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Modeling the Evaluation Process in a Public Controversy

机译:在公开辩论中对评估过程进行建模

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Public controversies have attracted increasing attention in the organization studies literature. They emerge when critical issues are not defined and understood in the same way by different stakeholders, influencing the way they evaluate the worth of other actors, objects, and situations. In this paper, we show how the "orders of worth" perspective of Boltanski and Thevenot may throw light on the evolution of an evaluation process occurring during a public controversy. In particular, we study the Quebec student conflict of 2011 and 2012 that followed a proposed major increase in higher education tuition fees. We conducted an in-depth case study based on media coverage of the actions and discourses of the major actors to examine how objects and actions associated with a controversy are successively defined, redefined, and evaluated over time through a series of tests of worth. Our article contributes to the organizational literature on public controversies by drawing attention to the role of six types of evaluative moves in situations of controversy, and by offering an abductively developed model for understanding the evaluation process as it evolves over time. We suggest that actors, through these evaluative moves, may displace the object of a test, and therefore the foci for evaluation, through actions intended to bolster their positions.
机译:在组织研究文献中,公共争议引起了越来越多的关注。当不同的利益相关者没有以相同的方式定义和理解关键问题时,它们就会出现,从而影响他们评估其他参与者,对象和情况的价值的方式。在本文中,我们展示了Boltanski和Thevenot的“价值顺序”观点如何阐明在公开辩论中发生的评估过程的演变。特别是,我们研究了2011年和2012年魁北克省学生冲突,该冲突是由于提议大幅提高高等教育学费而引起的。我们基于媒体对主要参与者的行为和话语的报道进行了深入的案例研究,以研究与争议相关的对象和行为是如何通过一系列价值测试逐步定义,重新定义和评估的。通过提请注意六种类型的评估举动在有争议的情况下的作用,并提供一种衍生性的模型来理解随着时间的推移而演变的评估过程,我们的文章为有关公共争议的组织文献做出了贡献。我们建议,通过这些评估动作,参与者可以通过旨在巩固其立场的行动来取代测试的对象,从而取代评估的重点。

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