Mode 1 and Mode 2 research

After establishing the criteria between quantitative, qualitative, and mixed methods the research should be designed for its market audience which explored in this section. Research papers are developed to reach academic or professional markets and the preparation and presentation is very different.

Management researchers working in an academic environment are expected to present their works within a strictly disciplined and codified fashion. Their works to be published within the academic community are demanded to meet criteria that shows a research trail to justify their work and differentiates between the deductive researchers who questions whether they have rigorously applied the appropriate techniques to get closer to the truth, while the inductive researchers often question their involvement with the object of inquiry and their ability to capture as accurately as possible local meanings. (Holland, 1999)

The dissemination of knowledge derived from academic research tends to stay within the academic community and the language if not alien, is difficult to absorb by the practitioner who although may identify with the findings may determine that the presentation has little interest.

An academic researcher’s goal is to construct a better model of understanding in the organizational world, Keleman and Bansel (2002) suggested that in contrast, practitioner-oriented research aims to prescribe how managers should act in the real world in order to improve organizational performance and output.

109 Mode 1 and Mode 2 form the different research development criteria for the academic

and practitioner lead researcher. Table 3-3 has been developed based on the data from Keleman and Bansel (2002) to identify the issues.

Table 3-3: Facets of enquiry to establish approach to Mode 1 and 2

Mode 1 Mode 2

Academic peer review determines the problems that are important. Problems are defined in terms of criteria that reflect the intellectual interests and preoccupations of management academics.

Incorporate a wider range of intellectual interests, being driven by the market and the practicable applicability of

knowledge.

Located in universities. Located in research centres, government agencies, industrial laboratories, think- tanks, consultancies, multinational firms, network-firms and small hi-tech firms. Construct or test theory that can be tested

in time or space.

Gaining insights into a particular context with a view to providing a practical solution to identified problems (action research).

Tends to be elitist, is governed by, reflects and re-enacts academic interests.

Pluralist, tries to accommodate and allow for a wider range of interest as they exist within a particular economic and social setting.

Knowledge produced is mainly theoretical and codified.

Knowledge produced is more applied, being embedded in context.

Knowledge travels linearly through institutionalised disciplinary channels aiming to reach academics within the same discipline.

Knowledge travels in an ad hoc manner across a wide range of potential sites of knowledge aimed at management researcher and practitioners.

110 Management researchers can only reach a wider audience by working in partnership

with practitioners and as such the language and purpose of research is meaningful to both parties. This would not be an efficient source of enquiry for much research as the results of research are intended for their own academic or practitioner audience.

Table 3-4: Dimension of Mode1 and Mode 2 research

Mode 1 Mode 2

Context Cognitive. Social and Economic.

Research boundaries Disciplinary. Transdisciplinary.

Aim of inquiry Theoretical replicability. Gaining insights useful to industry, government, society.

Stakeholders Academics. Networks of academics and

practitioners.

Research ideology Elitist. Pluralist.

Outcome Basic research and applied research.

Applied research.

Type of knowledge Codified. Tacit and codified.

Theoretical development

Linear. Incremental.

Knowledge growth Homogenous. Heterogeneous.

Chronology Consumption subsequent to production. Simultaneous production and consumption. Knowledge dissemination Institutionalised disciplinary channels.

Embedded in the practical context.

Methods Bound by discipline. Negotiated within the

specific context.

Type of reflexivity Method reflection. Socially and contextually bound.

There is much debate as is highlighted in (Keleman and Bansel, 2002) paper, where a collaborative approach to trans-disciplinary research could be acceptable to from

111 academic – practitioner audience and vice-versa. The most important dimensions are

presented in Table 3-4 as identified by (Keleman and Bansel, 2002). The next section explores how information is disseminated with examples for Disciplinarily and Interdisciplinary Modes for Information Movement.

Griffith, (2006) quotation is a central theme on the research question describing the built environment as having multi disciplines. The multi-disciplines within the built environment are required to work together in what has largely been accepted by a body of scholarship to be determined as an inter-disciplinary movement. Jantsch (1972) categorizes the four stages of discipline in multi-disciplinarity, pluri- disciplinarity cross-disciplinarity and inter-disciplinarity.

Multi-disciplinarity can be defined where a number of actions are taking place and where there is no interaction or integration between disciplines. Pluri-disciplinarity is the first stage of cross information where information is randomly exchanged.

Cross-disciplinarity is the second stage. This one directional flow of information is without any structure in place to offer “feedback” there is no guarantee of a free flow of information. This may be expressed as “goes without saying” or (Jantsch refers to this as axiomatics). Finally inter-disciplinarity is the last of the models to be viewed. Jantsch describes this as disciplines of knowledge are brought together in a structure which reflects “basic themes of society or need area” rather than having their own disciplinary identities.

The four stages of discipline in multi-disciplinarity, pluri-disciplinarity cross- disciplinarity and inter-disciplinarity offer the ranges of transference of knowledge from independent knowledge acquirement found in multi-disciplinarity through to a comprehensive flow and transference of knowledge conferred in the inter- disciplinarity. There are advantages to be found in each of the four disciplines but these models should be consulted in the planning stage to identify which may be found the most suitable.

Identified above are four examples pertaining to the disciplinarity modes. These examples illustrate a diverse application outside that of the built environment,

112 however Chynoweth (2006) cited (Jantsch, 1972) who in turn cited Architecture and

Urban and Regional Planning as an example in Figure 3-3 below a model which is included to show a specific model within the built environment aspiring to true inter- disciplinarily.

Figure 3-3: The Built Environment Interdisciplinary (after Jantsch, 1972)