Dr Jimmy Huang, Warwick Business School, University of Warwick, UK presented this seminar "Bring Knowledge to Life: A Case Study of National palace Museum, Taipei" at the Whitaker Institute on 15th April 2011.

1. 1
Bring Knowledge to Life:
Warwick Business School
A Case Study of
National Palace Museum, Taipei
Jimmy Huang
Warwick Business School
Can knowledge trigger emotion
experience?

2. 2
Intellectual origins (I)
• Knowledge and knowing
– Encultured knowledge (Blackler, 1995)
– Felt quality of knowing (Piaget, 1958)
– Generative dance between knowledge and
knowing (Cook & Brown, 1999)
– “If you have to ask what jazz is, you are never
going to get to know” (Geerts, 1983, p. 94)
Warwick Business School
Intellectual origins (II)
• Emotion experience
– The conscious appraisal of external stimuli,
experience of changes in core affect, overt readiness
for action(s) to direct away or towards the stimuli
(Russell, 2003)
– First and second order emotion experience (Lambie &
Marcel, 2002)
– The notion of hodological space (Lewis, 1952; Frijda,
2005)
Warwick Business School

3. 3
Knowing as emotion experience
• Why individuals yield different emotion
experiences to the same knowledge
presented to them?
• How can the process of knowing be
designed and enacted to make it become
a more meaningful experience?
Warwick Business School
Warwick Business School
Methods
• Research design: a grounded theory approach
(Strauss & Corbin, 1998)
• Data collection
– Between December 2006 and April 2009
– Interviewing: 19 interviewees
– Focus groups: 20 participants
– Participative observations: 14 guided tours
– Documentations

4. 4
National Palace Museum, Taipei
Emerging findings
• Organising exhibitions as a means of
actualising institutional goals
• Exhibitions as encapsulated spaces of
cultural knowing
• Reconstructing, narrating and
experiencing culture
• Emotionalising knowledge
Warwick Business School

5. 5
Coding schemes

6. 6
This ten-lobed lotus bowl has gently curved sides, a
subtly flaring rim, smooth transition from one petal lobe
to the next, and a relatively tall ring foot. The blue-green
glaze, from rim to the base, is uniformly thin and opaque,
with fine crackling. During firing, this piece was
supported by five tiny points underneath the ring foot,
and these are the only parts of the body not covered by
the glaze. At these points, it is possible to make out the
grayish-yellow unglazed ceramic body.
Warwick Business School

7. 7
New theory
Selective
coding
Theoretical
saturation
Axial coding
Open coding
Discriminate
sampling
Relational &
variational
sampling
Open sampling
Coding
processes
Sampling
processes
New theory
Selective
coding
Axial coding
Open coding
Theoretical
saturation
Discriminate
sampling
Relational &
variational
sampling
Open sampling
Coding
processes
Sampling
processes
Densifying
categories
Developing &
Relating
categories
Maximizing
categories
Sampling
foci

8. 8
New theory
Selective
coding
Axial
coding
Open
coding
Discriminate
sampling
Relational &
variational
sampling
Open
sampling
Theoretical
saturation
Coding
procedures
Sampling
guidelines
Integration &
refinement
Relating
structure with
process
Generating
building
blocks
Storyline
refining
Structural &
processual
shaping
Contextual
framing
Emerging
theory
Sampling
decisions
Selective
coding
phase
Axial
coding
phase
Open
coding
phase
Conclusion and implications
• Theoretical implications
– Adding emotion experience to the theorisation of
knowledge and knowing
– The process of emotionalising knowledge
• Methodological implications
– How theoretical opportunities emerged during a
grounded theory can be managed?
– The potential of using grounded theory to materialise
interdisciplinary research
Warwick Business School