Organizational Video-Ethnography Revisited: Making Visible Material, Embodied And Sensory Practices

182 Pages·2021·3.431 MB·English

by  Sylvie Grosjean, Frederik Matte

Organizational Video-
Ethnography Revisited
Making Visible Material,
Embodied and Sensory
Practices
Edited by
Sylvie Grosjean
Frédérik Matte
Organizational Video-Ethnography Revisited
·
Sylvie Grosjean Frédérik Matte
Editors
Organizational
Video-Ethnography
Revisited
Making Visible Material, Embodied and Sensory
Practices
Editors
Sylvie Grosjean Frédérik Matte
Department of Communication Department of Communication
University of Ottawa University of Ottawa
Ottawa, ON, Canada Ottawa, ON, Canada
ISBN 978-3-030-65550-1 ISBN 978-3-030-65551-8 (eBook)
https://doi.org/10.1007/978-3-030-65551-8
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Contents
1 Introduction 1
Sylvie Grosjean and Frédérik Matte
1.1 Video-Based Research in Organizations 2
1.2 Studying the Material, Embodied, and Sensory
Practices in Organizations 4
References 9
Part I Video-Ethnography and Reflexivity-in-Practice:
Making Visible the Embodied and Sensory
Dimensions of Work Practices
2 Video-Ethnography and Video-Reflexive Ethnography:
Investigating and Expanding Learning About Complex
Realities 15
Rick Iedema and Jeff Bezemer
2.1 Introduction 16
2.2 Background: Video-Ethnography and Video-Reflexive
Ethnography 17
2.3 Two Video-Based Studies 21
2.3.1 ‘I Think You’re Fine There’ 21
2.3.2 ‘That’s a Good Idea’ 26
v
vi CONTENTS
2.4 Discussion 29
2.5 Conclusion 29
References 32
3 The Epistemic Use of the Body in Medical Radiology:
Insights from Interactional Video-Ethnography 37
Laurent Filliettaz
3.1 Learning Beyond Formal Education 38
3.2 Interaction Analysis as Research Method for Workplace
Practice 39
3.3 Instructed Actions in the Workplace 40
3.3.1 Instruction as a Framed Experience 40
3.3.2 Instruction as an Epistemic Practice 42
3.3.3 Instruction as a Multimodal Meaning-Making
Process 43
3.4 Becoming a Medical Radiologic Technologist 45
3.4.1 Reframing a Work Experience 47
3.4.2 Configuring Epistemic Territories 50
3.4.3 Sharing a Sensory Experience 52
3.5 Transforming Work Situations into Learning
Opportunities 54
Appendix: Transcription Conventions 55
References 55
4 The Two-Sides of Video-Ethnography for Studying
“Sensing-at-Distance” 59
Sylvie Grosjean, Frédérik Matte, and Isaac Nahon-Serfaty
4.1 Introduction 60
4.2 Senses and Telemedicine 61
4.3 Video Self-Confrontation as Social Reflexivity 63
4.4 The Two-Sides of Video-Ethnography 64
4.4.1 The“BrightSide”:VideoRecordingsofClinical
Practices in Telemedicine 65
4.4.2 The “Hidden Side”: Video Self-Confrontation
to Reveal “Sensory Awareness” 67
CONTENTS vii
4.5 Conclusion 72
References 73
Part II Video-Ethnography and Organizing Spaces:
Sensing Places and the Multiple Nature of
Working Spaces
5 Practising Diffraction in Video-Based Research 79
Jeanne Mengis and Davide Nicolini
5.1 Introduction 80
5.2 Practising Diffraction by Reading Texts Intra-Actively 82
5.3 Practising Diffraction by Reading the Performing
of an Apparatus Through Another 86
5.4 Practising Diffraction by Creating Intra-actions
Among Different Forms of Participation
in Interventionist Research 90
5.5 Concluding Remarks 93
References 94
6 Using Video Methods to Uncover the Relational,
Interactional and Practical Constitution of Space 99
Nicolas Bencherki
6.1 Introduction 100
6.2 Space as a Relational Accomplishment 101
6.3 Moving Images as Relational Systems 103
6.4 Studying Relationality as a Communicative
Accomplishment 104
6.5 An Illustration: Video Shadowing the Constitution
of Space 107
6.6 Discussion: Learning About Space Through Video
Shadowing 110
References 112
viii CONTENTS
7 Participant Viewpoint Ethnography and Mobile
Organizing 117
Elizabeth Wilhoit Larson
7.1 Introduction 118
7.2 Visual Research Methods 119
7.3 Research Context 119
7.4 Participant Viewpoint Ethnography 120
7.5 Evaluation of PVE for Studying Mobile Organizing 124
7.6 Future Directions in Mobile Organizing Research
and PVE 126
References 127
Part III “Outsider” and “Insider” Video-Ethnographer:
Exploring Multimodal and Multisensorial
Workplace Settings
8 Doing Video Ethnography Research with Top
Management Teams 133
Feng Liu, Michael Jarrett, and Linda Rouleau
8.1 Introduction 134
8.2 Video Ethnography: What Is It? 135
8.3 “Etic” and “Emic”: Crossing the Divide 137
8.3.1 “Etic” vs. “Emic” Approaches to Research 137
8.3.2 The Refining Approach 140
8.3.3 The Distributive Approach 142
8.3.4 The Holistic Approach 145
8.4 Conclusion 148
References 151
9 Complementing Video-Ethnography: The Uses
and Potential of Mundane Data Collected on Social
Media 155
Viviane Sergi and Claudine Bonneau
9.1 Introduction 156
9.2 Mainstream Social Media as Windows
into the Mundane Aspects of Work and Life 157
CONTENTS ix
9.3 The Contribution of Mundane Data
to Video-Ethnography 161
9.3.1 Feeding in Situ Video-Ethnographic Data
Collection 162
9.3.2 Expanding the Site of Video-Ethnography 164
9.3.3 Documenting Dimensions of Practice 165
9.4 Ethical Considerations 167
9.5 Concluding Remarks 168
References 169
Index 173
Notes on Contributors
Nicolas Bencherki is an associate professor of organizational commu-
nication at TÉLUQ Montréal, Canada. His work investigates the way
communicationandmaterialityconstituteorganizationalreality,including
classic notions such as strategy, authority or membership, using ethno-
graphic and action-research approaches. His work has been published,
among others, in the Academy of Management Journal, Organization
Studies, Human Relations, Long Range Planning, Strategic Organiza-
tion, the Journal of Communication, and Communication Theory.
Jeff Bezemer is Professor of Communication at University College
London (UK) and Director of the Centre for Multimodal Research at
the UCL Institute of Education. His interests are in social interaction,
technologyandlearning.Hisresearchisfocusedon(video-)ethnographic
studies in health care settings, including the operating room, inten-
sive care unit, and ambulance service. Recent books include Multi-
modality, Learning and Communication: A Social Semiotic Frame (with
Gunther Kress); and Introducing Multimodality (with Carey Jewitt and
Kay O’Halloran).
Claudine Bonneau is Associate Professor at UQAM School of Manage-
ment in Montréal, Canada. She is a member of the Laboratory for
Communication and the Digital (LabCMO) and teaches in graduate and
undergraduate programs in Information Technology. Her current work
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