Download - 2011.04.15 bring knowledge to life
1
Warwick Business School
Bring Knowledge to Life:A Case Study of
National Palace Museum, Taipei
Jimmy HuangWarwick Business School
Can knowledge trigger emotionexperience?
2
Warwick Business School
Intellectual origins (I)
• Knowledge and knowing– Encultured knowledge (Blackler, 1995)– Felt quality of knowing (Piaget, 1958)– Generative dance between knowledge and
knowing (Cook & Brown, 1999)– “If you have to ask what jazz is, you are never
going to get to know” (Geerts, 1983, p. 94)
Warwick Business School
Intellectual origins (II)
• Emotion experience– The conscious appraisal of external stimuli,
experience of changes in core affect, overt readinessfor action(s) to direct away or towards the stimuli(Russell, 2003)
– First and second order emotion experience (Lambie &Marcel, 2002)
– The notion of hodological space (Lewis, 1952; Frijda,2005)
3
Warwick Business School
Knowing as emotion experience
• Why individuals yield different emotionexperiences to the same knowledgepresented to them?
• How can the process of knowing bedesigned and enacted to make it becomea more meaningful experience?
Warwick Business School
Methods• Research design: a grounded theory approach
(Strauss & Corbin, 1998)• Data collection
– Between December 2006 and April 2009– Interviewing: 19 interviewees– Focus groups: 20 participants– Participative observations: 14 guided tours– Documentations
4
National Palace Museum, Taipei
Warwick Business School
Emerging findings• Organising exhibitions as a means of
actualising institutional goals• Exhibitions as encapsulated spaces of
cultural knowing• Reconstructing, narrating and
experiencing culture• Emotionalising knowledge
5
Coding schemes
6
Warwick Business School
This ten-lobed lotus bowl has gently curved sides, asubtly flaring rim, smooth transition from one petal lobeto the next, and a relatively tall ring foot. The blue-greenglaze, from rim to the base, is uniformly thin and opaque,with fine crackling. During firing, this piece wassupported by five tiny points underneath the ring foot,and these are the only parts of the body not covered bythe glaze. At these points, it is possible to make out thegrayish-yellow unglazed ceramic body.
7
New theory
Open coding
Axial coding
Selectivecoding
Open sampling
Relational &variationalsampling
Discriminatesampling
Theoreticalsaturation
Codingprocesses
Samplingprocesses
New theory
Open coding
Axial coding
Selectivecoding
Open sampling
Relational &variationalsampling
Discriminatesampling
Theoreticalsaturation
Codingprocesses
Samplingprocesses
Densifyingcategories
Developing &Relating
categories
Maximizingcategories
Samplingfoci
8
New theory
Opencoding
Axialcoding
Selectivecoding
Opensampling
Relational &variationalsampling
Discriminatesampling
Theoreticalsaturation
Codingprocedures
Samplingguidelines
Generatingbuildingblocks
Relatingstructure with
process
Integration &refinement
Contextualframing
Structural &processual
shaping
Storylinerefining
Emergingtheory
Samplingdecisions
Selectivecodingphase
Axialcodingphase
Opencodingphase
Warwick Business School
Conclusion and implications
• Theoretical implications– Adding emotion experience to the theorisation of
knowledge and knowing– The process of emotionalising knowledge
• Methodological implications– How theoretical opportunities emerged during a
grounded theory can be managed?– The potential of using grounded theory to materialise
interdisciplinary research