Qual+

****Please circulate to doctoral students****

Please enroll for the course here: Qualitative Comparative Analysis (QCA) Workshop | Aalto University

Qualitative Comparative Analysis (QCA) by Professor Peer C. Fiss

Workshop at Aalto Center for Qualitative Management Research

Qualitative comparative analysis (QCA) is a research approach consisting of both an analytical technique and a conceptual perspective for researchers interested in studying configurational phenomena. QCA is particularly appropriate for the analysis of causally complex phenomena marked by multiple, conjunctural causation where multiple causes combine to bring about outcomes in complex ways. 

QCA was developed in the 1980s by Charles Ragin, a sociologist and political scientist, as an alternative comparative approach that lies midway between the primarily qualitative, case-oriented approach and the primarily quantitative, variable-oriented approach, with the goal of bridging both by combining their advantages and tackling situations where causality is complex and conjunctural. QCA uses Boolean algebra for the analysis of set relations and allows researchers to formally analyze patterns of necessity and sufficiency regarding outcomes of interest. Since its inception, QCA has developed into a broad set of techniques that share their set-analytic nature and include both descriptive and inferential techniques. 

Many researchers have drawn on QCA because it offers a means to systematically analyze data sets with relatively few observations. In fact, QCA was originally developed for small- to medium-N situations with between 10 and 50 cases. In such situations there are frequently too many cases to pursue a classical qualitative approach but too few cases for conventional statistical analysis. However, more recently, researchers have also applied QCA to medium- and large-N situations marked by hundreds of thousands of cases. While these applications require some changes to how QCA is applied, they retain many advantages for analyzing situations that are configurational in nature and marked by causal complexity.

The goal of this workshop is to provide a ground-up introduction to Qualitative Comparative Analysis (QCA) and fuzzy sets. Participants will get intensive instruction in the method as well as hands-on experience with the fsQCA software package. On completion of the course, participants should be able to:

1.  understand the goals, assumptions, and key concepts of QCA.
2.  design and execute research projects using a set-analytic approach.
3.  conduct data analysis using the fsQCA software package!
4.  apply advanced forms of set-analytic investigation
   
    

I would like this workshop to be as useful to you as possible. To get the most out of this workshop, you would ideally already be working on an empirical project that might be aided by taking a configurational approach, but that is not essential. Over the course of this workshop, I hope you will be thinking about how you can apply these methods to your research, and I will do my best to be of assistance. 

More information: https://sisu.aalto.fi/student/courseunit/otm-fd6b0085-5776-4155-9f02-b94c637ea512/brochure

Day 1

Introduction to Configurational Theorizing and QCA

10:30-12:30

General Introduction: QCA and Configurational Theorizing. 

This introductory session will engage in some of the key issues in configurational theorizing and the use of configurational methods such as QCA. The session will be in hybrid format and is open to everyone (no workshop registration required).

12:30-13:30

Lunch

13:30-16:30

Session 1: Introduction to the comparative perspective and QCA

The goal of this first unit is to offer an introduction to the logic of comparative research, as this perspective will be fundamental in informing our thinking for the coming days. The focus is on understanding social research from a set-analytic perspective as well as examining the distinctive place of configurational and comparative research. 

We will move on to the basics of QCA, starting with a brief introduction to sets and Boolean algebra. We will then cover set-analytic analysis vs. correlational analysis, the concepts of necessity and sufficiency as well as consistency, coverage, and set coincidence. 

Key Readings:

Ragin, 2000: Chapters 3-5

Ragin, 2008: Chapters 1-3

Day 2

Crisp Set QCA

10:30-12:30

Session 2: Crisp Set Analysis 

In this session, we will work through an example of a complete crisp-set QCA (csQCA) using binary data sets. This will include the coding of data, the construction of truth tables, and understanding the three solutions—complex, parsimonious, and intermediate. We will also begin to examine the importance of counterfactual analysis based on easy versus difficult counterfactuals. 

Key Readings:
Ragin, 2000: Chapters 3-5
 

12:30-13:30

Lunch

13:30-16:30

Session 3: Hands-On Exercise with the fsqca software package

During the afternoon session, we will be using the fsqca software package to analyze a sample dataset based on the example we covered in the morning. Please bring your laptop with the fsqca software package already installed. It can be downloaded for free here. The software runs better on PCs, so if you are a Mac user, I recommend running it on a virtual Windows machine. We will also be getting into case-oriented strategies for improving consistency scores in empirical projects. 

Day 3

Fuzzy Set QCA and Beyond

10:30-12:30

Session 4: Fuzzy Set Analysis

We will move on to fuzzy sets and their calibration. Fuzzy sets are attractive because they permit fine-grained calibration of concepts, making them much more flexible than binary crisp sets. Time permitting, we will also examine issues around partitioning consistency and coverage scores. 

Key readings:

Ragin, 2008: Chapters 4-5

12:30-13:30

Lunch

13:30-16:30

We will use the afternoon to review examples of recent large-N applications of QCA. These examples will give us an opportunity to raise further questions about how to execute research using a set-analytic approach. We will also reserve some time for further questions that have come up during the workshop.

Preparation for the Workshop

To prepare for this workshop, there are several required readings that you should complete before we start. They are as follows: 

Ragin, Charles C. 1987. The Comparative Method: Moving beyond Qualitative and Quantitative Strategies. Berkeley, CA: University of California Press. Chapters 6-8.

Ragin, Charles C. 2000. Fuzzy Set Social Science. Chicago, IL: University of Chicago Press. Chapters 3-5. 

Ragin, Charles C. 2008. Redesigning Social Inquiry: Fuzzy-Sets and Beyond. Chicago, IL: University of Chicago Press. Chapters 1-5.

Fiss, Peer C. 2007. A Set-theoretic Approach to Organizational Configurations. Academy of Management Review, 32: 1180-1198.

Peer C. Fiss. 2011. Building Better Causal Theories: A Fuzzy Set Approach to Typologies in Organization Research. Academy of Management Journal, 54: 393 420.

*Misangyi, Vilmos F., and Thomas Greckhamer, Santi Furnari, Peer C. Fiss, Donal Crilly, Ruth Aguilera (in reverse alphabetical order). 2017. Embracing Causal Complexity: The Emergence of a Neo-Configurational Perspective. Journal of Management, 43: 255-282.

*Furnari, Santi, and Donal Crilly, Vilmos F. Misangyi, Thomas Greckhamer, Peer C. Fiss, Ruth Aguilera. 2021. Capturing Causal Complexity: Heuristics for Configurational Theorizing. Academy of Management Review, 46: 778-799.

All required readings are posted here, and the presentation slides are posted here. In addition, I have posted a selection of optional readings. They are not required but cover various issues and should be helpful to you, especially if you want to take the workshop for course credit (see below). 

Finally, if you are only attending the first session of the workshop on configurational theorizing, you only need to review the articles by Misangyi et al. and Furnari et al. above (marked with an asterisk). 

Taking This Workshop for Course Credit

Doctoral students may take this 3-day workshop for credit towards their degree. To do that, you have to attend all sessions and, after the completion of the workshop, create a reseach proposal for a study using QCA based on the content we have covered during the course. All required chapters listed above are part of the examination relevant literature, as are all course materials such as PPTs and materials distributed to the participants during the course. 

To get inspiration for research proposals, I recommend that you review recent research projects in their field using QCA. A bibliography of such projects is available at http://compasss.org/bibliography/, in addition to the folder with optional readings containing a set of studies curated by me. 

The empirical project proposal should be about 10 pages double-spaced and should contain the following elements: abstract, theory, hypotheses (only if hypothesis testing), research design, discussion of anticipated contributions, references. Note that this does not include any requirement for data collection or analysis. However, if if you already have data, know a faculty member who has data you can use, or a strong lead on data that you can get quickly, you may also add empirical results, but typically this is not expected. Because of the additional burdens of data collection and analysis, I do not require you to perform all of the analyses a full paper would require. 

Peer Fiss Bio

Peer C. Fiss is the Jill and Frank Fertitta Chair and Professor of Management & Organization and Sociology at the University of Southern California (USA). His research interest lie primarily in the areas of organization theory and methodology, but has also published in sociology, political science, and information systems. His early work focused on how larger social and political forces influence the diffusion and adaptation of organizational innovations, and how accounts that “frame” and justify such practices are constructed. More recently, he has worked on how social categorization processes affect and shape exchange markets. Peer has also been working for almost two decades on the use of set-analytic methods in the social sciences, and specifically on the use of set-fuzzy set qualitative comparative analysis (QCA). His work has been published in the Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, American Sociological Review, Journal of Management, Journal of Management Studies, MIS Quarterly, Organization Science, Organization Studies, Strategic Organization, and the Strategic Management Journal, among others. His last book with Charles Ragin on applying set-analytic methods to policy analysis is entitled Intersectional Inequality: Race, Class, Test Scores, and Poverty (University of Chicago Press, 2017). 

Peer received his PhD jointly in Management & Organization and Sociology from Northwestern University in 2003. He started his career at Queen’s University, Canada, and moved to USC where he became a chaired professor in 2020 and served as Department Chair from 2017 to 2020. He currently serves as the Associate Vice Dean for Research at Marshall. 

Peer has served as an Associate Editor for the Academy of Management Review and as a Senior Editor for Organization Science. He has also served on the editorial boards of management journals such as AMJ, AMR, ASQ, JIBS, Org Sci, and SMJ. He is a former Chair of the Academy of Management’s Organization and Management Theory Division. He has been granted numerous awards, including the Western Academy of Management's Ascendant Scholar Award, the Golden Apple Teaching Award for the Marshall MBA Core, the Mellon Mentoring Award from the University of California, and the Marshall Faculty Award for Ph.D. Mentoring. Professor Fiss has over 9,400 citations with a h-index of 26 in Web of Science and over 18,500 citations with a h-index of 29 in Google Scholar.

Peer has offered workshops on QCA at universities in Europe and North America and will again teach a one-week workshop as part of the Global School on Empirical Research Methods at St. Gallen, Switzerland, in the summer of 2024. Peer’s workshops of QCA methods are widely recognized as world-class, empowering scholars to deal with causal complexity. His pioneering work on QCA in management studies has changed the way researchers analyze and comprehend the intricate relationships between multiple causes. Through his work he has demonstrated how QCA can unveil the complex configurations that drive outcomes such as high performance, agility, and strategic change in organizations. 

26L30511 Learning to See: A Course in Ethnography and Discourse Analysis (6 ~ 9 ECTS cr)

Level and status: Doctoral studies. 

Objective: This course is intended for students of Aalto-BIZ doctoral program as an elective module of Common Core Studies.

The course provides an overview of theory and method for discourse research. It is structured in two parts, a theoretical and an empirical one; for the latter, the students design and carry out a research project. Through class meetings and independent learning, the course familiarizes students with the principles and practices of designing a discourse project, collecting data, analysing interaction, and presenting and writing up findings.

The aims of the course are:

To examine critically how different theoretical and methodological approaches in discourse studies help us understand, describe, and interpret language use in different multilingual and multicultural contexts,

To extend and develop the students’ knowledge of issues surrounding discourse in society,

To develop a critical awareness of the relationship between the features of language and the social context at both micro and macro levels,

To extend and develop the students’ knowledge of ethnographic research.

Course content:

The course will draw on the following general themes:

• Philosophical underpinnings of discourse analysis,
• Language use in context,
• Qualitative and quantitative traditions of discourse research,
• Ethnographic research,
• Multimodal analysis,
• What is (not) discourse analysis,
• Language and identity,
• Multilingual practices at work,
• Language policy and language practice.

By the end of the course the student should be able to:

• Demonstrate knowledge and understanding of theories and empirical research on discourse with a particular focus on interaction analysis,
• Show understandings of the relationship between language and society,
• Show awareness of key issues around interaction, identity, and multilingualism,
• Evaluate critically how different theoretical & methodological approaches and concepts help to understand, describe, and explain language use in different multilingual and multicultural contexts,
• Design and carry out a small-scale investigative ethnographic study using quantitative and/or qualitative methods as appropriate.

Measurable outcomes:

• Write up discourse research in a clear, informative, and structured way,
• Use effectively key theoretical concepts in discourse and terminology,
• Demonstrate knowledge and understanding of the complex relationship between language and gender, ethnicity and power in the workplace,
• Demonstrate familiarity with the methods and tools of socio/linguistic enquiry.

Literature: Package of readings, to be announced

Language: English 

Enrolment: Via email and/or SISU (once the course webpage is updated)

Grading: Pass/Fail

Course website: MyCourses

Further information: Maximum number of students 10.

Schedule: one-week intensive classes in Period V of Spring term 2024 (10:00-16:00 every weekday, May 15^th-21^st, except May 17^th) and significant independent work in-between; several optional reading circles

Credits: 6 ECTs for completing the intensive week of this course and additional optional 3 ECTs for completing the reading circles throughout the year.

Prerequisites: Have taken a qualitative research related course

Teacher: Jo Angouri

Application method: 

Please register by sending email to Jo Angouri ([email protected]) and Jiayin Yu ([email protected]) with very basics about your project (title/year of study).

To register for the course, students from Aalto will also need to register through SISU later, once the course is created.

Dear all, 

Qual+ would like to bring an interesting philosophy of science course to your attention. 

Philosophical Underpinnings and Ongoing Debates of Marketing and Consumer Research (Doctoral Course, 6 / 7,5 ECTS, 9.-11.4.2024, Aalto University School of Business) 

Course Directors: Henrikki Tikkanen, Joel Hietanen & Jacob Östberg 

Course coordinator: Henrikki Tikkanen 

Please enroll for the course at Sisu by sending email to: henrikki.tikkanen (at) aalto.fi

Contents: 

1. Course description and instructions 

2. Schedule 

3. Literature list 

1. Course description and instructions 

Over more than half a century, the field of marketing has been characterized by a number of ideological and epistemological debates covering issues such as what phenomena should be studied, from what perspectives, and for what purposes. This course aims to introduce students to these debates in order to give a sufficient intellectual grounding in the field of marketing to be able to produce high quality research. The course takes its departure in some of the current and historical debates and charts the philosophical underpinnings of the different protagonists. 

Learning outcomes 

Upon successful completion of the course, the student should have acquired a level of understanding and knowledge about philosophical underpinnings and ongoing debates of marketing and consumer research that allows him/her to: 

• Analyze and identify the philosophical underpinnings and ongoing debates on philosophy of science in marketing and consumer research. 

• Describe and discuss how different studies in marketing and consumer research are connected to different research paradigms, and underlying ontological and epistemological assumptions. 

• Reflect upon the impact of various philosophical underpinnings for the conduct of research in marketing and consumer research. 

Forms of instruction 

The course consists of intensive seminars conducted over three days where the texts are discussed together with the three course directors. In preparation for these intensive seminars the students should read the texts and prepare notes in advance for writing a learning diary, which can then be used to prepare a comprehensive final report after the seminars. 

Forms of examination 

The course is assessed through active participation in the seminars and completion of written assignments. 

Learning diary 

Extensive notes for writing the learning diary should be prepared before the seminars. The final version of the learning diary should contain a discussion of the journal articles in the reading list. 

It is up to you to find a specific format for the learning diary that makes sense to you; it is most importantly a tool for your learning, but also a way for us to assess whether you have engaged with the readings. You do not need to summarize every single article, but you do need to demonstrate a thorough engagement with the texts. An important part of academic work is learning to quickly assess whether to engage more wholeheartedly with a specific text or whether to engage with it in a more cursory fashion. We expect you to engage with the reading list as a totality, meaning that you will be familiar with all the texts, and that you should be able to discuss the different debates covered. It does not mean, however, that you should be able to re-tell the content of every single article. 

The complete learning diary is to be handed in with the final report (below). A typical learning diary will cover approximately 25 pages body text (Times New Roman, 1,5 spacing). 

Final report 

For students taking the course for 7,5 ECTS credits, the final report should connect the readings covered in the learning diary to the student’s learning from discussions during the seminars and a core book in the readings list (Brown, S. 1995, Postmodern Marketing [see ‘Further readings 1’ below]). 

Students taking the course for 6 ECTS credits do not need to engage with the book (Brown, 1995) at all. 

While the learning diary contains your reflections on the individual readings, the final report should take a meta perspective and engage with the readings and the discussions as a totality. The final report should thus be an essay where you discuss the different debates and position yourself and your research in the midst of these discussions. You do not necessarily need to confine yourself to discussing the articles in relationship to the classroom discussions and the books but are free to take any perspective that you find worthwhile. 

The deadline for handing in a file containing both the learning diary and final report is May 15, 2024, and a typical final report (in addition to the learning diary) will cover approximate 15 pages (Times New Roman, 1,5 spacing). 

2. Schedule 

• Tuesday, April 9, 2024: 10-16 (Aalto Business School, Room T003) 

• Wednesday, April 10, 2024: 10-16 (Aalto Business School, Room U006) 

• Thursday, April 11,2024: 10-16 (Aalto Business School, Room U135) 

Literature List 

Readings (Day 1) – Historical perspectives 

Levy, S. J. (1959). Symbols for sale. Harvard Business Review, 37(4), 117-124. 

Bagozzi, R. P. (1975). Marketing as exchange. Journal of Marketing, 39(4), 32-39. 

Hunt, S. D. (1976). The nature and scope of marketing. Journal of Marketing, 40(3), 17-28. 

Brown, S. (2001). Art or science? Fifty years of marketing debate. The Marketing Review, 2(1), 89-119. 

Vargo, S. L., & Lusch, R. F. (2004). Evolving to a new dominant logic for marketing. Journal of Marketing, 68(1), 1-17. 

Tadajewski, M. (2004). The philosophy of marketing theory: Historical and future directions. The Marketing Review, 4(3), 307-340. 

Levy, S. J. (2006). History of qualitative research methods in marketing. In Handbook of Qualitative Research Methods in Marketing. (Ed.) Belk, R.W., 3-16, Edward Elgar: U.K. 

Tapp, A. (2007). Physics envy. Marketing Intelligence & Planning, 25(3), 229-231. 

Tadajewski, M. (2008). Incommensurable paradigms, cognitive bias and the politics of marketing theory. Marketing Theory, 8(3), 273-297. 

Tadajewski, M. (2008). Final thoughts on amnesia and marketing theory. Marketing Theory, 8(4), 465-484. 

Tadajewski, M., & Jones, D. B. (2012). Scientific marketing management and the emergence of the ethical marketing concept. Journal of Marketing Management, 28(1/2), 37-61. 

Thompson, C. J., Arnould, E., & Giesler, M. (2013). Discursivity, difference, and disruption: Genealogical reflections on the consumer culture theory heteroglossia. Marketing Theory, 13(2), 149-174. 

Readings (Day 2) – Fragmentation of the ‘Received View’ and the emergence of the qualitative paradigm 

Anderson, P. F. (1986). On method in consumer research: A critical relativist perspective. Journal of Consumer Research, 13(2), 155-173. 

Hirschman, E. C. (1986). Humanistic inquiry in marketing research: Philosophy, method, and criteria. Journal of Marketing Research, 23(3), 237-249. 

Holbrook, M. B., & O’Shaughnessy, J. (1988). On the scientific status of consumer research and the need for an interpretive approach to studying consumption behavior. Journal of Consumer Research, 15 (3), 398-402. 

Hudson, L. A., & Ozanne, J. L. (1988). Alternative ways of seeking knowledge in consumer research. Journal of Consumer Research, 14 (4), 508-521. 

Siegel, H. (1988). Relativism for consumer research (Comments for Anderson). Journal of Consumer Research, 15(1), 129-132. 

Monieson, D. D. (1989). Intellectualization in macromarketing revisited: A Reply to Hunt. Journal of Macromarketing, 9(2), 11-16. 

Holt, D. B. (1991). Rashomon visits consumer behavior: An interpretive critique of naturalistic inquiry. In Advances in Consumer Research (18), (Eds.) 

Holman, R. H., Solomon, M. R., 57-62, Association for Consumer Research: Provo, USA. 

Hunt, S. D. (1993). Objectivity in marketing theory and research. Journal of Marketing, 57(2), 76-91. 

Firat, F. A., Dholakia, N., Venkatesh, A. (1995), Marketing in a postmodern world. European Journal of Marketing, 29(1), 40-56. 

Denzin, N. K. (2001). The seventh movement: Qualitative inquiry and practices of a more radical consumer research. Journal of Consumer Research, 28(2), 324-330. 

Brownlie, D. (2006), Emancipation, epiphany and resistance: On the underimagined and overdetermined in critical marketing. Journal of Marketing Management, 22(5/6), 505- 528. 

Maclaran, P., & Kravets, O. (2018). Feminist perspectives in marketing: Past, present, and future. In The Routledge Companion to Critical Marketing. London: Routledge, pp. 64- 82. 

Readings (Day 3) – Fragmentation of structuralism and dark (?) future directions 

Shankar, A., Whittaker, J., & Fitchett, J. A. (2006). Heaven knows I’m miserable now. Marketing Theory, 6(4), 485-505. 

Cluley, R., & Dunne, S. (2012). From commodity fetishism to commodity narcissism. Marketing Theory, 12(3), 251-265. 

Maclaran, P. (2015). Feminism’s fourth wave: A research agenda for marketing and consumer research. Journal of Marketing Management, 31(15-16), 1732-1738. 

Gabriel, Y. (2015). Identity, choice and consumer freedom–the new opiates? A psychoanalytic interrogation. Marketing Theory, 15(1), 25-30. 

Bradshaw, A., & Zwick, D. (2016). The field of business sustainability and the death drive: A radical intervention. Journal of Business Ethics, 136(2), 267-279. 

Hietanen, J., Andéhn, M., & Bradshaw, A. (2018). Against the implicit politics of servicedominant logic. Marketing Theory, 18(1), 101-119. 

Ahlberg, O., Hietanen, J., & Soila, T. (2021). The haunting specter of retro consumption. Marketing Theory, 21(2), 157-175. 

Darmody, A., & Zwick, D. (2020). Manipulate to empower: Hyper-relevance and the contradictions of marketing in the age of surveillance capitalism. Big Data & Society. Epub ahead of print 4 February 2020. DOI: 10.1177/2053951720904112 

Ahlberg, O., Coffin, J., & Hietanen, J. (2022). Bleak signs of our times: Descent into ‘Terminal Marketing’. Marketing Theory, 22(4), 667-688. 

Hietanen, J., Ahlberg, O., & Botez, A. (2022). The ‘dividual’ is semiocapitalist consumer culture. Journal of Marketing Management, 38(1-2), 165-181. Special presentation: Luoma, J., & Hietanen, J. (forthcoming). Reflexive quantitative modeling. Conditionally accepted to Academy of Management Review. 

(NOT MANDATORY) Further readings 1 – Seminal monographs 

Lincoln, Y. S., & Guba, E. (1985). Naturalistic Inquiry. Sage Publications: Beverly Hills, USA. 

Marcus, G. E., Fischer, M. M. J. (1986). Anthropology as a Cultural Critique: An Experimental Moment in the Human Sciences. University of Chicago Press: Chicago, USA. 

Clifford, J., & Marcus, G. (1986), Writing Culture: The Poetics and Politics of Ethnography. University of California Press: Berkeley, CA. Brown, S. (1995). Postmodern Marketing. Routledge: London, UK. 

Further readings 2 – Special perspectives 

Thompson, C. J., Locander, W. B., & Pollio, H. R. (1989). Putting consumer experience back into consumer research: The philosophy and method of existential-phenomenology. Journal of Consumer Research, 16(2), 133-146. 

Bristor, J. M., & Fischer, E. (1993). Feminist thought: Implications for consumer research. Journal of Consumer Research, 14(4), 518-536. 

Hetrick, W. P., & Lozada, H. R. (1994). Constructing the critical imagination: Comments and necessary diversions. Journal of Consumer Research, 21(3), 548- 558. 

Gherardi, S. (2000). Practice-based theorizing on learning and knowing in organizations. Organization, 7(2), 211-223. Mick, D. G. (1986). Consumer research and semiotics: Exploring the morphology of signs, symbols, and significance. Journal of Consumer Research, 13 (2), 196-213. 

Murray, J. B., & Ozanne, J. L. (1991). The critical imagination: Emancipatory interests in consumer research. Journal of Consumer Research, 18(2), 129- 144.

Kozinets, R. V. (2002). The field behind of the screen: Using netnography for marketing research in online communities. Journal of Marketing Research, 39(1), 61-72. 

Bode, M., & Østergaard, P. (2013). ‘The wild and wacky worlds of consumer oddballs’: Analyzing the manifestary context of consumer culture theory. Marketing Theory, 13(2), 175-192. 

Further readings 3 – The rise of politics and criticality 

Hackley, C. (2002). The panoptic role of advertising agencies in the production of consumer culture. Consumption, Markets & Culture, 5(3), 211-229. 

Sherry Jr, J. F., & Schouten, J. W. (2002). A role for poetry in consumer research. Journal of Consumer Research, 29(2), 218-234. 

Cherrier, H., & Murray, J. B. (2004). The sociology of consumption: the hidden facet of marketing. Journal of Marketing Management, 20(5/6), 509-525. 

Marion, G. (2006). Marketing ideology and criticism: Legitimacy and legitimization. Marketing Theory, 6(2), 245-262. 

Patterson, A., Bradshaw, A., & Brown, S. (2008). Don’t forget the fruit gums, chum’: Marketing under erasure and renewal. Marketing Theory, 8(4), 449-463. 

Fitchett, J. A., Patsiaouras, G., & Davies, A. (2014). Myth and ideology in consumer culture theory. Marketing Theory, 14(4), 495-506. 

Hill, T., Canniford, R., & Mol, J. (2014). Non-representational marketing theory. Marketing Theory, 14(4), 377-394. Cluley, R. (2015). Consumption and repression. Marketing Theory, 15(3), 365-379. 

Lambert, A. (2019). Psychotic, acritical and precarious? A Lacanian exploration of the neoliberal consumer subject. Marketing Theory, 19(3), 329-346. 

Andéhn, M., Hietanen, J., & Lucarelli, A. (2020). Performing place promotion—On implaced identity in marketized geographies. Marketing Theory, 20(3), 321-342. 

Hietanen, J., Murray, J. B., Sihvonen, A., & Tikkanen, H. (2019). Seduced by “fakes”: Producing the excessive interplay of authentic/counterfeit from a Baudrillardian perspective. Marketing Theory, 20(1), 23-43. 

Instructor Biographies 

Prof. Henrikki Tikkanen ([email protected]) is the A.I. Virtanen Professor of Marketing and Consumer Research at Aalto University School of Business in Helsinki, Finland. Henrikki’s research has focused on the interface of strategic marketing and management, business model and industry evolution, and management & organizational history. He has published recently in such leading journals such as Business History, Management & Organizational History, Scandinavian Economic History Review, Strategic Management Journal, Journal of Management Studies, Journal of Marketing and Journal of Service Research. Henrikki has also been a Professor at Stockholm University, and a visiting professor at ESCP Europe in Paris and at the AIT Asian Institute of Technology in Bangkok. He holds a D.Sc. (Econ. & Bus. Adm.) in international marketing and a Ph.D. in history. 

Prof. Jacob Östberg ([email protected]) is Professor of Marketing at Stockholm Business School, Stockholm University, Sweden. He earned his PhD in 2003 at Lund University, Sweden. Since then he has taught at the Business Schools at Lund and Stockholm University, and as Visiting Distinguished Professor of Marketing, Aalto University School of Business, Helsinki, Finland, and visiting scholar at Bìlkent University in Ankara, Turkey. His research focuses on consumer culture and on how meaning is negotiated at the intersection of marketing, popular culture, and consumers’ lived lives. In particular, Östberg has been interested in questions around gender and masculinity in a Nordic setting. He has authored, coauthored, and edited 10 books. His work has also appeared in outlets such as Consumption, Markets & Culture; European Journal of Marketing; Journal of Consumer Culture; Journal of Consumer Research; Journal of Marketing Management; and Marketing Theory as well as in numerous contributions to edited volumes. 

Prof. Joel Hietanen ([email protected]) is Professor of Socio-technical Change in Consumer Society at Centre for Consumer Society Research, University of Helsinki, Finland. Joel’s research has focused on various critical interpretations of French philosophy to scholarship in consumer culture and the technologization of consumption. He has recently published in leading journals in both consumer research and marketing and organization theory including Journal of Consumer Culture, Journal of Business Ethics, Marketing Theory, Journal of Business Research, Organization Studies, Management Learning, and Organization. Joel has also been Associate Professor in Stockholm School of Business, Stockholm University. He holds a D.Sc. (Econ. & Bus. Adm.) in marketing from Aalto University School of Business.