Theory building
以下、参考になると思った箇所の抜粋。1: Bergh, D. (2003). From the Editors: Thinking strategically about contribution.
- “determining whether a manuscript would be accepted or rejected was the strength and importance of the study it reported.”
- “thinking about manuscripts as “firms” competing for limited resources”
- the firm must match its environment (the manuscript must match its journal
- the closer the link, the higher the performance(the higher the likelihood of publication)
- “methodological features without an attendant theoretical contribution do not fare well”(at AMJ)
- “why the methodological advance is important”
- 3 Tests
- the contribution is valuable; adding an insight that is important and relevant for other researchers and/or practitioners
- the content of the contribution is imitable; specific to the theory that it is trying to extend or revise
- rareness; a contribution is surprising and unexpected, a novel and unique insight
2: Fulmer, I. S. (2012). Editor’s Comments: The Craft of Writing Theory Articles-Variety and Similarity in AMR
- “a necessary part of the crafting is in the conceptualization of good theory, but equally important is structuring the paper well”
- The Title and Abstract:
- to clearly name and describe the core constructs and aims of the article
- Organization of Major Sections:
- roughly map onto the conceptual model depicted in the first figure of their article
- key constructs are identified and defined in the introduction or in the first formal section
- offering suggestions for managerial practice
- Propositions and Other Tools
- propositions themselves are clearly worded, using the same terminology as is used in the rest of the paper
- The Use of Tables and Figures
- the propositions are labeled as such (P1, P2, etc.) in the relevant figure.
3: Corley, K. & Gioia, D. (2011) Building theory about theory building: What constitutes a theoretical contribution?
- a complete theory must contain four essential elements(e.g., Dubin, 1978): What, How, Why and Who-Where-When
- “What and How describe, Why explains”
- “What and How provide a framework for interpreting patterns, or discrepancies, in our empirical observations”
- What
- comprehensiveness and parsimony
- How
- “How are they related?”
- a visual representation often clarifies the author’s thinking and increases the reader’s comprehension
- Why
- “What are the underlying psychological, economic, or social dynamics that justify the selection of factors and the proposed causal relationship?”
- “Why should colleagues give credence to this particular representation of the phenomena?”
- “it commonly involves borrowing a perspective from other fields”
- Who, Where, When
- “these conditions place limitations on the propositions generated from a theoretical model”
- “few theorists explicitly focus on the contextual limits of their propositions”
- Contribution to Theory Development
- proposed improvements addressing only a single element of an existing theory are seldom judged to be sufficient.
- theoretical critiques should marshal compelling evidence
- theoretical critiques should propose remedies or alternatives
- Factors Considered in Judging Conceptual Papers
- What’s new?
- “Does the paper make a significant, value-added contribution to current thinking?”
- So What?
- “Will the theory likely change the practice of organizational science in this area?”
- Why so?
- “Are the underlying logic and supporting evidence compelling?”
- Well done?
- “Does the paper reflect seasoned thinking, conveying completeness and thoroughness?”
- Done well?
- “Is the paper well written? Does it flow logically? “
- Why now?
- “Is this topic of contemporary interest to scholars in this area?”
- Who cares?
- “What percentage of academic readers are interested in this topic?”
- What’s new?
4: Byron, K., & Thatcher, S. M. (2016). Editors’ comments:“What I know now that I wish I knew then”—Teaching theory and theory building.
- How Do You Build a Good Theory?
- Exercises
- writing a paragraph explaining the basic idea and why it is important
- creating a visual presentation, where relevant, of what the model looks like ( e.g., a flowchart, a process model, a 2 × 2 matrix)
- explaining the idea verbally
- creating an annotated bibliography of approximately fifty articles that explains how each article relates to your idea
- developing a set of propositions
- writing a “bare-bones” draft of the paper that outlines the basic logic of your model.
- Exercises
5: Ragins, B. R. (2012). Editor’s Comments: Reflections on the Craft of Clear Writing
- Writing is a craft, but when it is done well, it becomes an art.
- The Hook: Creating a Tasty Appetizer
- “I like the last line of the first paragraph to provide a brief preview of the intended contribution, with more comprehensive statement of the intended contribution somewhere within the first 3 pages”
- 1st paragraph
- specifying the stream of literature that you’re contributing to
- 2nd paragraph
- articulating what problem(s) you’re trying to solve
- 3rd paragraph
- answer the question: How will you solve the problem(s) that you have identified?
- 1st paragraph
- “I like the last line of the first paragraph to provide a brief preview of the intended contribution, with more comprehensive statement of the intended contribution somewhere within the first 3 pages”
- Creating Coherence and Cohesion: Knowing your Ingredients
- Write the entire story line as bullets on one page
- Read the topic sentence of each paragraph alone, and see if you are developing a point in each section illustrative of the ideas you want to develop
- Getting to the Core: Embracing the Lean Cuisine Approach
- After writing the first draft, going back and justifying the need for each and every one of the para[graphs]
- The Hook: Creating a Tasty Appetizer
サーベイ&執筆時間:4時間
メモ:失敗を許容できる設計の方が、長期的に見て高い成果をもたらす
Azoulay, Pierre, Joshua S. Graff Zivin, and Gustavo Manso. "Incentives and creativity: evidence from the academic life sciences." The RAND Journal of Economics 42.3 (2011): 527-554.
本:スタンフォード物理学再入門 量子力学
『スタンフォード物理学再入門 量子力学』
『古典力学』と『量子力学』の対比をイメージすると、『 予測可能で安心の人生』と『予測不可能で自由な人生』っ て感じかなー
古典力学からの積み重ねで、量子力学の領域にたどり着け るところとかも
例えて言えば「宇宙からみたら今の自分とかどうでもいい ぐらい小さい存在やなー」って感覚で、今生きてる世界の 広がりを体感できた
そいや風邪もようやく治ってきた
万事順調
『古典力学』と『量子力学』の対比をイメージすると、『
古典力学からの積み重ねで、量子力学の領域にたどり着け
例えて言えば「宇宙からみたら今の自分とかどうでもいい
そいや風邪もようやく治ってきた
万事順調
古典力学が直観的であるのには、明らかな理由がある。人や人の祖先たちは、生きるために毎日その法則を繰り返し使い、体験してきたからである。しかし、20世紀になるまでは、誰も量子力学を使ったことはなかった。
古典力学は近似である。
状態と測定は別物であり、両者の関係は微妙かつ非直観的である。
古典的には、状態空間としてはこれだけである。系はσ=+1かσ=-1のどちらかの状態しか取らず、その中間は存在しない。量子力学では、この系をキュービットと呼ぶ。
(量子力学では)ある系が持つ特徴を測定するのに必要な強さの相互作用は、その強さゆえ、その系の別の特徴を壊してしまうのである。
量子力学的には、2つ目の測定(σx=+1)によって、最初の測定(σz=+1)をもう一度検証する可能性をつぶしてしまうことになる。
量子系は未来の予測がまったく立たない。
私たちは量子現象を感じるようには作られていない。
(古典力学では)状態の時間変化は決定論的かつ可逆である。
(第マイナス1法則は)情報は失われることがない、というものである。2つの同じ孤立系が別の状態からスタートしたら、その2つは現在も異なる状態にある。
2つの点の間の軌跡というものは、量子力学では不確定性原理によって意味をなさない。
古典力学は特定の状況でのみ成り立つ近似理論