The essential philosophical approach to the research of the thesis is based on hermeneutics. Herein the research process is introduced utilizing a hermeneutic research framework created by Chole & Avison (2007). The aim is to highlight the similarities between the study of the thesis and that of Chole & Avison (2007) to clarify the use of hermeneutics with phenomenography. Chole & Avison (2007) created the framework in the course of their research. They developed the framework on the basis of the structure of understanding and constructivist hermeneutic thought using the key elements from understanding through explanation to interpretation. The elements were discussed logically and they represented one revolution of hermeneutic circle. The discussion is divided into six stages, which are depicted in figure 13. (Chole & Avison 2007.) One of the
essential issue of hermeneutic phenomenography is to describe a phenomenon. Therefore the term ‘explanation’ is replaced by ‘description’ when adapting the framework for the thesis. It changes the approach in this respect: in constructivist hermeneutics explication affects the lines of questionnaires and drives the research process whereas in phenomenography the research is focused on the relationship between the subject and the object.
Fig. 13. A hermeneutic framework for practical research adapted from Chole & Avison (2007: 824).
The aim and the problem of the research of Chole & Avison (2007) are quite similar to the study of the thesis: “The aim … is not to seek out ‘new’ knowledge
but to understand existing knowledge better.” (Chole & Avison 2007: 823). In this
context the hermeneutic problem “is not to search for one best interpretation but
rather the co-emergence of perspectives that result from an active merging of boundaries, or the ‘fusion of horizons’, by researchers and participants.” (Chole
& Avison 2007: 823). Thinking and acting in another way has been highlighted in the thesis. Herein it can be taken into account and applied. In other words, thinking and acting in another way does not necessarily increase new knowledge but expands existing knowledge by crossing over the boundaries. If new knowledge emerges, Chole & Avison (2007) use constructivist hermeneutics when combining new knowledge to existing understanding. It is a process from deconstruction (as understanding) to analysis (as explanation, in this thesis as description) and to interpretation (as understanding differently) where hermeneutic circle is used (Chole & Avison 2007). Chole & Avison (2007) emphasize that the hermeneutic framework is a challenge for the practice of interpretive research in the IS field. In this thesis prejudices and hermeneutic circle are used in the hermeneutic phenomenographic research to enhance
Interpretation Description Understanding Prejudices Conversation Reflection Reconstruction Conversation Fusion
knowing and understanding of the phenomena in question and to describe and interpret the phenomena in question.
The stages of the discussion and their meaning used in the research of Chole & Avison (2007) as well as their congruencies and differences with the research process of the thesis are depicted in table 15 as an example of a summary of the research approach, the research method and of the research techniques used in collecting the empirical data for the study of the thesis.
Table 15. The stages and their meaning in the research of Chole and Avison (2007) and their congruencies and differences with the research process of the thesis.
Stage of discussion
Meaning of the stage in the study of Chole & Avison (2007)
Congruencies and differences with the study of this thesis
The explication of prejudice
To establish a research focus and to transform data into useful and condensed forms following a two-stage process.
1) “To clarify one’s position relative to the phenomena of interest, that is, gain an appreciation of ‘the whole’.” (Chole & Avison
2007: 823).
Here Chole & Avison (2007: 823) used techniques of cognitive therapy to help participants’ self- reflection and to uncover negative thoughts, i.e. “to
identify core attitudes and values, to weight these according to conviction, and to assess the viability of thoughts by outlining alternative perspectives”.
2) “To create a level of critical self-awareness, however incomplete, about the researcher’s interpretive horizons.” (Chole & Avison 2007:
824).
To create a dialectic with the literature to deconstruct ‘the whole’ into constituent ‘parts’. (Chole & Avison 2007: 824).
NLP is used to attend the first stage of the two-stage process. The aim of the interview is not to uncover negative thoughts but to concentrate on the activities that work well. The interview questions help the leaders with their self-reflection and to create alternative perspective of the use of HRIS.
The second stage is not fully completed because the intention is to confront the situation with minimal prejudices of the literature, i.e. to avoid ready-defined concepts and ready-imagined theories, which could disturb to listen to what the
Stage of discussion
Meaning of the stage in the study of Chole & Avison (2007)
Congruencies and differences with the study of this thesis
Formulating lines of enquiry
To create a richer appreciation of a researcher’s interpretative position (relative to the whole) and associated research horizons (relative to the parts). (Chole & Avison 2007: 824).
‘Parts’ are key elements of the ‘whole’ and used as themes in discussion while collecting data during an active interview. (Chole & Avison 2007: 824).
“New information is assessed relative to what was understood before, and what can be explained now, in terms of what this means for the future.”
(Chole & Avison 2007: 824–825).
Unlike in constructivist hermeneutics in hermeneutic phenomenography a phenomenon is described as it is by the interviewees. The relationship between the subject and the object is essential when creating conceptions and understanding.
Conducting the active interview
Active interview:
- interviewee and interviewer are equal partners - is theme oriented
- to understand the meaning offered by interviewees
- “the key is to focus on nuanced descriptions that
depict the many differences and varieties of a phenomenon” (Chole & Avison 2007: 825).
Using the ideas of NLP includes similar issues as the active interview. The key is to discover tacit
knowledge.
Describing phenomena is similar to phenomenography.
Analyzing a
priori codes
“To categorize data and identify connections as a means of explanation.” (Chole & Avison 2007:
825)
“To produce a thick description of the
phenomenon and its constituent parts rather than an explanation of how those parts are connected.”
(Chole & Avison 2007: 825). Analysis of two types of data
1) feelings surrounding the interview event
2) the transcribed interviews (Chole & Avison
2007: 825).
“The researcher decides which elements are significant.” (Chole & Avison 2007: 825).
The conversational rounds of interviews can be held to verify the codes (Chole & Avison 2007: 825).
Tables and mind maps are used to categorize and code data.
Parts of the phenomenon and their connections are described.
The analysis of leadership is divided into two parts to discover tacit knowledge and EI:
- behavior, actions, reactions, abilities, knowledge and skills - important factors, beliefs and
values.
The author decides on the significance of elements.
NLP emphasizes interview rounds to verify data.
Stage of discussion
Meaning of the stage in the study of Chole & Avison (2007)
Congruencies and differences with the study of this thesis
Breakdown in prejudices
“Refers to the discrepant experiences, or theoretical anomalies, that may appear during data analysis.” (Chole & Avison 2007: 826).
The researcher has to make sense of the new information before continuing interpretation. This involves reductionist approach: “phenomena are
(artificially) restricted to a finite set of occurrences or issues that can be explained, and subsequently, understood” (Chole & Avison 2007: 826).
To understand new information within the context of what is already known. (Chole & Avison 2007: 826).
“The researcher may ‘borrow’ preconceptions used to explain other phenomena as a bootstrapping exercise or highlight additional sources of literature for review.” (Chole & Avison
2007: 826).
“The researcher seeks to verify their partial explanations and develop their incomplete understanding about some previously taken-for- granted aspect of the phenomena.” (Chole &
Avison 2007: 826).
The use of HRIS in leadership comparing the conception of its use in the organization.
The descriptions of phenomena are restricted to a finite set of occurrences and issues.
It is succeeded in the study of the thesis.
Combination of leadership, HRM, tacit knowledge and EI.
The meaning of knowledge and its ‘processing’ in IS.
Fusion of horizons
“The aim is to create, through shared meanings, new conceptions that transcend originally held meanings.” (Chole & Avison 2007: 826). “The researcher needs to be able to distinguish between partial fusions (as they relate to specific themes or issues) and Verstehen (an
understanding of the complexity of issues as a whole).” (Chole & Avison 2007: 826).
“The researcher begins to combine elements of the research process into a story. Weaving this story involves large amounts of intuitive decision- making regarding elements of emphasis. In presenting the story to the reader, the researcher- as-author continues to refine, reject, and highlight different elements into a coherent whole.” (Chole
& Avison 2007: 826).
The aim of the thesis is to produce other viewpoints to existing conceptions.
This is essential also in the study of the thesis.
The intention is to combine a story of the research process. It tells the path from methodological research choices to concrete studies ending to implications and contributions.