Some students of organization and strategy to spend significant energy and derogatory
defending various research methods. Discussions on inductive versus deductive theory building
and objectivity of the information from field observations compared with the large sample numbers
data are dichotomies that often arise in our lives and those of our students. Despite this
approach, some of the most respected members of the profession of research (eg, Simon (1976), Solow
(1985), Hambrick (1994), Staw and Sutton (1995) and Hayes (2002)) have continued to express
concern that the collective efforts of academics business have been a shortage of the theory that
is intellectually rigorous, practically useful, and able to stand the test of time and change
circumstances.
The purpose of this paper is to describe a process of theory building that links to the questions
about the data, methods and theory. We hope that this model can provide a common language about
the research process that helps students of management understand the functions of different
types of data and research, and therefore more effective to build on the work of another. Our unit
analysis on two levels: the individual research project and the iterative cycles of theory building
in which an attempt by researchers rely on each other's work. The model synthesizes and
increases in other studies of how communities of scholars cumulatively build valid and reliable
theory.
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What is normative and pedagogical implications of how to conduct research, evaluate
work of others, to train our doctoral students, and the design of our courses.
While many are comfortable in their understanding of these perspectives has been our
observation that those who have written about the research process and those who think
fluently understand and practice still do not share even a common language. The same
words apply to very different phenomena and processes, and the same phenomenon can be
called by many different words. Articles published in prestigious journals often violate rudimentary
rules to generate a cumulative improvement, reliable and valid theory. While recognizing that
progress of research is difficult to achieve a collective level, we argue here that if researchers and
management professionals shared and used a good understanding of the process by which
The theory is built, it could be much more productive in doing research that not only
published, but meets the rigorous academic standards and helps managers know what actions
lead to the results they seek, given the circumstances in which they are.
Our purpose in this article is not to praise or criticize the work of other researchers, "as a good theory or
bad theory: almost all the published pieces of research has its strengths and weaknesses.
We will cite examples of research of other specialists in this document, but we do so only to illustrate how
the process of theory construction work. We hope that the model described here could be a
template and a common language that other researchers can use to reconstruct the number of bodies
understanding have accumulated in their own fields.
Broaden-and-build
The theory of expanding and building positive emotions suggests that positive emotions (ie, enjoyment / happiness / joy, and perhaps of interest / advance) [1] to expand the circle of awareness and encourage new ideas, varied and exploration and action. Over time, this expanded behavioral repertoire develops the skills and resources. For example, curiosity about the landscape becomes valuable knowledge of navigation, pleasant interactions with a stranger become a supportive friendship, physical play becomes meaningless exercise and physical excellence.
This is in contrast to negative emotions, soon to survival-oriented behaviors close and immediate. For example, the negative emotion of anxiety leads to a specific fight or flight for immediate survival. On the other hand, positive emotions have no immediate survival value, because they take the mind of the immediate needs and stressors. However, over time, skills and resources created by the expanded performance improve survival [1].
When a life-threatening event occurs, people often have a narrow range of possible responses or impulses. Having a limited number of impulses, called action-specific trends, it accelerates the time a person's response in these situations. [2] While negative emotions experienced during life threatening situations thought-action repertoire close to an individual, positive emotions have new possibilities, provided the individual with a wide range of thoughts and actions to choose to use [2 ].
The theory of expanding and construction is an exploration of the changing role of positive emotions. It was developed by Barbara Fredrickson starting around 1998 and is commonly associated with positive psychology. [1] The theory of expanding and building there is significant support. Barbara Fredrickson has conducted randomized controlled studies of laboratory in which participants are randomly assigned to view films that elicit positive emotions such as fun and happiness, negative emotions like fear and sadness, or emotions. Compared with people in other conditions, participants who experience positive emotions have higher levels of creativity, inventiveness, and "big picture" approach to perception. Longitudinal studies show intervention that positive emotions play a role in the development of long-term resources, such as psychological resilience and thriving. [3] Not only are positive emotions a sign of flourishing, prosperous and expanding or life rather than just survive life can also help create thriving in the present and the future. Because the positive emotions broaden and build positive self-thought action repertoires lead to greater resources and more satisfied lives [4].