research
shows that a positive climate affects employee and organizational outcomes
in a favorable way. Climate is a critical mediating construct for exploring
the relationship between HRM and performance. In a strong positive
climate organizational members display significant congruence concerning
organizational values, and routinely act according to these values by
contributing to organizational performance through, for example, accomplishing
cost effectiveness, quality, and innovativeness. (Bowen & Ostroff,
2004; Ostroff, Shin, & Kinicki, 2005).
Heretofore the possible positive impact of representative participation
on the firm’s climate has been largely neglected. However, research generally
shows that participative organizational climates are perceived as more
effective in terms of trust than authoritarian climates (Farris, Senner, &
Butterfield, 1973), and trust influences labor–management relations (Taylor,
1989), enhanced readiness to change (Lawler, 1992), and negotiation
(Bazerman, 1994). Regarding the latter, the assumption of a reversed effect
of trust seems quite appropriate: trust – an important condition and
consequence of a strong climate – may influence the quality of both direct
and indirect participation.
The activities of representative bodies can contribute to an organizational
climate with fewer power differences, less inequality, and more trust in the
organization. After all, at least in the Netherlands, works councils represent
all employees and their rights; they are restricted to general employee goods,
and do not extend to individual employee interests. Therefore, representative
participation occurs by definition on an aggregated level: next to
organizational interests, representatives embody the shared interests of
(groups of) employees. As such, representative bodies operate on a climate
level, and climate stimulates employee commitment and consequently
performance (see also paragraph on direct participation and organizational
performance and DeCotiis & Summers, 1987; Van den Hooff & De Ridder,
2004). Besides that, a positive organizational climate (co-)created by
representative participation might have a direct positive influence on
organizational performance through improved communication. Lahovary
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(2000, p. 6) supports this idea and concludes works councils intensify the
communication flow between management and employees and communication,
itself is critical for organizational performance (Snyder & Morris, 1984).
Given the evidence of this cascading role of a strong organizational climate,
representative participation can and should be viewed and understood as an
explicit attempt to integrate mutual benefits of managers’ and employees–
organizational and employee well-being. What results is enhanced organizational
performance.
The second indirect channel contributes to organizational performance
through the organization system, and management’s attitudes and behavior.
In many of the (larger) Dutch organizations, the works council has
developed into a player in the corporate governance structure that cannot be
ignored (Van het Kaar & Looise, 1999). Its relatively clear view of what
management does and fails to do, and its communication line with the
supervisory board, are crucial. They have made it possible to get
dysfunctioning CEOs dismissed. Representative bodies’ interventions may
correct and prevent opportunistic management behavior and through this
contribute to better organizational performance.
This assumption is amply supported by empirical evidence. Falkum (2003)
points to the fact that performance is not only positively affected by
management supporting employee participation, but also by employees
resistance: for example, when employees or their representatives are opposed
to bad management strategies and decisions. Van den Berg (2004) is even
more specific, arguing indirect participation can restrict or even prevent
management from placing their own pecuniary interests above company
interests. This is possible by using information and consultation rights, as well
as through interaction with the supervisory board. Van den Berg considers
this mechanism an extension – albeit an unorthodox one – of the principalagent
approach; although it is not meant to foster shareholder interests, it
aims to put the general interest of the company above management’s tendency
to act opportunistically. A similar line of thinking is found in Addison (2005)
who quotes Jirjahn’s (2003) study. He found that works councils can
contribute to company performance by curtailing rent seeking management
behavior, especially when they discuss profit sharing schemes for executives.
A manager working at the large German company Bayer very briefly
expressed the opportunism preventing functioning of the works council: ‘‘The
works council requires of us that we manage well.’’ (in Wever, 1994, p. 475).
Finally, with regards to indirect participation, it is useful to stress that the
quality of participation is decisive. The quality essentially determines the
real power these institutes can have on performance, and this power may
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potentially exceed even minimum rights given by (country-specific) regulations.
Representative participation quality depends on both the managers’
attitudes toward such institutions, as well as the expertise and skills of
representative participation agents. Moreover, it can be argued that the
quality of indirect participation increases when management and worker
representatives share interests. This interest alignment approach is supported
by Vroom (1964), who assumes rational workers’ behavior and claims a
workers’ effort is determined by his dual expectancy of the opportunities that
this effort will lead to a certain performance and by the degree to which this
performance will help to reach a certain desired outcome. Applying this idea
to our subject means that representative bodies will only put effort in
contributing to better profits if (a) it is likely to really have an effect on these
profits, and (b) this contribution will lead to a desired outcome. Grimsrud,
Kvinge, and Gunnes (2003, p. 8) support this overall line of reasoning: ‘‘(y)
to be successful, increased involvement by employees in decision making must
be linked to a gain-sharing mechanism, which offers the opportunity for
workers to gain financially from taking on the extra responsibility.’’
Freeman and Lazaer (1995) suggest works councils will only have positive
economic effects in those situations where there is power equilibrium
between management and works council. When works councils have too
much power they will claim more of the total firm profits for the employees
than they have contributed, but when they have insufficient power they will
not be motivated to contribute to better firm results. Pe´rotin and Robinson
(2002) in their study of performance effects of financial participation by
employees underline that organizational performance depends not only on
the working efforts of employees, but also on management decisions and
external factors. They conclude that employee influence on management
decisions is necessary to prevent that these decisions from harming share
value and profit levels, factors that could undermine employees’ efforts to
earn a fair living.
THE INTERRELATEDNESS OF DIRECT
AND INDIRECT PARTICIPATION
AND ORGANIZATIONAL PERFORMANCE
Both direct and indirect participation can be offered by management on a
voluntary basis, but it can also be mandatory for the organization – forced
by laws, collective agreement(s), or union power position. Overall, direct
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forms of participation seem to be more based on voluntary management
decisions, and indirect forms of participation on (legal) regulations. In the
Netherlands, laws on direct participation have not emerged while there is
extensive legislation law on works councils. However, it is interesting to note
that there are other Dutch laws, like the one on working conditions (Arbo
Law) that refer to direct participation of all employees of an organization
concerning this type of issues. Moreover, the Law on works councils is
patently proscriptive, instructing these organizations to stimulate direct
participation in their work. Overall, works councils in the Netherlands are
not very active on this topic: only half of the works councils pay attention to
direct participation (Van het Kaar & Looise, 1999). This is probably due to
the fact that direct participation is already commonplace in the Netherlands
and works councils give priority to other, even more demanding tasks. It may
also be a result of the fact that works councils see direct forms of
participation as a competitor and as a by-pass for management. There is
some empirical evidence of the use of direct participation as a ‘‘unionavoidance
strategy’’ by management (e.g., Kochan, Katz, & McKersie,
1986). However, based on the EPOC research of Fro¨ hlich and Pekruhl
(1996), it is permissible to conclude that ‘‘our data suggest that in countries
with a system of works councils or elected representatives at the establishment
level, employee representatives are generally not by-passed by
management’’ (p. 138).
Surprisingly, the relationships between direct and indirect participation
and their ‘‘combined effect’’ on organizational performance have been
rarely studied. After all, several authors explicitly assume interrelatedness
between both forms of participation. Strauss (1998) stated that institutionalized
indirect participation is inevitable for successful direct participation.
Kleiner and Lee’s (1997) and Poutsma, Ligthart, and Veersma’s (2006)
empirical studies support this generalization. Kleiner and Lee found that
both work councils and unions enhance direct participation in several key
personnel practices, while Poutsma and colleagues’ research reveals
substantial effects of country-specific institutions on direct participation in
European firms.
In the EPOC study some attention has been given to the ‘‘regulation’’ of
direct participation via indirect participation, as well as to the incidence and
effects of both forms of participation. A first conclusion from this study is
that ‘‘the extent of employee information and consultation about the
introduction of direct participation is high.’’ In on average 44% of the
workplaces in the participating ten EU countries, extensive consulting with
employee representative bodies like works councils or joint consultation
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committees has been about the introduction of direct participation in the
work place, and 22% report that they were extensively informed or limited
consulted. Only 34% report no involvement of indirect participation in the
introduction of direct participation. These findings suggest that (according to
a majority) direct participation should not be seen as a purely ‘‘management
instrument’’ aimed at weakening the role of indirect participation, but rather
as an instrument or HR-practice approved by the works council or similar
bodies (see also Gill & Krieger, 1999).
Furthermore, the results also show the (potential) role of indirect
participation in the introduction of HR-practices as discussed above. In the
case of the Netherlands the Law on works councils governs the effect of
the veto-right of works councils on social and personnel matters.However, the
EPOC results do show that in other European countries representative bodies
are also entitled to be informed about or to be consulted over HR-practices
like the introduction of direct participation.
A third fundamental conclusion is that according to managers the extent
of representative bodies involvement affects the actual (assumed) performance
outcomes of direct participation. Table 3 gives an overview of the
effects of direct participation in combination with no involvement (No),
limited consultation (Limited), and extensive consultation (Extensive) with
indirect participation. The table shows that in every case the effects of direct
participation are stronger when representative bodies were consulted on the
Table 3. The Extent of Indirect Participation in the Introduction of
Direct Participation and the Effects of Direct Participation (EPOC,
1997).
Effects No (%) Limited (%) Extensive (%)
Economic effects
Reduction of costs 47 65 61
Reduction of throughput time 61 66 64
Improvement in quality 90 91 96
Increase in total output 13 47 63
Effects on indirect labor costs
Decrease in sickness 15 33 44
Decrease in absenteeism 16 37 48
Effects on direct labor costs
Reduction of number of employees 28 31 34
Reduction in number of managers 23 21 35
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introduction of direct participation. This seems to be true for economic
effects like cost reduction and increase of total output, and with indirect
labor cost effects like decreasing sickness and absenteeism. With the
exception of cost reduction and reduction of throughput time, the effect is
even stronger when the consultation with employee representatives is more
extensive.
With this background of specific results and our earlier presented models
(anchored in an exploration of prior research and theory) about the way(s)
direct and indirect participation can independently influence organizational
performance, we are now able to offer an integrated model on their
combined effects on organizational performance.
Fig. 3 shows the combination of Figs. 1 and 2, highlighting their mutual
connections. This model illustrates that both direct and indirect participation
have their own roles and functions within organizations, and that there
is no foundation for the fear by either of the other taking over (part of) these
roles or functions. In other words, the role and function of representative
participation cannot be taken over by direct participation, or vice versa.
A second critical point is the role of indirect participation with respect to
HRM and direct participation. Indirect participation is not (only) an HRMpractice:
indirect participation can potentially ‘‘co-design’’ HRM policies
and practices. Representative committees anchored in legal regulations (like
Dutch works councils) have a prescribed agenda to discuss and co-decide on
a list of HRM topics such as benefits, job design, and employee health. In
that sense, indirect participation channels influences on HRM policies and
practices such as those related to direct forms of participation. However,
when indirect participation lacks such protection from legal regulations and
Organization
system
goals/strategy
governance
structure
culture
management
behaviour
Representative
participation
(legal) rights
composition
relationship with
constituency
militancy
Organizational
climate
less power
inequality
more trust
enhanced
readiness to
change
Organization
outcomes
productivity
profit
growth
employment
product quality
innovation
Fig. 2. The Relationship between Indirect Participation and Organizational
Performance.
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thereby legal rights, ‘‘real’’ influence and power concerning issues that affect
employees depend even more on representatives’ quality (e.g., skills,
knowledge).
Members of these indirect bodies should be progressively more aware of
these options, and use them to strengthen direct and indirect participation in
their organizations. A third important point is the combination of social
climate and employee outcomes, especially commitment. While social climate
refers to collective experiences, employee consequences such as commitment
and satisfaction refer to the impact of participation on individuals’
perception. However, research shows that collective and individual experiences
are interrelated (Carr, Schmidt, Ford, & DeShon, 2003) and have a
clear-cut positive impact upon performance (Katz, Kochan, &Weber, 1985).
Representative
participation
(legal) rights
composition
relationship with
constituency
militancy
Organizational
climate
less power inequality
more trust
enhanced readiness
to change
Organization
system
goals/strategy
governance
structure
culture
management
behaviour
Employee
outcomes
Attitudes:
commitment
motivation
Behaviour:
absenteeism
turnover
collaboration
flexilbility
Organization
outcomes
productivity
profit
growth
employment
product quality
innovation
HR policies and
practices
function/job
design
HR flow
appraisal and
reward
direct
participation
Fig. 3. An Integrated Model for HRM, Participation, and Organization
Performance.
106 JAN KEES LOOISE ET AL.
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CONCLUSION AND DISCUSSION
Our aim was to contribute to the understanding of the way(s) direct and
indirect worker participation – separate and in combination – can
contribute to organizational performance. After all, knowledge about this
blending and especially indirect participations’ potential contribution is still
limited. Our integrated model adds to the development of this stream of
scholarly (and perhaps also practitioner) attention and should be extended
in further empirical research.
The first step of our approach concerned the relationship between direct
participation and organizational performance. Grounded in prior literature
and research, it can be assumed direct participation is an HR-practice, like
other HRM-practices. As a consequence, direct participation similarly
contributes to employee outcomes and organizational performance like
those other HR-practices. However, we argued there are two basic reasons
that direct participation in comparison with other HR-practices holds a
special position: (1) direct participation can directly contribute to company
performance (in terms of suggestions for improvement of products,
processes, organizational features) and (2) direct participation can influence
the development and implementation of other HR-practices. In our opinion
these possible contributions of direct participation deserve more theoretical
and empirical recognition. Given its extensive diffusion in (European)
organizations – and in fact practitioners seem aware of the possible impact
of this form of participation (EPOC, 1997) – there is an urgent need for
further exploration of this part of the model.
In our second step, we portrayed the relationship between indirect forms
of worker participation and organizational performance. Our focus in the
main was on institutionalized forms of representative participation in
Western European countries – those who practice integrative forms of
bargaining like works councils and joint consultation committees. Relying
on Dutch research we argued representative bodies can influence organizational
performance via three channels, one direct and two indirect. The
direct channel relates to representative participations direct contributions to
organizational performance (e.g., suggestion for improving efficiency,
profitability, and innovativeness).
The first indirect channel operates through indirect participations’
potential strength to enhance an organizational climate that influences
employees and organizational outcomes. The activities of representative
bodies can lead to an organizational climate with less power differences and
inequality, and more trust in the organization. Such an organizational
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climate will in its turn lead to better employee outcomes and consequently
organizational effectiveness. Moreover, a positive organizational climate
can directly influence organizational outcomes. The second indirect channel
works through the organization system and management attitudes and
behavior. Representative bodies’ interventions may correct and prevent
opportunistic management behavior and thus this contributes to better
organizational performance. More comparative international research on
this aspect of the model is badly needed.
In our third step, we blended together the ‘‘separate’’ knowledge from
steps 1 and 2 into an integrated model. Additional empirical evidence leads
us to claim that direct and indirect participation are closely interrelated.
After all, research shows that in a majority of cases consultation of
representative bodies precedes the introduction of direct participation.
Thus, these forms of participation should not be seen as ‘‘competitors,’’ but
rather as ‘‘partners.’’ Moreover, the involvement of indirect participation in
the introduction of direct participation seems to add to the effects of direct
participation (especially economic effects like cost reduction and increase of
total output; and indirect labor cost effects like decrease of sickness and
absenteeism). In our integrated model this has been explained by the
positive effect of indirect participation on the introduction and implementation
of direct participation, organizational climate, and employee outcomes;
these stimulate the effects of direct participation on organizational
outcomes. In follow-up studies we will test this model in an international
context.
We recognize but have not discussed here the special role manager’s
expertise and skills play for successful worker participation (e.g., Bryson,
2004; Bryson et al., 2006). The significance of direct supervisors’ attitudes
and behaviors, as well as top managers’ competence to direct these, cannot
be underestimated. Concerning the ideal of fairness, compared to relevant
others, there is no doubt that both participation as an ‘‘outcome’’
(distributive justice) and the process of participation (procedural justice)
itself are vitally important. The inclusion of both of these relevant variables –
the role of the managers’ and direct supervisor a well as justice – is still
relatively rare in research focused on participation in general or the
‘‘isolated’’ participation–performance link. Regarding the latter, a comparable
conclusion is appropriate for the role of the social climate, employee
outcomes (attitudes and behavior), possible routes in the participation–
performance chain, and broader operationalization of performance.
Theoretical and empirical insights support our idea that research on
indirect participation deserves more sustained interest. Future research
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should aim for answers on how to improve not only organizational, but also
employee and societal well-being. Our insights, largely based on the work of
colleagues, can enhance the position or increase the implementation
probability of representative, nonunion participation in contexts of choice
where such arrangements are rather new or upcoming. On the organizational
level, this knowledge can be beneficial for managers in their general
design of HRM, as well as in upgrading their capability of coming to terms
with representative participation. HR managers and consultants may profit
from this knowledge when advising top management, and the agents of
representative participation may ‘‘exploit’’ these ideas to improve their use
of intervention strategies.
NOTE
1. These countries were (in alphabetical order) Denmark, France, Germany,
Ireland, Italy, Netherlands, Portugal, Spain, Sweden, and United Kingdom.
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Ostroff, C., Shin, Y., & Kinicki, A. J. (2005). Multiple perspectives of congruence:
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Paauwe, J., & Richardson, R. R. (1997). Introduction: Special issue on HRM and performance.
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Poutsma, E., Ligthart, P. E. M., & Veersma, U. (2006). The diffusion of calculative and
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112 JAN KEES LOOISE ET AL.
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All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Relations
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In Search for an Integrated Model 113
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All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
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Identify and explain the factors that need to be considered when managing performance.

3.1

3.1    Identify and explain the factors that need to be considered when managing performance

 

COURSE NOTES: What AC 3.1 is looking for you to do is to explain some of the factors you would need to take in account when managing both good and poor performance. In terms of managing good performance you need to be thinking about how you use reward and recognition to keep good performers motivated. For example, incentive schemes, promotion, opportunity to mentor other colleagues, chance to work on special projects, represent senior colleagues at meetings etc. In terms of managing poor performance you need to identify what the reasons for poor performance are, for example, is it due to pressures outside work such childcare, illness, caring responsibilities etc. It could be due to a lack of training or knowledge of how to do the job, this would be a capability issue, or it could be an attitude or behaviour problem which would be a conduct issue. How you manage these types of performance will vary depending on the reason. For example, you might agree flexible working or a change in shift patterns if the issue is related to pressure outside of work. If it is a capability issue you might agree additional training and a performance improvement plan and if the issue is around conduct depending on the severity you might agree a performance improvement plan or commence a disciplinary process.

3.2    Describe the data required by individuals involved in performance and reward management processes

 

COURSE NOTES: For AC 3.2 you are looking at one example of internal and one of external data which can be used to support performance and reward management processes. Examples of internal data might be absence records, KPIs or staff satisfaction surveys. External data might be salary benchmarking data or inflation rates.

 

 

 

Total of 3.1 & 3.2 above 500 words

 

COURSE NOTES: What AC 3.1 is looking for you to do is to explain some of the factors you would need to take in account when managing both good and poor performance. In terms of managing good performance you need to be thinking about how you use reward and recognition to keep good performers motivated. For example, incentive schemes, promotion, opportunity to mentor other colleagues, chance to work on special projects, represent senior colleagues at meetings etc. In terms of managing poor performance you need to identify what the reasons for poor performance are, for example, is it due to pressures outside work such childcare, illness, caring responsibilities etc. It could be due to a lack of training or knowledge of how to do the job, this would be a capability issue, or it could be an attitude or behaviour problem which would be a conduct issue. How you manage these types of performance will vary depending on the reason. For example, you might agree flexible working or a change in shift patterns if the issue is related to pressure outside of work. If it is a capability issue you might agree additional training and a performance improvement plan and if the issue is around conduct depending on the severity you might agree a performance improvement plan or commence a disciplinary process.

3.2    Describe the data required by individuals involved in performance and reward management processes

 

COURSE NOTES: For AC 3.2 you are looking at one example of internal and one of external data which can be used to support performance and reward management processes. Examples of internal data might be absence records, KPIs or staff satisfaction surveys. External data might be salary benchmarking data or inflation rates.

 

 

 

Total of 3.1 & 3.2 above 500 words

How is Protestantism linked to the rise of modern capitalism? Why is the connection fraught with irony?

SOC 303/403 FINAL EXAM

INSTRUCTIONS:  Answer all four questions. Responses should be clear, precise, and thorough. Each question is worth 25 points. The complete exam is worth a total of 100 points.

  1. Discuss and evaluate the central concepts of Marx’s historical materialism: mode(s) of production, base and superstructure, ideology, and the dialectics of the forces and relations of production.  How did Marx use these concepts to analyze processes of social change? What role is assigned to culture and politics in processes of change?  How adequate is Marx’s explanation of social change?
  2. Discuss and evaluate Marx’s prognosis for the development of class relations in capitalist societies. How did Marx expect the class structure and dynamic of capitalist societies to develop over time?  How well did Marx’s expectations fit the actual development of class relations in the advanced capitalist societies? How well does it fit today? Draw upon the Marx selection titled “Manifesto of Class Struggle” in the Lemert reader as you construct your response.
  3. Discuss the central themes of Weber’s Protestant Ethic and the Spirit of Capitalism. What is meant by his characterization of Protestantism as marked by “worldly asceticism”?  How is Protestantism linked to the rise of modern capitalism?  Why is the connection fraught with irony? Draw upon the Weber selection titled “The Spirit of Capitalism and the Iron Cage” in the Lemert reader as you construct your response.
  4. Discuss Durkheim’s analysis of the problem of anomie and its connections to modern forms of suicide. How does anomic suicide differ from egoistic, altruistic and fatalistic forms? Draw upon the Durkheim selection titled “Suicide and Modernity” in the Lemert reader as you construct your response.

Lemert, Charles. Social Theory (p. i). Taylor and Francis. Kindle Edition.

Giddens, Anthony. Capitalism and Modern Social Theory: An Analysis of the Writings of Marx, Durkheim and Max Weber . Cambridge University Press. Kindle Edition.

GUIDELINES FOR TAKE HOME ESSAY EXAMINATIONS

LENGTHQuality of response is much more important than sheer length of response.  Having said this, it would be difficult to do justice to any single question in less than 3-4 pages.  Try not to go over 4-5 pages on any single question.  Undergraduate exams should total in the 10-15-page range.

 FORMAll exams must be submitted in Microsoft Word, 12-pt Times New Roman font, paginated, double-spaced, with standard 1-inch margins.

Lemert, Charles. Social Theory (p. i). Taylor and Francis. Kindle Edition.

Giddens, Anthony. Capitalism and Modern Social Theory: An Analysis of the Writings of Marx, Durkheim and Max Weber . Cambridge University Press. Kindle Edition.

What are the geographies, demographics, psychographics, and behaviors of your target market?

IHP 510 Final Project Milestone Three Guidelines and Rubric
Marketing and Communication Strategies
Overview: For this milestone, due in Module Seven, you will defend the specific marketing and communication strategies you have come up with to support the
service you are proposing for Bellevue Hospital. In addition, you will explain the communication strategies you will use to involve the internal and external
stakeholders of the healthcare organization that will be impacted by the service you are proposing for the hospital.
Note that the stakeholders are unique from your target market. These stakeholders are the individuals who will either partner with you to employ the plan or be
impacted by the implementation of the plan.
Prompt: Review the Module Seven resources as well as the activities throughout the course. Pay particular attention to the marketing exercises in which you
explored various marketing strategies, as well as the Module Six Worksheet where you considered targeted marketing and communication strategies for a
particular healthcare organization.
Next, draft a 3- to 5-page paper that addresses the following critical elements:
I. Marketing Strategies: In this section of the marketing plan, you will be defending specific marketing strategies and tactics to meet the marketing goal of
the proposed service.
A. Which strategies have you determined are most effective in meeting your marketing goals?
B. Describe areas of the 4 and 5Ps that will be addressed in the marketing mix. For example, one consideration might be how the organization will
be paid for the service and how the service could be impacted by policy and politics.
C. Describe the target market for your proposed service. What are the geographies, demographics, psychographics, and behaviors of your target
market?
D. Why do you feel the currently used marketing strategies will not meet the needs of the proposed market?
E. How are your proposed marketing strategies appropriate for your identified target market?
F. What ethical criteria guided your selection of the marketing strategies you chose? (Refer back to the frameworks on ethics and ethical decision
making from Module Three.)
II. Communication Strategies: In this section of the marketing plan, you will explain the communication strategies you will use to involve the internal and
external stakeholders of the healthcare organization that will be impacted by the proposed service. Note that this is unique from your target market.
These stakeholders are the individuals who will either partner with you to employ the plan or be impacted by the implementation of the plan.
A. How will you communicate the marketing plan to internal stakeholders? For example, some internal stakeholders might be employees, doctors,
or administration.
B. How you will share this marketing plan with indirect and direct external stakeholders? For example, some external stakeholders might be
legislators or public health officials.
C. How will these communication strategies effectively drive collaboration and contribute to the effectiveness of the marketing plan?
D. What ethical criteria did you use to guide communication decisions for stakeholders of varying sectors of the population? (Refer back to the
frameworks on ethics and ethical decision making from Module Three.)
Refer to your texts, course resources, and your own research to support your responses. Be sure to incorporate feedback from you instructor on this milestone
into your final submission, due in Module Nine.
Rubric
Guidelines for Submission: This milestone should be submitted as a Word document, 3 to 5 pages in length, double-spaced, using 12-point Times New Roman
font, one-inch margins, and the latest edition of the APA manual for formatting and citations.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Marketing
Strategies:
Strategies
Selects strategies aligned to
marketing goals
Selects strategies, but alignment
to marketing goals is unclear
Does not select strategies 9.5
Marketing
Strategies: Four and
Five Ps
Describes areas of the Four and
Five Ps that will be addressed in
the marketing mix
Describes areas of the Four and
Five Ps that will be addressed in
the marketing mix, but
descriptions are incomplete,
unclear, or illogical
Does not describe areas of the
Four and Five Ps that will be
addressed in the marketing mix
9.5
Marketing
Strategies: Target
Market
Describes the target market of
the proposed service
Describes the target market of
the proposed service, but
description is incomplete or
unclear
Does not describe the target
market of the proposed service
9.5
Marketing
Strategies: Currently
Used Strategies
Explains why the currently used
marketing strategies will not
meet the needs of the proposed
market
Explains why the currently used
marketing strategies will not
meet the needs of the proposed
market, but explanation is
incomplete, unclear, or illogical
Does not explain why the
currently used marketing
strategies will not meet the
needs of the proposed market
9.5
Marketing
Strategies:
Strategies
Justifies how proposed
marketing strategies are
appropriate for identified target
market
Justifies how proposed
marketing strategies are
appropriate for identified target
market, but response is
incomplete, unclear, or illogical
Does not justify how proposed
marketing strategies are
appropriate for identified target
market
9.5
Marketing
Strategies: Ethical
Criteria
Explains how ethical criteria
were used to guide selection of
marketing strategies
Explains how ethical criteria
were used to guide selection of
marketing strategies in manner
that is incomplete or unclear
Does not explain how ethical
criteria were used to guide
selection of strategies
9.5
Communication
Strategies: Internal
Stakeholders
Explains how to communicate
the marketing plan to internal
stakeholders
Explains how to communicate
the marketing plan to internal
stakeholders, but plan is
incomplete or unclear
Does not explain how to
communicate the marketing
plan to internal stakeholders
9.5
Communication
Strategies: External
Stakeholders
Describes how to share this
marketing plan with direct and
indirect external stakeholders
Describes how to share this
marketing plan with direct and
indirect external stakeholders,
but description is incomplete or
unclear
Does not describe how to share
this plan with external
stakeholders
9.5
Communication
Strategies:
Collaboration and
Effectiveness of Plan
Justifies how communication
strategies will effectively drive
collaboration and contribute to
the effectiveness of the
marketing plan
Justifies how communication
strategies will effectively drive
collaboration and contribute to
the effectiveness of the
marketing plan, but response is
incomplete, unclear, or illogical
Does not justify how
communication strategies will
effectively drive collaboration
and contribute to the
effectiveness of the marketing
plan
9.5
Communication
Strategies: Ethical
Criteria
Explains how the ethical criteria
were used to guide
communication decisions for
stakeholders of varying sectors
of the population
Explains the how the ethical
criteria were used to guide
communication decisions for
stakeholders of varying sectors
of the population
Does not explain how the ethical
criteria were used to guide
communication decisions for
stakeholders
9.5
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
5
Total 100%

• What influence does a merger of two companies have on the SF of their PCMS system?

PART ONE: To be completed by the student

Module code: DB8003
Student name:  
Student number:  
Cohort:  
Adviser:  
Date Due:
Submission Date:
 
Extension Date:  
Surnames of module tutors:  

 

PART TWO: To be completed by the marker
Feedback – with reference to assessment criteria and suggestions for improvement

 

An excellent assignment. Very well and clearly structured with concise and convincing arguments.

You demonstrate very good understanding of the different paradigms and come to your own conclusion with regards to your own position.

Well and extensively referenced throughout. Am I right in assuming that you have not read all sources in the original? Sometimes, you indicate that you reference an author by way of another one. Please do this consistently throughout. This is good practice.

 

Well done, keep going and all the best for the next assignment and the thesis as a whole.

Grade : S

Performance: A

I have reviewed this paper and agree with the first markers view. A well thought out and constructed assignment.

 

Office use only

 

Date sent out:_______________ Sent to:____________________ Expected return date: __________

 

Markers – please use highlight facility in Word to identify points for feedback

MARKING CRITERIA FOR DBA (taught component) ASSIGNMENTS –

This is a guide, not prescriptive nor a mechanical aid to grading. Some aspects, such as research methodology, may not be relevant to all assignments. The grid is a potentially useful starting point for discussion about assignment requirements. Students should ask tutors if there is anything in the grid – or in the attached comments – which they do not understand or is there is additional guidance. Please note – final overall grading is either Satisfactory (S) or Unsatisfactory (UF)

Criteria Grade – S Grade – S Grade – S Grade – S Grade – UF Grade – UF
Performance: A Performance: B Performance: C Performance: D Performance: Redeemable Performance: Fail
Organization

 

Structure

 

Focus

 

Organization of argument

Excellent structure

 

Original/imaginative; high quality selection of material

Very clear focus throughout, clarifying complex issues

Persuasive articulation of argument, displaying academic rigour and scholarly style

Clear structure

 

Well-argued selection of key issues

Very clear focus throughout

Argued fluently throughout

 

Structure adequate but with some limitations

Major issues identified

 

Clear focus throughout

 

Argument cogent and clear throughout

Structure adequate but with limitations

Some major issues identified

Clear focus throughout the majority of the piece

Argument mainly cogent and clear

Limited organization of material, but structure implied

Issues relevant but with minor gaps

Clear but rather limited focus

Reasonable line of argument; occasional inconsistencies/omissions

Poor organization of material obscures the sense of the writing

Some key issues missed

 

Unclear focus, meanders from topic to topic

Tendency to incoherence of argument

Critical appraisal of literature

 


Use of quotation

 

Sources

Scholarly evaluation of the literature

Persuasive and original use of relevant quotation; effective & appropriate use of paraphrase

Impressive and original use of a wide range of relevant and current sources

Substantial and consistent critical appraisal of literature

 

Consistently apposite use of relevant quotation and paraphrase

Shows originality in choice and range of sources; relevance to context consistently considered

Evidence of critical appraisal of literature, though not consistent throughout; some recognition of different perspectives

Effective use of relevant quotation; some suitable use of paraphrase

A variety of sources used effectively to support points; context usually, but not always, taken into account

Evidence of critical appraisal of in relation to part of the literature, limited recognition of different perspectives

Some effective use of quotation; modest use of appropriate paraphrase

A variety of sources used to support points; context sometimes taken into account

Limited criticality; breadth of possible perspectives not explicitly recognized

 

Some relevant use of quotation; inconsistency in quality/use

 

Uses sources in a limited way to support arguments; relies too heavily on single sources

Literature discussed but with insufficient critical engagement

 

Inappropriate choice and/or insufficient use of quotation

 

Very narrow range of sources; barely goes beyond recommended sources; outdated sources

Depth of Understanding

 


Evidence

 

Interpretation and critical analysis

 

Argumentation

 

Impressive and original depth of understanding of topic

 

Highly reflective use of evidence; creation of effective argument in the absence of complete data

Highly critical and reflexive analysis

 

Convincing synthesis of evidence, analysis and understanding, demonstrating informed judgement on complex issues

Thorough and comprehensive understanding of topic

Considered weighing of evidence

 

Thorough and sustained critical analysis

 

Convincing synthesis of evidence, analysis and understanding in argumentation

Thorough but not comprehensive understanding of topic

 

Arguments sustained by reference to relevant evidence

Issues and theories usually, though not  always, considered critically

Credible argument making good use of evidence, analysis and understanding

Clear understanding of topic

 

Arguments usually sustained by reference to relevant evidence

Issues and theories usually considered though not  sometimes not critically

Credible argument making use of evidence, with some analysis

Conversant with topic but minor gaps or errors

 

Some use of evidence; tendency to express unsupported assertions

Limited interpretation; limited critical analysis

 

Reasonably well argued discussion of topic

Conversant with topic but serious gaps or errors

 

General lack of evidence in supporting arguments

 

Insufficient evidence of deep understanding; insufficient critical analysis

Inconsistent argumentation and/or lack of clarity

Presentation

 

Referencing

Presentation of consistently high quality

 

 

Referencing is always correct

Well presented; typos/errors in punctuation etc. are rare

 

Referencing is always correct

Follows required presentational practices; a few typos/errors in punctuation or grammar

Referencing conventions are used, though occasionally incorrectly

Follows required presentational practices; a few typos/errors in punctuation or grammar

Referencing conventions are used, though incompletely

Usually follows required practice but with some issues to be addressed e.g. typos, punctuation

 

Referencing is variable in quality

Has not followed required conventions; poor proof-reading

 

Many errors in referencing

 

Methodology

(criteria only apply where relevant to assessment task)

Critical appraisal of research design

 

 

Methods and procedures

 

 

Synthesis of analysis with literature

 

Assured and critical discussion of methodology and implications

 

 

Critical and reflexive appraisal of overall research design; shows secure understanding of ethical academic enquiry

 

Displays highly critical, reflective understanding and analysis of methods and procedures used

 

Reflective discussion of convergence/divergence of research findings in context of literature

Clear discussion of methodology, showing understanding of implications

 

Clear critical appraisal of overall research design

 

 

Displays critical understanding and analysis of methods and procedures used

 

Consistently relates and discusses convergence and divergence of findings from research literature

Discussion of methodology, showing awareness of implications

 

Critical analysis of overall research design

 

 

Displays clear understanding and analysis of methods and procedures used

 

Usually provides appropriate discussion of convergence and divergence of findings from research literature

Limited discussion of methodology, though showing awareness of implications

 

Some critical analysis of overall research design

 

 

Displays an understanding and some analysis of methods and procedures used

Some appropriate discussion of convergence and divergence of findings from research literature

Some awareness of research methodologies and their implications

 

 

Critique of research design attempted, with some inconsistencies

 

 

Reasons for choice of methods and procedures stated

 

Limited discussion of convergence and divergence of findings from research literature

No clear evidence of understanding research methodologies

 

 

Poor critique of research design

 

 

Methods and procedures explained, but no reason for choice given

 

Insufficient discussion of convergence and divergence of findings from research literature

 

Submitted in partial fulfilment of the requirements for the degree of

Doctorate in Business Administration

Methodological fundamentals:

Strategic fit of product cost management systems from the perspective of realism, constructionism and interventionism – a paradigm simulation

 

(summative)

 

 
Module code: DB8003 (Summative hand in)
Student name:  
Student number:  
Cohort:  
Adviser:  
Date Due:
Submission Date:
 
Extension Date:  
Surnames of module tutors:  

 

PART ONE: To be completed by the student

Module code: DB8003 (Summative hand in)
Student name:  
Student number:  
Cohort:  
Adviser:  
Date Due:
Submission Date:
 
Extension Date:  
Surnames of module tutors:  

 

PART TWO: To be completed by the marker
Feedback – with reference to assessment criteria and suggestions for improvement

Office use only

 

Date sent out:_______________ Sent to:____________________ Expected return date: __________

 

 

Table of Contents

 

Abbreviations                                                                                                                                                    2

List of figures                                                                                                                                        2

List of tables                                                                                                                              2

Abstract                                                                                                                                                             3

1 Introduction                                                                                                                           4

  • Allocation of research perspective debate in research process                   4
  • Assignment goal and structure              5

 

  • Brief overview about research philosophies                                      7
    • Historical background               7
    • Framework to describe research paradigms               8

3 Paradigm simulation on strategic fit of product cost management systems                       12

  • Realist perspective   12
    • Description of realism and selection of traditional realism 12
    • Impact on understanding of research problem, design and researcher’s skills   14
    • Contribution to knowledge   16
  • Constructionist perspective   17
    • Description of constructionism and selection of social constructivism 17
    • Impact on understanding of research problem, design and researcher’s skills   18
    • Contribution to knowledge   20
  • Interventionist perspective   21
    • Description of interventionism and selection of action research 21
    • Impact on understanding of research problem, design and researcher’s skills   22
    • Contribution to knowledge   24
  • Conclusion                                                               25
    • Summary reflections on paradigm simulation   25
    • Impact on choice of approach   26

References                                                                                                                                28

Annex                                                                                                                                        37

Declaration of original content                                                                                                39

Abbreviations

 

PCM: Product cost management

PCMS: Product cost management system/s

PCS: Product cost strategy

SF: Strategic Fit

 

List of Figures

Figure 1: Research process as Martini Glass                                                                             5

Figure 2: Structure of assignment                                                                                               6

Figure 3: Development of research perspectives                                                                   7

Figure 4: Framework with simplified stereotype research perspectives                                      10

Figure 5: Framework to describe research paradigm impact                                             11

Figure 6: Selected research perspectives for assignment                                                     12

Figure 7: Conception of a traditional realist research approach                                        13

Figure 8: Traditional realist background of research topic                                                  14

Figure 9: Sketch of a PCM-Strategy-Fit Matrix                                                                        16

Figure 10: Conception of a social constructionist research approach                              18

Figure 11: Conception of an action research approach                                                        22

List of Tables

Table 1: Impact of research approaches on research problem

Abstract

The purpose of this assignment is to present three alternative research perspectives on the strategic fit (SF) of product cost management systems (PCMS). Specifically, it explores the view of a realist, constructionist and interventionist research philosophy.

In order to develop a joint understanding of terms and meanings in the paradigm debate, a brief historical and terminological foundation is conceptualized prior to the paradigm simulation, applying four dimensions of research: ontology, epistemology, axiology and methodology.

For each perspective then, its impact on research problem and research design is outlined as well as the influence on researcher values and required skills to execute each research design. Explicitly, light is shed on the background of the research topic, the general rationale and purpose of the research, the concrete goal of the research project and the research questions / hypotheses as well as on the research process, applied methodology and the stance towards data. The investigation of the contribution to knowledge ends each paradigm simulation.

Reflections of the observed differences conclude the paradigm simulation enclosing the exposure of the impact on the potential choice of approach supporting Feyerabend’s theoretical pluralism for the research area overall and a pragmatists, purpose-related standpoint for the concrete research project.

1  Introduction

1.1 Allocation of research perspective debate in research process

Research implicitly or explicitly follows a certain process in order to reach the research goal. However, within this process the researcher comes along various decision points how to conduct the research (Burke, 2007; Creswell, 2013), which leads to multiple variations of research procedures impacting the research result and quality (Lee & Lings, 2008, p.5). Questions of subjective or objective research philosophies, deductive or inductive approaches, as well as qualitative or quantitative methods are, amongst others, debated (Ahrens, 2008; Baard, 2010; Fleetwood, 2005; Jönsson, 2010; Moses & Knutsen, 2012; Nonaka & Peltokorpi, 2006).

Although reality shows that research is not a linear but an iterative, spiral or even somewhat messy process (Bryman & Bell, 2015, p.15/87; Lee & Lings, 2008, p.8) several authors argue that there are certain indicators for an ideal research practice.

In terms of process sequence Guba and Lincoln (1994, p.105) hold the opinion that issues regarding research methods are less important to issues regarding research philosophies. Holden and Lynch (2004, p.2) propose that research should not be methodologically led but based on a defined philosophical stance considering the purpose of the researcher, which makes the research process a matter of individual, purpose-related, choice.

Scholars such as Aliyu, Bello, Kasim, and Martin (2014, p.86) point out another aspect of the research process, the appropriate matching of different research steps. They claim that epistemological and ontological choices have to match, which supports the statement that it is important to make philosophical backgrounds of research explicit (Wahyuni, 2012, p.69) as it guides the behaviour of the researcher (Jonker & Pennik, 2010; Lee & Lings, 2008, p.4/5).

Synthesising the various inputs from scholars, the process model shown in figure1 can be derived. It combines a process flow as proposed by Saunders, Lewis and Thornhill (2009, p.11) with the logic of a “progressive narrowing of the topic” (Hart, 2014, p.13), visualized by a “Martini Glass” (Braun, n.d., p.1).

Starting point of this assignment is the research topic “Strategic Fit (SF) of Product Cost Management Systems (PCMS)” as formulated in the Literature Review Assignment. Next step is to define the research philosophy with its implications on the research design. This decision should be prepared with this assignment.

  • Assignment goal and structure

In agreement with Connell and Nord (1996, p.408) there is no general right or wrong of research philosophies and choices have to be justified in each single research case (Aliyu et al., 2014, p.87).

Therefore the assignment has the goal to help define and justify the research philosophy for the dissertation on SF of PCMS as part of management science. Sub goals to do so are to understand the different philosophies first (Lee & Lings, 2008, p. 49/50). Second, the developed understanding should help to advocate the selected research perspective and the choices related to its alternatives (Johnson & Clark, 2006). Finally, it should open up the mind and enhance confidence in the selected approach (Holden & Lynch, 2004, p.13) in order to ensure the quality, e.g. relevance and rigour, of the research undertaken (Aldag & Fuller, 1995; Schön, 1995).

The assignment structure follows a four-step logic. First, the foundation for understanding the major philosophical research perspectives is laid in section 2. Afterwards, three research perspectives are critically described with their impact on the understanding of the research problem and research design, the researcher’s values and required skills as well as their contribution to knowledge in section 3. Summary reflections on the paradigm simulation and its impact on the choice of approach end this assignment in section 4.

Should section 3 be differently labelled in this figure?

2  Brief overview about research philosophies

2.1 Historical background

For the purpose of this assignment a short summary about research perspectives and how they emerged (illustrated in figure4) is given prior to the more detailed exploration of three selected research perspectives in order to develop an understanding of the author’s wording.

As Goles and Hirschheim (2000) state, there are “two essential problems in science”            (p.250), the questions of “how do we know what we know” and “how do we acquire knowledge”, which are addressed by different research perspectives.

Whereas in natural science the positivist view is pre-dominant, in social science the situation is not that clear to answer and subject for debate (Fendt, Kaminska-Labbé, & Sachs, 2008). The positivist view claims that there is an objective reality / truth independent from the researcher, which can be measured in order to gain knowledge, whereas non-positivists, especially in social science, argue that knowledge is conditional, relative and therefore subjective (Aliyu et al., 2014, p.81/82). For social science, post-positivists developed alternative views on research philosophies, trying to create more suitable approaches for research (Aliyu et al., 2014, p.83/84).

Seminal works of Kuhn (1962) or Burrell and Morgan (1979) have stimulated a controversy and ongoing debate about competing research paradigms as alternatives to the positivist view, cumulating in what is nowadays called the “paradigm war” (Datta, 1994; Klaes, 2012; Shepherd & Challenger, 2013; Tashakkori & Teddlie, 1998). Tsoukas exemplifies this debate with the discussion between Ansoff (1991) and Mintzberg (1990, 1991) about strategy knowledge, positioning Ansoff as mechanistic and Mintzberg as a contextualist (Tsoukas, 1994, p.761). This example illustrates the meaning of a paradigm in Kuhn’s sense to share basic assumptions about core beliefs and values in research as well as e.g. “unspoken norms, taken-for-granted assumptions, and implicit codes of conduct” (Anderson, 1998, p.32).

Baum and Dobbin (2000, p.390-391) list major benefits of a common ?? paradigm in science referring to authors such as Pfeffer (1993), which can be summarized as to facilitate scientific progress, e.g. in terms of easier communication, evaluation of results or coordination of research activities.

As one trigger for the intensive debate about and diverse advancing of research paradigms was Burrell and Morgan’s claim about the incommensurability of paradigms (Shepherd & Challenger, 2013, p.225), two ways to overcome have been added to the paradigm debate: multi-paradigm perspectives (Gioia & Pitre, 1990) and paradigm interplay (Schultz & Hatch, 1996). Both views claim that a single research perspective might be too narrow to comprehensively cover the complexity of social reality (Feyerabend, 1985; Willmott, 1993). Tashakkori and  Teddlie finally see pragmatism as an attempt to make use of “whatever philosophical … approach … works best for the particular research” (1998, p.5), with the specific, individual research topic as starting point as the opportunity to end the pointless paradigm war (Goles & Hirschheim, 2000).

2.2 Framework to describe research paradigms

Although paradigms have been and still are heavily debated, to date there is no common agreed definition but a widespread, sometimes confusing, use of the term “paradigm” and their characteristics with different meanings (Guba, 1990a, p.17; Mkansi & Acheampong, 2012), rooting back to Kuhn himself, who used the term with more than 21 different meanings (Masterman, 1970). On the opposite, as Hassard (1988, p.248) states, synonyms for the term “paradigm”, such as “perspective”, “school”, “discipline” or “worldview” have randomly been used and applied, reflecting the “individual nature of paradigm-building” (Lincoln, 1990, p.67; Charmaz, 2008). Taking up this practice, within this assignment paradigm, philosophy, approach and perspective are used as synonyms, whereas other terms are avoided for the purpose of simplification.

Resuming the two essential problems in science concerning knowledge and how to gain knowledge as mentioned above, research paradigms can be described using mainly four different “ologies”, which are, with different emphasis, used by scholars: ontology, epistemology, axiology and methodology (Easterby-Smith et al., 2012, p.17ff.; Mouton & Marais, 2003; Neuman, 2014, pp.91-124; Sobh & Perry, 2006).

Ontology is consistently defined as to be concerned about the scientist’s assumptions about “the nature of reality” (Lee & Lings, 2008, p.11; Saunders et al., 2009, p.110; Easterby-Smith et al., 2012, p.17). In doing so, it forms the basis for most debates on research perspectives and is the core of a researcher’s set of beliefs. Saunders et al. (2009, p.110) simplify the ontological debate, being framed between objectivist and subjectivist views. Proponents of the objectivist view claim that the nature of reality is independent of our individual perception, so that an objective reality exists “out there” (as a dictum), whereas advocates of the subjectivist view hold the opinion that reality is (mind-inter-)dependent and created by humans’ perceptions (Holden & Lynch, 2004; Sayer, 2000, p. 2).

Epistemology should derive from an ontological position (Lee & Lings, 2008, p.11) and describes ways how to inquire the nature of the world, being stereotyped with positivism and constructionism (Easterby-Smith et al., 2012, p.21/22). Remenyi, Williams, Money, and Swartz (1998, p.32) explain positivism as aiming for observable and measurable inquiry of the reality leading to law-like generalisations, comparable with outcomes of the natural sciences. The opposing stereotype, constructionism, emphasises “on the ways that people make sense of the world especially through sharing their experiences” (Easterby-Smith et al., 2012, p.23) leading to the appreciation of different interpretations and meanings of individuals.

Axiology should also be aligned with the other “ologies” and addresses “in essence … the ‘aims’ of your research”, “the overriding goal” (Lee & Lings, 2008, p.11/59), what is valued by the researcher and whether or not researcher’s values play an important role in the research (Saunders et al., 2009, p.117). In a nutshell, a researcher either aims for explanation and prediction of the reality, which is value-free, or alternatively for understanding and description of the reality, value-bound, taking a corresponding etic or emic position towards research (Wahyuni, 2012, p.70).

Methodology finally completes the description of different perspectives by most commonly distinguishing quantitative and qualitative approaches (Bryman & Bell, 2015; Lee & Lings, 2008, p.12) describing two ends of a continuum with mixed methods approaches in between but without a “discrete” distinction (Creswell, 2013, p.3). An alternative scheme to classify methodological approaches is to separate nomothetic ways of inquiry and ideographic methods (Holden & Lynch, 2004, p.5), the latter one more matching with qualitative, the first one more resembling the quantitative approach.

Figure4 illustrates in a simplified dichotomous way (Zuber-Skerritt, 2001, p.5) two stereotype research perspectives, indicating that each stereotype combines in a meaningful way the peculiarities of ontology, epistemology, axiology and methodology.

Nevertheless, it has to be underlined that this introductory section on research perspectives aims only to prepare the ground for the in-depth paradigm simulation by defining structure, content and wording. More detailed explanations or debates (e.g. Baert, 2015; Guba, 1990b, Morgan & Smircich, 1980) are left out due to space limitations.

To complete the framework for this assignment, next to the research perspectives and how to describe them in a meaningful way, key dimensions of what they impact in terms of understanding of the research problem and design should be explained prior to the investigation in the next section.

At the same time it can be stated that debates about what aspects to include or not when outlining the impact are less intense compared to the paradigm debate and thus less discussed in this assignment. Comparing e.g. text book structures / frameworks from Easterby-Smith et al. (2012), Saunders et al. (2009) and Hallebone and Priest (2009), it can be concluded that they share similar and overlapping aspects.

Hence, in terms of understanding of the research problem, attention in this assignment is directed mainly to the background of the research topic, the general rationale / purpose of the research, the concrete goal of the research project and the research questions / hypotheses to be developed. Besides this, the impact on research design will be detailed with emphasis on research process, applied methodology, approach towards data and researchers values. Finally, a glimpse into the two major required skills for each approach is taken. These key elements of the assignment are illustrated in figure5.

Importantly it is stated, that the description of these aspects in the paradigm simulation in section 3 does not qualify for three distinct and completely cohered research proposals one after the other. Conversely, the examples within one paradigm are loosely, if at all, connected in order to elucidate the differences between the different paradigms selected.

3  Paradigm simulation on strategic fit of product cost management systems

From the variety of different research perspectives, three have been selected (see Annex: Assessment brief) in order to develop a first glimpse into their implications on the research topic SF of PCMS. These three philosophies are the realist, the constructionist and the interventionist perspective.

For all three, as a first step, a general description of the specific perspective is outlined prior to the selection of one particular sub-perspective. Afterwards their impact on the understanding of the research problem and the research design and the researcher’s skill is explained, followed by a description of their potential contribution to knowledge.

3.1 Realist perspective

3.1.1 Description of realism and selection of traditional realism

Realism in social sciences has “as an approach with its own specificity … developed since the mid-1970s” (Burrows, 1989, p.46) with Bhaskar (1975, 1986) as one of the early proponents and influencing authors. Ackroyd and Fleetwood state that “entities exist independently of us and our investigations of them” (2000, p.6), indicating that it is the objectivist ontological position which distinguishes the realist paradigm from other paradigms.

 

Whereas this ontological position coheres realist scholars, the epistemological stance is “relatively open or permissive” (Sayer, 2000, p.32) although not ignored (Ackroyd & Fleetwood, 2000, p.6). While traditional (classical, naive) realists claim that only observable / measureable phenomena can create knowledge by focussing on causality and law-like generalisations, internal realists hold the opinion, that reality cannot be observed directly and only indirect evidence can be generated (Easterby-Smith et al., 2012, p.19; Wahyuni, 2012, p.70). Consequently, observations and measurements on the empirical domain can be misleading, so that explanations of mechanisms and contexts are included (Saunders et al., 2009, p.119; Wahyuni, 2012, p.70).

 

In terms of axiology realist perspectives are either value-free (traditional, classical, naive realism) or value-laden (critical realism) if the research “is biased by world views, cultural experiences and upbringing” (Saunders et al., 2009, p.119). The latter holding an intermediate position between value-free and value-bound as it corresponds to the ontological position that there is an external, objective reality, however interpreted and therefore biased by researchers. Indeed, critical realism “acknowledges differences between the real world and their particular view of it” (Sobh & Perry, 2006, p.1200), while traditional realists, focussing on causality and law-like predictions, consequently have to adopt a value-free, etic position in order to advocate the independence of reality from the researcher (Wahyuni, 2012, p.70).

Methodology in realism paradigms finally either emphasises quantitative, nomothetic approaches (e.g. for traditional realists to proof the developed law-like generalisations) or, as critical realists do, also make use of qualitative techniques, when focussing on the explanations within a context (Wahyuni, 2012, p.70). Methods such as forecasting research, laboratory experiments, large-scale surveys, simulations or stochastic modelling are core elements in realist’s research (Holden & Lynch, 2008, p.8)

In order to create a certain breadth in this assignment about paradigm simulation the realist perspective is selected which is most opposed to the constructionist or the interventionist view: traditional realism. In taking up the above outlined description of realism, the traditional realist can be characterised as shown in figure7.

3.1.2 Impact on understanding of research problem, design and researcher’s skills

Beginning with the impact on the research problem regarding the topic’s background, the traditional realist’s objectivist ontology implies the independent, actual existence of SF and PCMS as objective mental objects. The corresponding (post-)positivistic epistemological position furthermore entails the opportunity that these constructs are both, observable and measureable and, indeed, contribute to causality, impacting the performance of an organisation.

This causality can be expressed in a reductionist way stating: “If A fits to B, then C,” or more elaborated in a post-positivistic sense, which allows, next to strict causality of positivism or Poppers falsicism also correlations/probabilities (Creswell, 2013, p.7; Lee & Lings, p.31/32): “The better A fits to B the more likely is C”, A being the product cost strategy (PCS), B the product cost management configuration and C the company’s performance (figure8, adapted from Abernethy & Guthrie, 1994, p.53).

The rationale behind this understanding of the research topic is that even though it has been claimed by several authors that PCS influences the PCMS, there is a gap in existing knowledge in linking both and, moreover, create a normative conclusion towards the performance of a company. This normative conclusion, deriving from the traditional realist stance would then be the general purpose of the thesis. Taking up above introduced formula, connecting A, B and C together the characterising, normative and simplified law-like-generalisation: “If you want to achieve C (Performance), than A (PCS) and B (PCMS) have to fit” could be derived.

 

In order to continue the paradigm simulation, concrete goals of a traditional realist perspective accordingly could be, to…

  • …determine different levels of SF between PCS and PCMS
  • …define the correlation between SF of PCS and PCMS and company’s performance
  • …calculate the effect the fit of PCS and PCMS has on the performance of companies.

Subsequently, corresponding research questions and hypotheses could be derived as follows, starting with the research questions:

  • Which PCMS can be identified?
  • What is their SF fit to a defined set of product cost strategies?
  • What is the contribution to business performance of fitting PCMS vs. non fitting systems?

Hypotheses of a traditional realist can be exemplified with the following set:

H1: Product costs vary in their importance as strategic success factor over different cost strategies depending on different external factors

H2: The maturity level of PCM activities in companies varies over time and differs between companies.

H3: Comparing the specific importance of product costs and the corresponding maturity level of companies in PCM, there is no one-to-one correlation, but…

H3a: there are companies, being less mature in PCM than they have to

H3b: there are companies, showing an appropriate match between strategic relevance of costs and their actual PCM maturity level

H3c: there are companies, being more mature in PCM than they have to

H4: The better the maturity level fits to the importance of product costs as success factor, the better the performance of the company.

 

Continuing with the description of the impact of the chosen research perspective concerning the research design, the research process typically follows a hypothetic-deductive two-step-approach with prior theory first to develop a conceptual framework, possibly including generation of hypotheses, which then in step 2 are aimed to be confirmed (Holden & Lynch, 2008, p.8; Sobh & Perry, 2006, p.1201-1202).

With respect to methodology of the traditional realist (see e.g. Easterby-Smith et al., 2012, p.25/72), the verification of the hypotheses will be executed mainly making use of quantitative methods, possible defining dependent and independent variables. In the example given through the conceptual framework above, the independent variable could be the SF, whereas the dependent variable could be the business performance. For both, quantifiable measures have to be defined and a meaningful statistical procedure, e.g. regression analysis, to be developed to examine the relationship between the variables. The relationship normally would be tested in a survey with a defined sample according to adequate size (large) and structure (representative).

This set up already indicates the traditional realist’s stance towards data and his/her own values. As the data, is “out there”, independent from the research, the data can be collected with the appropriate measurements / methods, reducing the research topic to measureable variables. Data about the relationship between SF and business performance can be obtained from an external perspective, taking an etic position of the researcher and, as the relationship is independent from the researcher, the research is also value-free. It is the deterministic nature of the relationship between SF and performance of the classical realist approach why the researcher’s values do not matter, because reality is independent from the researcher.

This determinism is also one major influencing factor for the needed researcher’s skills. In order to set up adequate measurements and proper analysis, researchers must have conceptual expertise to operationalize the research questions, means to reduce the complex reality down to a few measurable entities. Furthermore, after having selected a meaningful analysis method the right conclusions from the collected data have to be drawn, which is also a competence, exclusive versus the two other paradigms due to the highly quantitative nature of the realist’s approach (Bryman & Bell, 2015, pp.157-387).

 

3.1.3 Contribution to knowledge

To discuss the contribution to knowledge of the traditional realist approach as described above, a potential outcome should be summarized first by charting a Strategy-Fit-Matrix which could be derived from the research questions / hypotheses (figure 9, Maxion, 2015).

In this matrix it is assumed for the momentthat the postulated fit between PCS and PCMS could be measured by comparing the importance of product cost as a strategic success factor and the maturity level of PCMS.

The contribution to theory would be twofold. First, to close the research gap of a currently missing PCMS described by different maturity levels, combining two sub aspects: The first sub-aspect as the explicit research on product costs as object of cost management (which has received comparably low attention so far) and the second as a comprehensive view on cost management instead of isolated investigation of single aspects to date. The second main contribution would be to extend the existing concept of SF to the field of product costs, which would, in turn, further advance this concept as part of research on strategic success factors.

 

The contribution to practice would be to develop a normative guide for managers how to configure PCMS in order to enhance business performance, representing three sub cases: define the proper PCMS, avoid excessive effort, as not necessary, or intensify efforts in order to meet the requirements from product costs being a strategic success factor. In doing so and to bring matters to the head of the traditional realist approach, the impact of the SF on the company’s performance could be indicated. Exemplary an ultimate finding of a dissertation according to the traditional realist approach could be: “Companies which show a SF between PCS and PCMS higher than X% achieve Y% higher EBIT, compared to companies with a SF less than X%”.

3.2 Constructionist perspective

3.2.1 Description of constructionism and selection of social constructionism

Constructionism as a research paradigm in social science emerged in the 1960s as a response to the criticism which was postulated against the positivist approach (Gubrium & Holstein, 2008, p.3; Lincoln, 1990). The fundamental difference lies in the subjectivist ontological position as opposed to the objectivist view of positivism or realism (Saunders et al., 2009, p.116; Neuman, 2014, pp.91-124). Moreover, this fundamental distinctive feature of constructionism is so outstanding, prompting Guba to claim, that constructionists “celebrate subjectivity” (1990a, p.17).

Although for constructionism it is difficult to provide a single definition due to the diverse use of similar / related terms such as constructivism or interpretivism, which are often used as synonym (Moses & Knutsen, 2012, p.9; Bryman & Bell, 2015, p.33; Hallebone & Priest, 2015, p.113; Greene, 1990, p.233), different “sub-perspectives”, such as hermeneutics, phenomology, foucauldian, social, discursive, critical constructionism or existentialism (Lee & Lings, 2008, p.60-64; Holstein & Gubrium, 2008) share same basic beliefs with regard to the four “ologies” (Gubrium & Holstein, 2008, p.5).

With respect to the ontological position of constructionism, the subjective character of this research paradigm is the belief that there is no objective, independent reality “out there” but that reality is constructed, interpreted and reconstructed by individuals (Chua, 1986, p. 615) or even, in an extreme position, only a “projection of human imaginations” (Morgan & Smirich, 1980, p.492). Thus there are multiple realities, dependent on the individuals’ interpretations, which are, on top, constantly changing (Saunders et al., 2009, p.119; Van der Meer-Kooistra & Vosselmann, 2012, p.251).

This subjectivist ontological belief of constructionism is then manifested in the epistemological position as the conditional, idiosyncratic nature of knowledge. Knowledge is context-related and ??? cannot be obtained by observing and measuring but by experience and reflection in relation to different contextual factors (Moses & Knutsen, 2012, p.10). Therefore the exploration of differences and differentiation is emphasised and not the aim to unify knowledge in law-like generalisation (Saunders et al., 2009, p.116).

The constructionist’s axiological view consequently is a value-bound position, taking an emic approach towards the research as the reality is not independent of the observer, but in contrast interpreted in interaction with the subjects being observed (Lee & Lings, 2008, p.60; Holden & Lynch, 2004, p.9). Not cause-and-effect to predict the reality but meaning-and-understanding to describe the reality are the researcher’s overarching goals. The central nature of the goal to understand reality in constructivism is condensed in the German term “verstehen” which is even used in the English paradigm debates to elevate the distinct focus of this approach (Lee & Lings, 2008, p.59). In doing so, the assumption is that the researched problem is best understood, if investigated comprehensively from different point of views and not if reduced to a few variables (Holden & Lynch, 2004, p.9).

To end the description of constructivism as research paradigm, the methodological aspect contains mainly qualitative, ideographic approaches but is not limited to those (Lee & Lings, 2008, p.65). Methods such as ethnography, game role / playing, participant-observer techniques or in-depth-interviews are allocated to constructionist approaches, stressing the emic and dialogic position of the researcher (Hallebone & Priest, 2009, p.35/76; Holden & Lynch, 2004, p.8).

Out of the various different constructionist sub-paradigms social constructivism is selected for the paradigm simulation as it is one of the paradigms which is highlighted as an opposing alternative to the dominant realist / functionalist paradigms in management science and organization studies (Samra-Fredericks, 2008, p.129). In taking up the above outlined description, the social constructivist can be characterised as shown in figure 10.

3.2.2 Impact on understanding of research problem, design and researcher’s skills

Applying the same categories as for the traditional realist perspective to illustrate the social constructionist’s impact on the research topic “Strategic Fit of Product Cost Management Systems” the background of the topic derives from the inherent subjective ontological stance. SF, seen from the perspective of social constructionism, is not a given mental object, independent from actors, neither is strategy or PCMS, but virtually a construct, interpreted by those various and multiple individuals which experience the SF.

Consecutively, due to the individuals’ different contexts and interpretations which are, on top, possibly interacting, SF is not seen as a constant but an evolving and multifarious phenomenon even more possibly occupying different meanings. These different interpretations and meanings of the idiosyncratic nature of SF are in focus of the researcher’s interest in terms of understanding and describing.

This background indicates as well the rationale and the purpose behind the topic. In order to understand the nature of SF, the researcher would deep-dive into the topic to gain an as comprehensive view as possible, investigating external and internal context factors of actors which impact or are impacted. Differences in meanings and interpretations would be explored in order to describe characteristics of SF – and not to predict it – as well as to generate theory, not to verify it.

The conceptual framework would considerably change compared to the traditional realist view. Not the causality would be the centre of the framework but the “verstehen” of the construct of SF.

In order to continue the paradigm simulation, concrete goals of a social constructionist perspective hence could be, to…

  • …explore the characteristics of SF of PCMS from the perspective of product management, controlling and engineering
  • …understand the perception of SF of PCMS by management functions and operations
  • …explain the emotional, cognitive and intentional implications of the SF of PCMS on product managers

 

Successively, corresponding research questions could be derived as follows:

  • Are there, and if, which, characteristics of SF of PMCS are perceived by different operational functions in companies?
  • How is the SF of PCMS evaluated by management / operational functions?
  • How does the SF of PCMS affect product manager’s behaviour?

Hypotheses would not be generated prior to the research but might be formulated as a result of the research, which is a matter of the research design, more specifically, the research process. For the social constructivist an inductive research process is in general characterised, as “the social constructionist ontology necessitates gaining data on how individuals construct reality” (Lee & Lings, 2008, p.65). Furthermore, a central iterative phase is characterising for social constructionism, including data generation and analysis, validation and synthesis (Hallebone & Priest, 2009, p.56/58). This iterative stage affects the process as a whole by making it impossible to plan the research process to the end; indeed, some parts of the research process would be open-ended (Easterby-Smith et al., 2012, p.73).

This iterative research process is mirrored in the methods by which the researcher interacts with the actors, typically dialogic methods such as interviews. This underlines the emic position of the researcher, his/her role and own interpretations of what interviewees or focus groups would express. Continuing with the research question examples, one might openly ask product managers about the implications of the SF of PCMS. This might lead to an interpretation of the researcher, to continue with a certain focus in a second row of interviews, e.g. emotional aspects as most answers / comments have been given related to “frustration”, “anger” or “satisfaction” towards working atmosphere.

With respect to data, in doing so, the social constructionist approach towards SF of PCMS would not exclude quantitative methods like in this case simple counting (Lee & Lings, 2008, p.65). Emphasis on the other side would be on the generation of qualitative “rich data”, based on small samples to contribute to the main purpose, the understanding of the construct of SF.

Finally, in the described set up of the social constructionist researcher, her/his values do play an important role. While interpreting the actors interpretation, the researcher brings in own meanings, own understandings which are biased by the researcher’s own contexts, creating an individual understanding from the value-bound position. Intentionally or not, the construct of SF of PCMS might be described from a point of view the researcher is most familiar with (Charmaz, 2008, p. 402).

The researcher’s skills, which are most unique versus those of the other two paradigms, derive from the distinct research focus of the social constructionist, meaning instead of measurement by interacting with others to condense their different interpretations. This suggests that the researcher should have a highly distinctive self-awareness, yet empathetic stance in order to avoid unintentional personal bias while interpreting other people’s interpretation of the world (Saunders et al., 2009, p.116). Secondly, the competence to sensitively recognize and work out what e.g. interviewees really mean, but might not be able to communicate, is critical to the research outcome as well.

3.2.3 Contribution to knowledge

Foundation for the evaluation of the contribution to knowledge is the potential outcome of the social constructionist research. Continuing with the simulation and assuming that answers to the research questions as exemplified above are found, the outcome would be a description of characteristics and perceptions of SF fit of PCMS possibly differentiated between different functions or hierarchical levels in a company. Also a narrative about emotional, cognitive or intentional implications of the (missing) fit on product manager’s behaviour would be a result of the social constructionist’s research.

The contribution to theory could be allocated in those research streams of cost management in which strategy- or personal-related issues are investigated such as motivation, participation, implementation barriers or interdisciplinarity of work organization and management commitment (Shields & Young, 1991; Konle, 2003; McGowan & Klammer, 1997; Krüsi Schädle, 2001; Franz & Kajüter, 2002a/b; Himme, 2008; Kim, Ansari, Bell, & Swenson, 2002; Stoi, Horváth, & Reichmann 1999). The exploration of characteristics and perception of SF in PCM would be novel to that research area and contributing to the understanding how strategic aspects, which are claimed to be an important influencing factor (Kajüter, 2000, p.14), impact individuals minds and possibly behaviour. A theory, e.g. that the SF of PCMS is perceived in a more emotional and a more negative way by product managers compared to the perception of top management might be generated after having understood in more depth the characteristics of SF by different functions.

For management practice the contribution would be to make use of the enhanced understanding of the strategic fit’s implications / characteristics as perceived by different roles, either e.g. different functions, different hierarchical levels or even different stakeholders such as customers or suppliers. If managers are concerned, worried or interested in the SF of their PCMS, they would benefit from an increased understanding of the nature of this fit. However, as social constructionist’s research is partly open-ended, the contribution to practice is so, too.

3.3 Interventionist perspective

3.3.1 Description of interventionism and selection of action research

Interventionism as the third of the selected research paradigms goes back to the influential work of Lewin (1946; 1948, as cited in O’Brien, 1998; Fendt et al., 2008, p.482; Suomala, Lyly-Yrjänäinen, & Lukka 2014, p.305) as one prominent advocate.

 

Emerging in management science during the last years of the 20th century, the research perspective is not only a response to positivism but also to constructionism by those scholars who “felt that the constructivist stance did not go far enough” (Creswell, 2013, p. 9) to develop a meaningful alternative to positivism and to narrow the relevance gap between practice and academic theory (Lukka, 2006, p.36; Westin & Roberts, 2010, p.8). Research approaches within interpretivism are e.g. (participative) action research, (critical) action learning, co-operative inquiry, experiential learning (Easterby-Smith et al., 2012, p.49/50; Heron 1996; Howell, 1994).

 

Although this paradigm is comparably new, still in development and therefore knowledge about the approach still is in its adolescence, a distinguishing feature of interventionist research approaches is the intervention of the researcher itself as an actor in organizational contexts (Argyris, Putnam, & Smith, 1985; Babüroglu & Ravn, 1992; Suomala et al., 2014), which does have implications for the four ologies of research paradigms.

 

The ontological and epistemological position of interventionist research is close to the interpretive stance “where understanding and knowledge is built on close interaction and communication between practitioner and the researcher” … and … “socially constructed by that interaction” (Westin & Roberts, 2010, p.7-8). Nonetheless, in terms of epistemology the intervention itself sheds light on two distinct beliefs. The first one claiming that in order to understand and get in touch with reality the researcher has to make his/herself part of the reality (Hastrup, 2005, p.141), the second that reality can only be understood, when it is changing by investigating “what” changes and “how and why” changes evolve (Creswell, 2013, p. 9; Van de Ven & Poole, 1995; Westin & Roberts, 2010, p.8).

 

With reference to axiology, interventionists have to be effective in the emic (being an insider of the subject under investigation) and etic (to link outcome to theory) way (Suomala et al., 2014, p.305). In Interventionism, the researcher does not only influence the research by creating contact points with social actors in order to investigate their interpretations and interpreting the already interpreted reality through own values. Furthermore, the researcher becomes one with reality, participating and actively impacting other actors / reality. Then again, the researcher has to step back in order to reflect and to develop findings and theories, although they derive from value-laden positions.

From the methodological point of view, due to the diversity of different research designs, neither qualitative nor quantitative approaches seem to dominate. The uniqueness of interventionist’s research contexts and the aim to gain deepest insight and knowledge are arguments to imply the combination / mixed use of qualitative and quantitative methods under the umbrella of longitudinal case studies (Suomala et al., 2014, p.305).

 

In order to indicate the interventionist’s impact on the research topic, an action research approach is sketched next with a simplified description as shown in figure11. However, is has to be stated, that scientific debates about the nature and implications of interventionism is still in its infancy / puberty years (Westin & Roberts, 2010), so there is no claim for a generalised view by this selection of “ological” implications.

3.3.2 Impact on understanding of research problem, design and researcher’s skills

An action researcher’s background of the topic “Strategic Fit of Product Cost management Systems” would consider the fit as being a subjective und unique matter of an organization which needs to be investigated over time. The SF would best be understood, if any aspect, constituting the fit, would change.

The general rationale behind and purpose of the research would be, that if the SF would change for any reason, this would have consequences and implications, which could be investigated by actively participating in the organization. The change could be stimulated actively during the research by initiating the change, e.g. re-define the PCS, or by re-actively investigate the topic after a change has already occurred, e.g. a PCM department was implemented.

Consequently, concrete research goals of an action research could be, to…

  • …transform a company’s PCMS after the change of the company’s product cost strategy
  • …restructure the PCM department in order to better fit to the product cost strategy
  • …align the different PCMS after the merger of two companies to better fit to the joint product cost strategy

Subsequently, corresponding research questions could be derived as follows:

  • How does the strategy change in company X affect their PCMS?
  • What are essential barriers for SF, when restructuring a PCM department?
  • What influence does a merger of two companies have on the SF of their PCMS system?

The interventionist character of action research also has a significant impact on the research design. Zuber-Skerritt (2001) points out the similarities of action research and action learning, shedding light on the research process, which can be divided into a phase model, based on the Lewinian Model of Action Research and Dewey’s Model of Learning (as cited in Kolb, 1984, p.21-23). According to these prominent scholars, four phases might be distinguished, commencing with the active participation and observation of an action, the subsequent reflection and sense-giving of that observation, which is the core of the action research, and ending with a conceptualisation or generalisation as the outcome, being possibly a theory. In order to test the theory, a new cycle of participation/observation would start, leading to a spiral research process to further develop theory.

 

Derived from the focal point in this process, the reflection, reflective tools are under special attention as methods in action research, e.g. portfolios, conversation / dialogue, journal writing, concept mapping, case records, shadowing and reflective interviewing (Bruce, 1999; Gray, 2006; Kottkamp, 1990).

 

The impact on data and researcher’s values is similar to the constructionist paradigm, with a nuance, that the researcher’s value are even more obvious in action research, as the researcher steps out from his/her role as an observer and takes over active roles such as catalyst (Dumay, 2010) or liberator (Sunding & Odenrick, 2010) as Westin and Roberts (2010, p.9) point out.

Condensing the various implications of the action research approach, the impact on the researcher’s skills is different compared to the other approaches, too. One of the critical skills characteristic for action research is the “ability to … conceptualize the particular experience” (Eden & Huxham, 1996, p.79).  More specifically, as the reflective phase has an outstanding importance in action research approaches, compared to other paradigms, the researcher should show highly reflective skills in terms of methodology. In addition, the paradigm’s inherent feature to include “numerous sources of tensions” leads to the necessity to balance different interests, agendas or resistance e.g. trough building trust, which is a social competence the research needs to have (Suomala et al., 2014, p.312/313).

3.3.3 Contribution to knowledge

Taking up the similarity of action research / learning, the outcome of action research is learning while producing theoretically grounded solutions, which is condensed in theory building (Suomala et al., 2014, p.305; Westin & Roberts, 2010). These theories develop incremental in small steps as emergent theories being “a synthesis of what emerges from the data and … the use in practice of the body of theory which informed the intervention” (Eden & Huxham, 1996, p.80).

In the case of SF of PCMS, action research would deliver a contribution to theory as a novel theory based on the generalization of experiences reflected in a particular restructuring/ strategy project on PCM in which the researcher actively participated. The action research would produce highest quality research materials including nuanced data (Suomala et al., 2014, p.311). On top, there is the opportunity to narrow the relevance gap as the researcher takes over a practitioner’s agenda, which is a radical challenge of research paradigms compared to the other two perspectives (Fendt et al., 2008, p.472).

The contribution to practice is not far to seek: due to the nature of the intervention, the change which is implemented, there should be an immediate “improved practice” triggered by the research project (Jönsson, 2010, p.124) which is explicitly designed to impact practical issue as it “puts managerial problems under critical scrutiny in order to resolve them” (Lukka, 2006, p.36).

A final differentiator for action research as an interventionist paradigm lies in its relative novelty as approach in management science, as “knowledge of the interventionist alternative … is still in its adolescence” (Suomala et al., 2014, p.305). An action research dissertation in the field of PCM would for that reason, assuming research design and process are published and debated, contribute to the development and advancement of the paradigm itself, a “meta-contribution to theory”.

4 Conclusion

Having critically outlined the impact of the three selected research approaches on research problem, design, researcher’s values and required skills including differences with respect to particular defined points, now concluding reflections should be summarized and the impact on the choice of approach portrayed. Basis for this summary is table 1 in the annex, p. 38, consolidating the major findings of the paradigm simulation for each approach.

  • Summary reflections on paradigm simulation

Main trigger for the paradigm simulation was the ongoing paradigm debate, primarily discussing whether one or another alternative is (more) scientific compared to the other(s). Anderson, Herriot, and Hodgkinson for example distinguish four different types of science based on their theoretical and methodological rigour and their practical relevance (Anderson, Herriot, & Hodgkinson, 2001; Hodgkinson, Herriot, & Anderson, 2001).

The inclusion of the latter, practical relevance, as a criterion of science can be understood as a reaction to overcome the postulated relevance gap of science, especially in management science (Fendt et al., 2008; Tucker & Parker, 2012, 2014). Since then, a contribution to practice, e.g. new insights or normative guidelines or practical application, are demanded by scientific work (Ghoshal, 2005; Gibbons et al., 1994; Hambrick, 1994, 2005; Huff, 2000; Ittner & Larcker, 2002; Shrivastava, 1987).

Likewise, a contribution to theory is claimed since long for contributing to “good” science deriving from the former criterion, rigour. Whereas there is agreement about the requirement itself, less harmony has to be stated about the opinions what constitutes rigour or a theoretical contribution (Whetten, 1989; Wright, 2015). Emphasis is put mainly on the difference between qualitative and quantitative research approaches being evaluated by different criteria of rigour such as reliability, validity, replicability, generalisability for quantitative and credibility, transferability, dependability, confirmability for qualitative research (Wahyuni, 2012, p.76/77; Lincoln & Guba 1985; Parker, 2012).

Reflecting the differences of the three research philosophies which became obvious in the paradigm simulation focussing on the research problem and the research design, they can be mirrored versus rigour and relevance. Although three completely different approaches have been sketched, with, summarized in the Annex, almost no single equality regarding the described categories, they do have in common three general characteristics.

First and foremost, as the basis for subsequent arguments, for each of the paradigms a research problem incl. concrete goals and research questions can be developed. Secondly, consistent and meaningful research designs built on the research questions were outlined, potentially leading to, thirdly, defined outcomes which contribute to theory according to the paradigms philosophical background and practice, no matter whether immediately for one company or lagged later? for a larger amount of companies.

In conclusion, if all three approaches deliver a certain contribution to knowledge and by contrast no single approach can deliver all the contributions alone, this suggests that a single research perspective might be too narrow to “fully reflect the multifaceted nature of social, organizational, and phenomenological reality” (Goles & Hirschheim,  2000, p.256).

Transferring this logic to the reflection on the researcher’s values and skills this would mean, that a distinct, complete value-free or value-laden position, taking an extreme emic or etic approach alone would not qualify for comprehensive research in management science but only for a partial view on certain aspects. This suggests that multi-paradigm-approaches or paradigm interplay, at least an intermediate position, should be aimed for in order to triangulate results and to further advance knowledge in a particular research area (Aram & Salipante, 2003, p.192; Cox & Hassard, 2005; Holden & Lynch, 2004, p.14).

Consequently, this has also impact on the required researcher’s skills. Although it was shown during the paradigm simulation with two examples each, that each research approach demands distinct research skills, the majority of competencies should be inherent to every researcher, independent of the research approach (Easterby-Smith et al., 2012, p.6; Lee & Lings 2008, p.70). Due to the fact that some research methods can contribute to different research paradigms (Holden & Lynch, 2004, p.8) and that a researcher should be able to justify decisions about selected and discarded methods, basic skills should be acquired prior to the research.

  • Impact on choice of approach

The paradigm simulation clearly showed that the topic of SF of PCMS does have the potential to be worked on in a doctoral thesis acc. to the three described research paradigms. This is in line with the ongoing paradigm shift in Management Accounting Research as well as Strategic Management Research (Baum & Dobbin, 2000, p.391; Suomala et al., 2014, p.304; Wahyuni, 2012, p.72.).

Likewise, it supports Feyerabend’s view that there is no perspective superior to another and one single set of beliefs, rules and procedures is not enough to gain comprehensive knowledge (Feyerabend, 1985; Lee & Lings, 2008, p.32). Moreover, there is a growing recognition that paradigmatic and theoretical pluralism is fruitful (Van der Meer-Kooistra & Vosselman, 2012, p.246-247; Chua, 1986; Hassard & Kelemen, 2002; Hopwood, 2002; Luft & Shields, 2002, Lukka & Mouritsen, 2002; Zimmermann, 2001). Nonetheless, there is much to be said for that this pluralism might be more promising for a research discipline overall than on an individual research project level (Chua, 1986; Chua & Mahama, 2012; Parker, 2012), especially for a novice researcher in a dissertation. The first impact on the choice of approach consequently is that there is a choice!

With respect to researcher’s values and skills it has to be stated that although differences have been worked out, it was also argued, that basic awareness for and competence of values and research skills should be inherent to every researcher independently from the research perspective (Blaxter, Hughes, & Tight, 2010, pp.55-59; Crowther & Lancaster, 2008, p.2). Furthermore, one should avoid being trapped by a decision based on the familiarity with methods or the absence of skills as this contradicts the goal of further development of knowledge, in this case, on a personal level (Lee & Lings, 2008, p.64; Moses & Knutsen, 2012, p.1). The second impact on the choice of approach therefore is the awareness of the own position/values, the required skills which might be developed more extensively compare to others and finally the explicitness of the decision for an approach.

Synthesizing what remains after advocating pluralism in general and moderating values and skills as impacting factors on the research topic, is a pragmatist’s view, holding the opinion, that out of the set of various different potential approaches the one should be selected “(that) works best for the particular research program under study” (Tashakkori & Teddlie, 1998, p.5). This underlines the importance of the researcher’s individual purpose with the need to justify the research approach in each single case in terms of match of purpose and research approach as stated at the beginning of the assignment.  This should be seen as the ultimate impact of the paradigm simulation on the choice of approach, independent from the concrete outcome of the choice itself.

To conclude, the assignment goals a highlighted in section 1.2, understand different and justify / advocate the selected research perspective/s have been achieved by in parallel opening the researcher’s mind and enhancing own confidence. The potential for a high quality research with regard to appropriate quality criteria for that approach has been developed.

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Mintzberg, H. (1991). Learning 1, Planning 0. Reply to Igor Ansoff. Strategic Management Journal, 12(6), pp. 463-466.

 

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Annex: Assessment brief

Annex: Table 1: Impact of research approaches on research problem

Declaration of original content

I declare that the work in this assessment was carried out in accordance with the regulations of the University of Gloucestershire and is original except where indicated by specific reference in the text. No part of the assessment has been submitted as part of any other academic award.

Any views expressed in this assessment are those of the author and in no way represent those of the University.

Signed: <<Claude Maxion, Pforzheim>>

Date: 14/12/2015

 

How do court decisions affect public opinion and how does public opinion affect judicial decision making?

  1. We covered the three major theories of judicial decision making in this course. Consider each theory in turn and discuss in detail the following:

-What similarities exist among the theories?

-What differences exist across these theories?

An excellent answer will (1) specify the different dimensions or aspect for comparison and (2) cover each of the three theories on each of the specified dimensions.

Answers will be graded on the following criteria: (1) accuracy of comparisons, (2) depth of comparisons, (3) coverage of theories, and (4) number of good arguments.

Reading material…. Judicial Decision Making

 

Attitudinal Approaches

Theoretical Perspectives & Empirical Evidence (September 11th)

  1. Jeffrey Segal and Harold Spaeth. 2002. Supreme Court & the Attitudinal Model Revisited. Chapter 2 & pp. 86-97.
  2. Lawrence Baum. 2017. Ideology in the Supreme Court. (All but chapter 4.)
  3. Howard Gillman. 2001. “What’s Law Got to Do with It? Judicial Behavioralists Test the ‘Legal Model’ of Judicial Decision Making,” Law & Social Inquiry 26: 465-504.
  4. Erin Kaheny, Susan Brodie Haire and Sara C. Benesh. 2008. “Change over Tenure: Voting, Variance, and Decision Making on the U.S. Courts of Appeals,” American Journal of Political Science 52: 490-503.

Attitudinal & Psychological Influences (September 18th):

  1. Eileen Braman and Thomas E. Nelson. 2007. “Mechanism of Motivated Reasoning? Analogical Perception in Discrimination Disputes,” American Journal of Political Science 51: 940-956.
  2. Adam Glynn and Maya Sen. 2015. “Identifying Judicial Empathy: Does Having Daughters Cause Judges to Rule for Women’s Issues?” American Journal of Political Science 59: 37-54.
  3. Jeffrey J. Rachlinski, Sheri Lynn Johnson, Andrew J. Wistrich, and Chris Guthrie. 2009. “Does Unconscious Racial Bias Affect Trial Judges?” Notre Dame Law Review 84: 1196-1246.

 

Strategic Approaches

Theoretical Perspectives (September 25th)

  1. Lee Epstein and Jack Knight. 1998. The Choices Justices Make. 1.
  2. Forrest Maltzman, James Spriggs II, & Paul Wahlbeck. 2000. Crafting Law on the Supreme Court. Ch. 1.
  3. Clifford Carruba, Matthew Gabel and Charles Hankla. 2008. “Judicial Behavior under Political Constraints: Evidence from the European Court of Justice,” American Political Science Review 102: 435-52.

Evidence for Strategic Thinking (October 2nd)

  1. Bonneau, Chris, Thomas Hammond, Forrest Maltzman, and Paul Wahlbeck. 2007. “Agenda Control, the Median Justices, and the Majority Opinion on the U.S. Supreme Court,” American Journal of Political Science 51: 890-905.

 

  1. Lee Epstein and Jack Knight, The Choices Justices Make. Ch. 3, 4, pp. 138-157.

 

  1. Virginia A. Hettinger, Stefanie A. Lindquist, and Wendy L. Martinek. 2004. “Comparing Attitudinal and Strategic Accounts of Dissenting Behavior on the U.S. Courts of Appeals,” American Journal of Political Science 48: 123-137.
  2. Deborah Beim and Jonathan Kastellec. 2014. “The Interplay of Ideological Diversity, Dissents, and Discretionary Review in the Judicial Hierarchy: Evidence from Death Penalty Cases,” Journal of Politics 76: 1074-1088.

 

Influence of Law on Decision Making (October 9th)

  1. Mark J. Richards and Herbert M. Kritzer. 2002. “Jurisprudential Regimes in Supreme Court Decision Making,” American Political Science Review 96: 305-320.
  2. Bartels, Brandon L. and Andrew J. O’Green. 2015. “The Nature of Legal Change on the U.S. Supreme Court: Jurisprudential Regimes Theory and Its Alternatives,” American Journal of Political Science 59: 880-895.
  3. Michael A. Bailey and Forrest Maltzman. 2008. “Does Legal Doctrine Matter? Unpacking Law and Policy Preferences on the U.S. Supreme Court,” American Political Science Review 102: 369-384.
  4. Donald R. Songer, Martha Humphries Ginn, and Tammy Sarver. 2003. “Do Judges Follow the Law When There is No Fear of Reversal?” Justice System Journal 24: 137-161.

 

  1. Select ONE of the following research questions below:
  2. What conditions allow for the development of independent courts?
  3. What effects, if any, do judicial elections have on judges and courts?
  4. How do court decisions affect public opinion and how does public opinion affect judicial decision making?

 

For the selected question, do the following:

-Construct an explanation, specifying key factors.

-Explain the underlying logic/rationale/argument that connects the factors cited above.

-Describe the generalizability of your explanation outside of the evidence you’ve used to support your argument.

Answers will be graded on the following criteria: (1) convincing set of factors identified, (2) compelling logic/rationale/argumentation (this is the most important criterion), and (3) accuracy of the theoretical discussion, both identification and generalizability.

What are the 3 major types of bonding observed in rocks and minerals? Define the primary characteristics of each type of bond.

Instructions:

You may answer questions with words or drawing which ever works best for you.  Please submit 1 document with the following 4 sections.  Send me email if you have any questions.

Great job this semester.

KP

 Section 1: Definitions

  • Please define or identify the following terms. Each is worth 2 points. (20 points)
    1. Tropical Cyclone:
    2. Minerals & Rocks:
    3. Primary waves & Secondary waves:
    4. Richter Scale:
    5. Ice Age:
    6. Triple Point (as defined for H2O):
    7. Nimbus Clouds:
    8. Rock Cycle:
    9. What is the center of our solar system?
    10. What is the speed of light?

Section 2: Answer the following questions.  (4 points each 40points)

  1. What evidence (or event) was observed within 2018 that supports the continental drift theory? (You need to support you answer)
  2. What is the density equation and how can it be determined for rock and mineral samples?
  3. What does weather originate from?
  4. Why does quartz come in more then one color? And how can all be considered quartz?
  5. What is the Green House effect? (and could we survive without it?)
  6. Why are we unable to view a full moon 365 days a year? (explain in detail)
  7. List and define the 3 major types of rocks.
  8. In our discussion of earthquakes we covered the 3 major types of motion associated with them normal, thrust and slip-strike. What type of plate boundaries are associated with each type of fault?
  9. What are the 3 major types of bonding observed in rocks and minerals? Define the primary characteristics of each type of bond.

10) Clean drinking water is considered to be one of the key items to sustain life.  Please comment on the challenges associated with providing all access to it.  I would expect you to comment in the following areas; contamination, purification and distribution.

Section 3:  “Longest Short answer” (15 Points each 30 points)

  1. The global climate is changing. Many of the changes being experienced are believed to be caused by our use and the development of materials.  How are the aspects of our lives (yours) related to these changes and what could be done the in the future help make changes (or slow changes) in our global environment.  In your discussion I am looking for you to relate and comment on topics including, global warming, technology, green solutions and weather.  It is important for you to draw at least 2 connections in your response to show your understanding of the global nature of the issue.
  2. Find a current scientific article (that relates to topics cover this term) and review it for me. Just as you have in the discussion portion of the class all semester. You review should be one paragraph and include a reference.  (this should be a current article not one from “weeks” ago and not one you previously reviewed)

Section 4: Projects  (10 Points)

  1. In your work on your term project what was the most surprising thing you learned? Discuss this and share how it will make you think about global challenges more scientifically?

Conduct a market analysis (Product lines, geographic areas, customers). What can you conclude?

Case #3: Cirque du Soleil – The High – Wire Act of Building Sustainable Partnerships

In responding to each question ensure that your response is relevant to the purpose of the report.

Questions

  1. Identify and describe the current situation (circumstances requiring this report and the purpose of the report).
  2. Identify and describe the current corporate strategy. What makes these problems conclude?
  3. Identify and describe the current corporate. What can you conclude?
  4. Conduct a SWOT analysis and identify the core competitive advantages. What are your conclusions?
  5. Identify and describe the corporation’s value. What can you conclude?
  6. Conduct a market analysis (Product lines, geographic areas, customers). What can you conclude?
  7. Conduct an environment analysis. What can you conclude?
  8. Conduct a financial analysis using Exhibit #7 (% change and % of sales tables). What can you conclude?
  9. Identify and briefly discuss the strategic options available.
  10. What is your recommendation. Justify your recommendation.

Explain in an additional one-two paragraphs whether you agree or disagree with the author and why.

HRM3110 Compensating Human Resources.

Environmental Scanning Article Review Assignment Instructions.

Purpose:

The purpose of the Environmental Scanning Article Review Assignment is to help students synthesize their understanding of the HRM3110 course outcomes to the current, real-world, HR environment of business.

Instructions:

  • Research a current event article related to the assigned topic. Students should focus their research on relevant HR trade publications such as HR Magazine and Workforce Magazine.
    • Topics:
      • Module 1: Article Review 1 – Compensation Strategy
      • Module 3: Article Review 2 – Job Evaluation Methods
      • Module 5: Article Review 3 – Pay-for-Performance’s effect on Motivation
      • Module 7: Article Review 4 – Union Role in Wages and Salary
    • Prepare a two-three paragraph summary of the article.
    • Explain in an additional two-three paragraphs your understanding of the article as it relates to the assignment topic.
    • Explain in an additional one-two paragraphs whether you agree or disagree with the author and why.
    • Explain in the final one-two paragraphs how knowledge of this topic will help you in your future HR career.

Format:

The completed assignment must be prepared in APA format, including the title page, reference page, and in-text source citations. The Article Review will consist of 6-10 paragraphs of body – approximately 1000-1500 words total, not including title and reference pages.