Institutional Ethnography as a Method of Inquiry: A Scoping Review

Cindy Malachowski; Christina Skorobohacz; Elaine Stasiulis

doi:10.18778/1733-8077.13.4.04

Authors

Cindy Malachowski University of Ontario Institute of Technology, Canada
Christina Skorobohacz Independent Researcher, Canada
Elaine Stasiulis University of Toronto, Canada

DOI:

https://doi.org/10.18778/1733-8077.13.4.04

Keywords:

Institutional Ethnography, Method of Inquiry, Scoping Study, Standpoint, Institutional Relations

Abstract

The purpose of this scoping review is to examine the extent, range, and nature of the use of institutional ethnography (IE) as a method of inquiry in peer-reviewed journal publications. Fifteen databases were searched between the years of 2003 and 2013. Relevant data were extracted from 179 included articles. Findings relate to nine key areas including year of publication, authorship and geography, types of journals, format of resources, authors’ descriptions of how they used IE, approaches used in conjunction with IE, data collection methods, standpoint, and institutional relations. Institutional ethnography was diversely conceptualized as: a (sociological) method of inquiry, methodology, research approach, feminist sociology, theory and methodology, framework, lens, field, perspective, and form of analysis. Inevitably, authors applied IE differently across their research and writing, ranging from direct usage or close adherence to IE in a comprehensive manner; to indirect usage or loose adherence to IE by drawing on it as inspiration, guidance, or influence; or borrowing from a certain facet of IE such as a particular theory, concept, method, tool, or analytic strategy. Additionally, some authors adapted IE to suit a specific purpose, which entailed using modified versions of IE to fit a given context or objective, while others strived to extend existing understandings of IE through critique, explanation, review, elaboration, or reflection. The results from this study are useful to both beginning and experienced institutional ethnographers, as the insights gained provide clarity about the use of IE, identify trends in its application, and raise additional questions.

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Author Biographies

Cindy Malachowski, University of Ontario Institute of Technology, Canada

Cindy Malachowski, BKin, BHScOT, MScRehab, PhD, is an adjunct faculty member in the Department of Health Science at the University of Ontario Institute of Technology. She is also an occupational therapist and a certified Psychiatric Rehabilitation Practitioner, with over ten years of clinical experience in a variety of mental health settings. Her current portfolio includes qualitative research approaches to better understand workplace mental health, work disability prevention, and return to work practices for mental health issues.

Christina Skorobohacz, Independent Researcher, Canada

Christina Skorobohacz is a researcher, writer, and small business owner who lives in Ontario, Canada. She provides proofreading, content creation, and transcription services to diverse clients. Christina holds 3 degrees from Brock University including a Bachelor of Arts in Child and Youth Studies, a Bachelor of Education, and a Master of Education in Curriculum Studies. She enjoys collaborating with others and engaging in student advocacy work.

Elaine Stasiulis, University of Toronto, Canada

Elaine Stasiulis, MA, PhD (c) is a Research Fellow at the Hospital for Sick Children and a doctoral candidate at the University of Toronto. Her work involves an extensive range of qualitative research approaches, including institutional ethnography, and participatory arts-based health research projects with children and young people experiencing mental health difficulties and other health challenges.

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