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| Preface | |
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| Acknowledgments | |
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| Introduction: Themes and Exemplars | |
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| The Orthodox Ideal of Inquiry | |
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| Reactions: Critical, Defensive, and Constructive | |
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| Toward Undermining Debate | |
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| Equivoque, Alternatives, and Trade-offs | |
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| Toward Making Sense of Choices | |
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| Getting Acquainted with Inquiry | |
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| Embracing Inquiry as Learning | |
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| The Guest Lecturer | |
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| The Making of a Scientist | |
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| What Is Science? | |
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| Kim Encounters Atlas | |
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| Summary | |
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| Mapping the Domain of Inquiry | |
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| Inquiry as Making Meanings | |
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| The Research Process | |
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| Framing Research: Models and Theories | |
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| Framing Knowledge: Philosophic Context | |
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| Summary | |
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| The Philosophical Context of Inquiry | |
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| The Frame of Paradigm | |
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| Origins, Definition, and Function | |
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| Two Dimensions, Four Paradigms | |
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| Paradigmatic Communities | |
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| Applications to Organization Theory | |
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| Paradigm Shifts | |
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| Summary | |
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| Images of Human Nature | |
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| About Images | |
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| Images Throughout History | |
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| Social Science Images | |
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| Human Nature and Organization Theory | |
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| Summary | |
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| Choices about Reality and Knowing | |
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| The True and the Known | |
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| Two Contrasting Modes of Inquiry | |
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| The Range of Core Assumptions | |
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| Traditional Positivism | |
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| Socially Constructed, Administrative Science Is | |
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| Summary | |
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| The Impact of Ideology and Values | |
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| Ideology Critique | |
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| Explanations of Ideologies | |
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| Ideologies in Organisation Studies | |
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| Scientific Ethos | |
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| The Value-Oriented Bias of Social Inquiry | |
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| Whose Side Are We On? | |
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| Values in Inquiry | |
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| Summary | |
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| Allegiances to Schools of Thought | |
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| Theoretical-Methodological Subcultures | |
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| An Expanding Variety: Management Schools of Thought | |
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| Summary | |
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| Centering Inquiry: Models and Theories | |
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| Models and Theories: Purposes and Reach | |
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| What a Theory Is and Is Not | |
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| What Theory Is Not | |
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| What Theory Is Not, Theorizing Is | |
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| Comments on "What Theory Is Not" | |
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| Functions of Theories | |
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| Summary | |
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| Patterns and Criteria of Theories | |
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| Types of Theories | |
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| Three Conceptions of Theory | |
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| A Typology of Explicative Models | |
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| Variance and Process Theories | |
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| Thorngate's Criteria and Their Tradeoffs | |
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| Theory Evaluation Criteria | |
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| Summary | |
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| Theorizing | |
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| Two Contrasting Strategies | |
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| Theory Construction | |
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| Toward a Method of Theorizing | |
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| Strong Inference | |
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| Summary | |
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| The Research Process | |
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| Inventing and Framing Research Questions | |
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| The Importance of Questions | |
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| Question Creation in Organizational Research | |
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| Problem-Oriented Research | |
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| A Theory-Focused Approach | |
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| Ploys for Question Generation | |
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| That's Interesting! | |
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| Summary | |
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| Planning for Answers: Strategies and Designs | |
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| Research Strategies and the Three-Horned Dilemma | |
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| Basic Designs: Features and Assessment | |
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| Taking Extreme Cases Seriously | |
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| N = 1 | |
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| Mixing Levels of Analysis | |
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| Summary | |
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| Acquiring and Handling Data | |
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| Concept Formulation Before Methods | |
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| Characteristics and Difficulties of Settings | |
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| The Representativeness of Phenomena | |
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| Breaking Up the Mono-Method Monopolies | |
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| Issues with Self-Reports | |
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| Observer Effects | |
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| On Removing Measurement Bipolarity | |
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| Summary | |
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| Data Sensemaking | |
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| Toward Understanding Scientific Understanding | |
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| The Initial Examination of Data | |
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| Validity and Correlational Research | |
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| Concerns About Statistical Data Analysis | |
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| Guidelines for Selecting a Level of Significance | |
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| A Few Precepts for Interpretation | |
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| Summary | |
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| Sharing Research Contributions | |
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| Living Inquiry | |
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| Considerations for Inquiry's Journeys | |
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| Learning and Knowing | |
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| Socialization and Identity Creation | |
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| Scholarly Activities: Career Archetypes and Consequences | |
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| Relationships Among Scholars | |
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| Mintzberg on Passion in Science | |
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| A Scholar's Quest | |
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| Summary | |
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| Reprise | |
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| References | |
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| Credits | |
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| Index | |