THE USE OF A GROUP DYNAMICS LABORATORY IN PROCESS CONSULTATION ? A CASE STUDY SET IN THE BANK OF CALCUTTA ? I

1972 ◽  
Vol 9 (3) ◽  
pp. 314-336 ◽  
Author(s):  
Gouranga P. Chattopadhyay
Author(s):  
Kasey Barr ◽  
Alex Mintz

This chapter examines the effect of group dynamics on the 2016 decision within the administration of President Barack Obama to lead the international coalition in a mission to liberate Raqqa, Syria, from the Islamic State. The authors show that whereas the groupthink syndrome characterized the decision-making process of the US-led coalition’s decision to attack Raqqa, it was polythink that characterized the decision-making dynamics both in the US-led coalition and within the inner circle of Obama’s own foreign policy advisors. Through case-study analysis, the authors illustrate that groupthink is more likely in strategic decisions, whereas polythink is more likely in tactical decisions.


2018 ◽  
Vol 51 (4) ◽  
pp. 515-530 ◽  
Author(s):  
Harold Behr

This article explores the metaphor of the scapegoat by offering a case study taken from the history of France at the turn of the 20th-century. The case is presented of a French army officer, Captain Alfred Dreyfus, whose wrongful conviction for treason created an international sensation and tore French society apart. The author outlines the general features of the scapegoating dynamic and applies them to the Dreyfus case. He sets out the flow of events from Dreyfus’s first trial through to the official declaration of his innocence a century after his conviction, illustrating the tenacity of the scapegoating dynamic when an entire nation is caught up in the process. The view is put forward that it was the dramatic intervention by the novelist Emile Zola in the Dreyfus case which arrested the scapegoating process. The author asks what the implications of this might be for group analysis. At the centre of the Dreyfus case was the fact of his Jewishness. The author depicts anti-Semitism as a deeply rooted set of assumptions based on myths about the Jews. He touches on the origins of these myths in early monotheistic theology and in the political ideology of the Far Left and the Far Right. An explanation is offered for the persistence of these myths in our culture, which may extend to our understanding of myths surrounding other peoples and societies. The author concludes with some reflections on the recurring nature of the scapegoat phenomenon.


Author(s):  
Katia González ◽  
Rhoda Frumkin ◽  
John Montgomery

In this chapter, the authors discuss ways in which pedagogical considerations involved in using a theoretical framework for self-inquiry and socially constructed knowledge led to the selection and implementation of mapping as a tool to (1) activate prior knowledge and scaffold content and process for pre-service educators working with students and families who are at risk and (2) assist adult learners in organizing multiple perspectives during small and large group discussion, while developing critical thinking and shared leadership skills through meaningful connections and action. A case study on how the utilization of a multidisciplinary approach informed the type of curriculum decisions to engage learners is provided. The case study also illustrates when and why instructional techniques and strategies were introduced and embedded to encourage both interactions and discussions focusing on modeling the ongoing use of skills for critical thinking and how each mapping strategy/tool served as a formative and summative assessment plan to improve verbal and written communication.


2019 ◽  
Vol 18 ◽  
pp. 160940691984301 ◽  
Author(s):  
Ricardo A. Ayala ◽  
Tomas F. Koch

Although systematic observation and interviews are the most common techniques in ethnography, a deep understanding requires research tools adapted to exploring beyond the observational scope. Nonconventional methods can support ethnography and complement observations and thus refine the construction of meaning. Qualitative research literature deals disproportionately more with some forms of data, typically text, lacking a structured method for visuals. This article arises from a case study using nonconventional methods, such as sociograms and participant-made drawings, and presents a structured method to attain enriched ethnographic analysis. Using this structured method, the research then draws on representation, visualization, and interaction as ports of entry into group dynamics. The aim being to open a way to discovery when visual and interactional representations do not easily translate into words. Spoken language presupposes an ability to capture and convey thought with precision and clarity and to know how the interlocutor may interpret words. A structured method to analyze images can fruitfully assist in the process. Since every research participant has a view on or a way of making sense of the research subject, the method is universal in application.


2016 ◽  
Vol 20 (3) ◽  
pp. 465-483 ◽  
Author(s):  
Ilpo Pohjola ◽  
Anu Puusa

Purpose This paper aims to examine the dynamics of a community of practice (CoP) through a case study of eCars – Now! They offer open-source blueprints of the electric conversion kits globally. The authors analysed the CoP by considering its entire life cycle, starting from the motives for its establishment, through its active performance, up to the current stage, where the members need to decide whether the community will remain viable. Particular attention was paid to the group dynamics and issues that seemed relevant to the change in dynamics which determine whether a CoP maintains its vitality or dissipates. Design/methodology/approach The qualitative case study was chosen as the research strategy (Yin, 1984) to answer the research question and understand the target phenomenon of the CoP by analysing textual data. This particular case was chosen because of its unusual revelatory value for the case CoP which aims at creating a tangible innovation by using a platform that normally aims at intangible problem-solving (Eisenhardt and Graebner, 2007). In the data collection, the authors used method and researcher triangulation (Patton, 1990). Findings Life cycle analysis revealed four themes that explained the change in the group dynamics and the dispersal of the community: differentiation and dispersal of interests, growth that resulted in role differentiation, virtuality in community development and inclusion of investors. The themes were all related to the fact that the case community operated with not only knowledge, but also with a tangible product. Therefore, the tangibility of a problem to be solved seems to play a pivotal role in a CoP’s operations and dynamics and, in part, also explains the changing role of information and communications technology (ICT) in the process. Research limitations/implications However, this paper identified also different ways to characterize community participation, which was also relevant from group dynamics point of view. Thus, the topic should be studied further. Group dynamics in general, as it relates to the success of CoPs, should be also investigated further. Additional studies should implement the inclusion of external resources in the community. Further research is also needed to investigate tangible and intangible outcomes achieved through CoPs. Much of the available research was conducted over short periods; prolonged interactions in a CoP context could show different results. Practical implications In conclusion, at the beginning of the life cycle of the eCars community, ICT played a significant role. It helped increase awareness of the community in the first place and enabled people to join in, which thus enabled the community to evolve. When the operations evolved and the life cycle progressed, both the physical meeting place as well as personal interaction and communication became emphasized and much more important. In the maturing stage, the role of ICT, and especially social media, is the essential part of the community. Social implications This analysis suggests that at the early stage of a community, the plans can be somewhat random, even utopian, but when the community evolves, this uncertainty can become a problem. First, it affects achieving the actual, and in this case, concrete results. Second, uncertainty and unclarity dampen enthusiasm and motivation, which are of utmost importance due to the voluntary participation. This paper also concludes that when the operations evolved and the life cycle progressed, both the physical meeting place as well as personal interaction and communication became increasingly important. Originality/value This paper argues that the ideological basis for this kind of community should be openness. All information should be available for everyone who registers to the community platform on the internet. This community was working in the mindset of open innovation. Technical documentation and all other material were available for everyone in the community’s wiki pages, which attracted a lot of people who were delighted by eCars. Many advisors delivered technical information and good advice to the practitioners of the community through the platform. The hang arounds were also very well-informed in this stage regarding how the core group was working.


2005 ◽  
Vol 33 (3) ◽  
pp. 205-222 ◽  
Author(s):  
Mercedes Fisher ◽  
Gregory S. Thompson ◽  
David A. Silverberg

Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study collected over a two-year span to identify design ideas, structures, and perceptions of effective collaboration and performance. Group formation, support, and sustainability are also explored. Examples are included that not only describe what participants saw as enabling aspects of the structure but also ways in which novice instructors can enhance curriculum development around readings and online discussion. These findings indicate a high index of collaboration and completion compared to homogenous classes where students work on their own.


2018 ◽  
Vol 10 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Julia Ferrandiz ◽  
Pilar Fidel ◽  
Andrea Conchado

Purpose The purpose of this paper is to improve the current knowledge of the effects of a higher education program for entrepreneurs, integrated in an entrepreneurial ecosystem, in the entrepreneurial intention of the students. Design/methodology/approach For this, group dynamics have been carried out with the students to know the process of entrepreneurial learning, the acquisition of competences, the mentoring received and the influence of the program in its entrepreneurial intention in the short and medium term. Findings The results suggest that the program positively influences students’ entrepreneurial intention, especially in the medium term. In particular, they point out that working personal skills in the program contribute to the development of their entrepreneurial project. On the other hand, mentoring requires a more methodical accompaniment and a greater degree of specialization of the mentors. Research limitations/implications This research represents an excellent first step toward a better understanding of the factors that influence entrepreneurial intention. In addition, they lead to improve existing knowledge about the impact of entrepreneurial higher education. The only limitation of the paper is given by its nature as a case study. Practical implications The case study aims to provide the results of the practical experience of a higher education program in entrepreneurship and serve as a basis for future lines of research that address the research gap based on the need of identification of best practices in entrepreneurship education and entrepreneurial behavior. Social implications This work brings practical experience that inspires diverse social actors as managers of higher education programs, managers of ecosystems entrepreneurs and public institutions. Originality/value Our findings respond to previous concerns on the results of programs aimed at training future entrepreneurs. Besides, this work describes an interesting case study based on a postgraduate program, while most of the previous studies have been limited to undergraduate programs.


2018 ◽  
pp. 156-178
Author(s):  
Ellen Foyn Bruun

This article addresses theatre production working with scripts. First, I look at the hegemonic status of the play text in the history of Western theatre and how this was challenged during the twentieth century. Then I present relevant theoretical perspectives for developing methods integrating script in ensemble theatre. These are drawn from dramaturgy today and physically based improvisation. The main body of the article is a case study of a student production of The Caucasian Chalk Circle by Bertolt Brecht. The students produced their unique version of the play in collaboration. The study demonstrates how dramaturgical competence was developed as a collective resource. The findings reveal that the dramaturgical processes of text, performance and group dynamics were interdependent in a complex system. Reflexive practice therefore stands out as an important learning point. The article is aimed at teachers, directors, facilitators and students in educational contexts, and others that use theatre production as a learning arena.


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