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Participant learning in and through research as reflexive dialogue: being ‘struck’ and the effects of recall

Lookup NU author(s): Dr Sandra Corlett



This is the authors' accepted manuscript of an article that has been published in its final definitive form by Sage, 2013.

For re-use rights please refer to the publisher's terms and conditions.


Although learning as a dialogic process involving critical self-reflexivity is well-recognized, enacting management learning in and through research dialogue with participants has been given limited attention. This article fuses, from related research, relational social constructionist understandings of knowing, learning and research to produce a framework of research as a dialogic process of learning. The framework emphasizes the importance of being ‘struck’ for participant-centred self-reflexivity and management learning. The framework is illustrated by drawing on empirical material from a research project involving five managers’ participation in a set of three research interviews. The research highlights the temporal and historical features of being ‘struck’ and the effect of recall in stimulating self-reflexivity and learning. The article also considers how participants and researchers may seize striking moments by illustrating direct and indirect ways of talking and acting which signal being ‘struck’.

Publication metadata

Author(s): Corlett S

Publication type: Article

Publication status: Published

Journal: Management Learning

Year: 2013

Volume: 44

Issue: 5

Pages: 453 - 469

Print publication date: 01/11/2013

Online publication date: 06/08/2012

Date deposited: 21/06/2018

ISSN (print): 1350-5076

ISSN (electronic): 1461-7307

Publisher: Sage


DOI: 10.1177/1350507612453429


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