“Kolloquium Sozialforschung” at University of Lucerne
Guy Schwegler (Lucerne)
As in previous years (see here), Rainer Diaz-Bone and Kenneth Horvath presented in the autumn semester 2021 a bi-weekly colloquium at the University of Lucerne. The format discusses current social scientific questions both in research as well as in professional practice. The focus often is on methodological and methodological challenges, innovations, and problems, while covering a broad spectrum of empirical research. In past editions and their various presentations, the theoretical framework of the economics of convention (EC) had represented a reoccurring, but not a central feature. This changed for the colloquiums 2021 edition: All presenters referred to the neo-pragmatist approach in some way and highlighted aspects like methodological situationalism, qualification of people and objects, statistical chains to produce data, reducing uncertainty via conventions, or the actors’ critical competence in situations.
Miriam Kutt: Closing one’s Eyes
For the colloquium’s first meeting, Miriam Kutt from the University of Lucerne presented methodological considerations from her PHD project. For said project, she has been interested in stigmatizations around mental illnesses and people’s ability to act in relation to a possible stigmatization. With regards to this subject, both the societal consideration of agency and its theoretical conceptualization seem to collapse in an interesting manner.
Kutt explained that that despite substantial efforts in Western societies to de-stigmatize issues like mental illness, the affected people both are experiencing and expecting stigmatization. As a result, affected people often try to avoid any conflicts that might result from a stigma to handle their daily life. Within this societal reality, Kutt’s project wants to grasp the situations that foster or prevent the stigmatized people to act in a situation: When does one mention a mental illness issue in a job interview? When does one call out the refusal of a rental agreement as unjust, because said refusal may motivated by stigma?
As a theoretical framework for her project, Kutt put forward a combination of the EC perspective and Foucauldian discourse theory. The former theoretical perspective helps to clarify the grammars around stigmatization and offers a way to analyze when actors switch from a more public justification via the regime of conventions to more individual regimes like plan, familiarity, or exploration. This perspective therefore helps to grasp both calling out unjust behavior as well as ignoring it, i.e. “closing one’s eyes”. Discourse theory is a way to clarify what and how something becomes say-able and/or do-able. In combination, both help to address the question how a competence and an agency of actors are enabling a certain situation and vice versa.
The project’s research interest represents a challenge from a methodological point: The situations Kutt is interested in—i.e. where people avoid conflicts in relation to their stigma—are hard to come across as a researcher. And an artificial construction of such situations would raise ethical issues. Asking people about the subject (be it in interviews or via a survey), however, would neglect social desirability and that the conflict avoidance could also happen unconsciously. As a possible solution, Kutt presented different ways of using vignettes in group discussions. These vignettes would describe situations around stigmas in daily live. The people present in a group discussion could then be asked to categorize and comment these vignettes as well as to continue telling the stories featured in there (i.e. “what will happen next?”).
Already during the presentation, Kutt could convincingly explain that the idea of the vignettes is the right way to move forward. At the same time, a lot of difficulties arise with this solution as well. These difficulties were then mostly the issues the participants of the colloquium talked about after the presentation. Vignettes and their categorization in group discussions quickly move to fundamental questions about the ontology of a situation, of stigma, of agency, and more. Should these vignettes be open and only about a certain moment or should they feature a larger process? What kind of qualification should be or can be presented in relation to stigma? Should vignettes focus on details and empirical accuracy or should they include more general societal tendencies—or even “fantasy” elements? Ultimately, the discussion after Kutt’s presentations was about ways of construction a situation in a vignette: an artificial consideration of the methodological situationalism.
Eva Nadai: “Unqualified”
For the colloquium’s second presentation, Eva Nadai from the University of Applied Sciences and Arts Northwestern Switzerland (FHNW) presented the results from a research project. For “Unqualified,” Nadai and her collaborators were interested in the constitution and evaluation of employability of people with absent or only little formal professional “qualification”, like unrecognized educational levels or absent vocational qualification.
In countries like Switzerland and similar Western nations, there has been a continues increase in formal (vocational) education. At the same time, there has been an continues decrease in available jobs without the need for formal professional qualification. The problem, Nadai explained, is that latter even decreased more than the former increased. Especially certain migrant sectors of a population face situations, where their previously acquired professional qualifications are not recognized (or language barriers deem them to be unqualified or…). Next to a high risk for unemployment, “unqualified” people and their possible occupations also face a cultural degradation within the current knowledge society and its dominant ideas of skilled as well as complex jobs.
In Nadai’s research project, “employability” was considered both as an attribution and a potential, therefore presenting a double qualification process in EC’s understanding: On the one hand, qualification is a process of value attribution, and on the other hand, it regarded as the acquisition of competencies. For the project, Nadai and her team conducted semi-structured interviews with three groups of actors, namely companies as the employers, employment agencies as intermediaries, and the “unqualified” workers themselves. There again, the EC wider theoretical framework became obvious and explicit: The companies were thought of as the powerful actors when making the value judgments; for the intermediaries, an active role when mediating workers was considered; and the workers themselves were also conceptualized as active and capable actors with regards to both sides of qualification.
The results Nadai presented during the colloquium followed the three actor groups. The companies can still be considered dominant actors when making the value judgement of the unskilled (i.e. not recognizing certain skills as vocational). A more stunning finding was that they also changed their (infra-)structure to include these workers in the workplace. For the intermediaries, Nadai showed that their judgment of workers was very much depending on context. She highlighted their active role in the sense of a refurbishment of the workers, i.e. working on their CVs, accompanying them to jobs, and other investments. The unqualified workers themselves could then be grouped into three categories or modes: Ambitious works (1) sought to actively (and successfully) overcome their status through subjectively qualifying themselves as skilled and objectively seeking out vocational training. A second mode that workers could follow was about securing basic needs (2), where they devote themselves to one job that does not formally require a skill, without aiming for a more formal recognition of their skills. As a result, this second type of workers could become very dependent on one employer. The last mode of how workers dealt with their situation was recognition (3). The inability to gain formal recognition—and therefore the inability to move away from an unqualified status—did also lead to actors struggling for other types of recognitions (i.e. considering their team as a family, fighting for rights at the work place, …).
As a conclusion, Nadai highlighted that a very complex set of relations and strategies enables the “employability” of unskilled workers. At the same time, these processes often do not enable a formal vocational qualification. This absence, however, also deemed the workers valuable for other modes of coordination. In addition, while people categorized as “unqualified” are struggling to be recognized as a group, individuals may get their appreciation as individual employees. The latter point again highlighted that the unqualified workers are the weakest link in such chains of qualifications for the workforce.
The discussion that followed the presentation revolved around two topics: For the first one, the participants were asking about the use of various conventions over the course of these workers’ qualification. Nadai’s empirical examples seemed to show that instead of one convention (or a stable mix of conventions), the logics to qualify people were changed during the process. These changes, however, were mostly implemented either via the employers or the intermediaries, and ultimately lead to disadvantages for the workers. The second topic during the discussion was a possible historical perspective and future scenarios. What is particularly new/contemporary in these ways of qualifying the “unqualified”? And what other developments might we expect in relation to these unqualified workers?
Karolin Kappler: “From Data Worlds to the Digital Chain: A Conventional-Theoretical Reflection on the Digitized Transformation of Society”
Karolin Kappler from the FernUniversität in Hagen gave the third presentation during this semester’s colloquium. At the center of her talk, she put the so-called digital chain in relation to processes of digitalization, inspired by the EC consideration of statistical chains. She started with the current moral conflict surrounding the process of the digital transformations we are witnessing: an almost demonizing view on processes of datafication on the one side, and self-tracking’s promises of salvation on the other side. Both in those two extreme positions as well as in the grey areas between them, an uncertainty of value and quality is present in relation to digitalization. Or rather: Many different values and qualities are mobilized through digitalization. Considering a chain of processes then means looking at different divisions of labor that happen in the process of choosing, generating, analyzing, and using data. The thick description of such a chain both should highlight the investments in forms necessary to make such a chain work as well as its processual nature. Kappler’s idea of the digital chain updated and complemented comparable concepts such as a big-data-process model.
After introducing her concept, Kappler went on to present various situations that are a part of such a digital chain and that she as well as other researchers approached in empirical work. One group of situations was related to the processes of digitalization in self-tracking. Here, Kappler highlighted the performative and generative nature of digitalization. A particular type of world building seems to happen when people use processes of self-tracking that is related to the industrial and inspirational conventions. The digital tools carry the conventions’ logics into people’s regimes of engagements. Another situation that Kappler approached empirically was the one of data analysis and artificial intelligence (AI). Here, she and her collaborators used text mining, scrapping discourse around research, design, and development of AI systems in three different forums: GitHub, Semantic Scholar, and Reddit. The text corpora then were analyzed through automated text classification, to grasp the different quality conventions in the material. The first two forums mainly showed, again, the industrial and inspirational conventions. Reddit, however, also featured justifications relying on civic qualities.
Through following the digital chain, Kappler was able to highlight the tensions and conflicts as well as the plurality of processes and situations were data is being generated and linked together. She proposed to consider “data worlds” on the one hand, and the “data realities” on the other hand, following an idea from Boltanski: The former being the data present, while the latter being the construct made possible through a certain selection of data. Ultimately, Kappler not only highlight an anatomy of such a digital chain and its continues expansion. She also presented how researchers can become active in relation to the digital chain. As an example, she showed a catalogue of sustainability criteria put together with other collaborates and in exchange with the German Society for Informatics.
The discussion after the presentation mainly revolved around two interrelated themes with regards to the digital chain: On the one hand, the participants were interested to know how the aspect of chaining together could be clarified, i.e. the digital chain’s potency beyond one particular situation, its way of connecting situations. The EC framework would of course highlight the role of conventions to show processes beyond fragmentation. On the other hand, the discussion revolved around the digital chain’s spine: The actual thing that is being chained together. The participants agreed that the data itself does not represent this lifeline moment of the chain. But what could it be? Comparing the digital chain with the idea of the statistical chain made it clear that the former does not work in a linear sense towards one institution that would organize the chain (like the state). Ultimately, the image of a chain may be the wrong symbolization for the process around digital data.
Arne Böker: “Education Mobility & Crisis”
In the fourth presentation, Arne Böker presented the early stage of his new project about educational mobility during the current pandemic. The presentation was a fitting topic as the colloquium took place fully online again—a situation we already got used to during the past two years. Böker joined the group from New York, his current location for a research stay at the Columbia University. With his project, he analyzes the pandemic’s consequences on first generation students (FGS). Currently, about half of students at German (and also Swiss) universities are such students, but their numbers are decreasing once the studies continue from BA, to MA, to PHD (i.e. establishing an educational cone/“Bildungstrichter”). Böker wants to find out how these FSGs judge their situation bevor and during the pandemic, and what barriers, resources, and, arrangements are present in relation to social mobility in education.
The project promises to be both innovative with regards to research on the pandemic’s consequences on education as well as regarding the subject of FGS. Research on higher education during the pandemic often has been using quantitative surveys, focusing on certain subject only (like digitalization, financialization, family situation, and so on) and without a differentiation of students’ social background. For his project, Böker wants do qualitative interviews with the FGS. Their situation, he explained, has been worsening: After a highest level of these students were enrolled in the mid-1990s, their numbers decreased ever since. Also, the pandemic is mostly considered a factor that worsens the FGS’ situation, i.e. decreasing the number enrolled at universities. However, there is also evidence that both the pandemic itself (for example the flexibilization thanks to the digitalization) and the FGS show characteristics that could offer a sort of “window of opportunity” for educational mobility. Societal situations that prohibit and foster social mobility are rarely considered when researching education. Böker’s project promises to do just that.
Next to the interesting empirical ideas, the presented approach to higher education during the pandemic is also a new ground for the EC. Böker explained that the theoretical framework allows him to consider two interrelated issues: On the one hand, conflicts and situations of crises can be considered as a re-arrangement of barriers, resources, and arrangements, conceptualizing the corona pandemic as a “test” for institutions. On the other hand, also the actors’ critical capacities within this re-arrangement are highlighted. Such a theoretical view complements the more widespread ideas of Bourdieusian frameworks when approaching institutions and inequality.
Böker then went on the show the first results from an interview he conducted and analyzed. His analysis utilized mapping techniques from Situational Analysis to present a sort of project map of these results with two axes. On the horizontal x-axis, time was represented, ranging from bevor the pandemic to the current situation. The map’s y-axis differentiated between hurdles and resource for the actors.
Böker connected various stages the interviewed student went through to highlighted how they changed in relation to each other over time: For example, his interviewee showed how she could both use the pandemic as a justification to extend her grant and how the pandemic lead to a stress relieve—bevor again unleashing a overwhelming amount of work for the student. Böker also showed that the connections he made between the different aspects could be related to different conventions. For example, paths could be traced that followed an industrial logic: from an initial idea of not being good enough to study, over to a particular motivation to organize one’s studies and, finally, to an overburdening with work during the pandemic. Such a relational thinking highlighted how aspects change and are used differently depending on a situation. It also made it possible for Böker to raise awareness for more invisible resource: The family, for example, was a help for the interviewed student particularly because they did not formulate any expectations towards her.
Böker ended his presentation by showcasing his next steps, particularly ideas for the variation in a sample. These ideas of variance were also taken up in the discussion afterwards in addition with another methodological aspect, namely the use of the maps. There, the participants agreed that it would be worthwhile to differentiate the two situations—bevor and during the corona pandemic—and not have them connected with an axis. Such an approach could strengthen the analysis to show the different arrangements in the two situations. In addition to methodological consideration, the discussion also raised a more general theoretical one point: What exactly was the role of EC’s theoretical framework in this project? Here, it was clear that the framework could help to highlight how actors make sense in the respective situations’ different arrangements and, for example, how conventions are brought forward to reduce uncertainty that follows the re-arrangements.
Leonie Bisang: “Mechanisms of Selection in Higher Education”
Leonie Bisang, also hailing form the FHNW, gave the last presentation of this semester. She shared an interest in educational inequality with Böker, but approached the subject with a different angle. For her recently started PHD project, Bisang wants to research how students choose their study course. Her interest lies in those particular students who do not follow a route the theoretical ideas about a structural homology between social space, lifestyles, and field would imply. With this particular interest, Bisang tackles questions of actors’ reflexivity.
To illustrate her research interest, Bisang first showcased the institutional change introduced in the higher education in Switzerland in the 1990s (and that various other countries introduced as well): the establishment of Fachhochschulen/universities of applied sciences. In Switzerland, these institutions offer higher education to people who did not attend a gymnasium (normally required to study at a university), but rather completed an apprenticeship and later on decided to study. While these universities of applied science often focus on courses directly relate to a job market (i.e. management), they also offer the same subjects as regular universities do (i.e. economics).
Bisang approaches this dual system with a particular interest. Following a field logic and the idea of structural homology, one would expect the following when considering students’ choice for institutions: Those who did attend a gymnasium will choose to study at a university, as such an institution is considered to offer a more prestigious education. The culturally-dominated students who did not attend a gymnasium would strive to be enrolled at a Fachhochschule, completing their apprenticeship. This homology is supported through a lot of structural process in place that make sure a majority of students follow such a path. However, there are both students who could attend a regular university that apply for a Fachhochschule, as there are examples the other way around. Moreover, these students’ choices are not only remarkable from a field perspective, but also in a more general sense: They need to go through extra effort to achieve being enrolled at the “other” institution, like getting experience in a job or additional exams.
The inapt choice from both people who could attend universities and from the ones who should attend the Fachhochschulen is what Bisang places at the heart of her PHD project. In a theoretical sense, the inapt choices start a conversation between the Bourdieusian habitus concept and EC competent actors. For the former, questions arise whether these choices are still pre-determined—whether they are in fact non-decision—or if these actors are deliberate and reflexive in their action. Considering the competence of actors is a strength for the latter theoretical position. In addition, the EC’s framework let’s one also consider the processes of coordination that are necessary to make these inapt choices work. Here again, a Bourdieusian framework highlights the aspect of inequality in a more pronounced and explicit way than the EC perspective often does.
For the last part of her presentation, Bisang introduced first idea on how to approach her empirical phenomenon and the theoretical questions she brought forward. One idea she proposed was to make a case comparison between students who chose to study economics: one sample representing the “normal” students, but enrolled at the Fachhochschulen, and one sample would be the those who finished an apprenticeship and then went on to study at a university. The case comparison could then be used in qualitative sense, she explained, to trace a process taking place. These more qualitative approaches could be supplemented with survey-type data, to perform a correspondence analysis once more information about the process of making a choice is available.
Bisang’s considerations for her empirical work were the starting point for the discussion that followed the presentation. Next to questions regarding process tracing, the sampling choice was a bigger subject. Aiming for a more open and broader theoretical sampling instead of a case comparison, the participants agreed, could help to identify more interesting cases. This would enable Bisang to grasp the different coordination problems that the students face: from different choices available, to institutional barriers, over to no choice made at all. Such a perspective could also open the possibility to consider reflexivity in another way, i.e. also looking at reflexivity as negative when actors are forced to be deliberate. At the end of the discussion, the subject of inequality was taken up again. Questions of inequality could both be more thoroughly and structurally integrated in case selection, but also in relation to showing inequality in the way people deal with institution (and then, how institutions deal with people).
EC all over?
The five presentations that were given this past semester at the colloquium showcased the following: EC’s theoretical framework—from very broad ideas like plurality over to the more detailed aspects like regimes—is being used in relation to a variety of research interest. They help researchers in grasping their phenomenon and open up interesting perspectives. The five presentations, however, also showed two challenges: On the one hand, using the concepts often is a mere first step, from where researchers still need to conceptualize a problem in an empirical situation. This conceptualization then can make use of other theoretical position and societal issues to move forward. On the other hand, researchers are often faced with challenging methodological problems as a result of the EC framework. Here, the questions of what a situation is seem to be a pressing issue. Next to just showcasing challenges, each presentation and the discussions that followed them made it clear the challenges are a pathway to creative social research.
 Nadai, Eva, and Anna Gonon. 2021. “Simple jobs” for disqualified workers. Employability at the bottom of the labour market. In The Future of Work, ed. Christian Suter, Jacinto Cuvi, Philip Balsiger, and Mihaela Nedelcu, 199–221. Zurich / Geneva: Seismo Verlag AG. https://doi.org/10.33058/seismo.30818.
 Weyer, Johannes, Marc Delisle, Karolin Kappler, Marcel Kiehl, Christina Merz, and Jan-Felix Schrape. 2018. Big Data in soziologischer Perspektive. In Big Data und Gesellschaft, ed. Barbara Kolany-Raiser, Reinhard Heil, Carsten Orwat, and Thomas Hoeren, 69–149. Wiesbaden: Springer Fachmedien Wiesbaden.
 Kappler, Karolin Eva, Eryk Noji, and Uwe Vormbusch. 2019. Performativität in körperlich-leiblichen Selbstvermessungspraktiken: Zwei Fallbeispiele. In Self-Tracking, Selfies, Tinder und Co., ed. Daniel Rode and Martin Stern, 83–100. transcript Verlag.
 Solans, David & Tauchmann, Christopher & Farrell, Aideen & Kappler, Karolin Eva & Huber, Hans-Hendrik & Castillo, Carlos. (2019). Conflict and Cooperation: AI Research and Development in terms of the Economy of Conventions.
 Luc Boltanski. (2019). On Critique: A Sociology of Emancipation. Cambridge: Polity Press.
 Desrosières, Alain. 2002. The Politics of Large Numbers. Cambridge: Harvard University Press.