The social construction of leadership studies: Representations of rigour and relevance in textbooks

Considerations of rigour and relevance rarely acknowledge students, learning or the textbooks many of the academic community use to frame education. Here we explore the construction of meaning around rigour and relevance in four leadership studies textbooks – the two most globally popular leadership textbooks and two recent additions to the field – to explore how these ideas are represented. We read the four texts narratively for structure, purpose, style and application. We further embed the analysis by considering the cultural positioning of the textbook-as-genre within leadership studies as a field more generally. This exploration of the textbook raises critical questions about rigour, relevance and the relationship constructed between them. From this, we argue for a re-commitment to the genuine ‘text-book’ written to engage students in understanding leadership as a continuing conversation between practices, theories and contexts, rather than as a repository of rigorous and/or relevant content that lays claim to represent an objective science of leadership studies

School violence, school differences and school discourses

This article highlights one strand of a study which investigated the concept of the violenceresilient school. In six inner-city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of wellconnected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. We suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept

An intervention framework for collaboration

This paper provides an intervention framework for collaboration to improve services. When collaboration is an intervention, its development and effectiveness depend on intervention logic. Intervention logic requires a precise conceptualization of collaboration. This conceptualization emphasizes its vital and unique components. It includes a developmental progression in which collaboration is contrasted with companion concepts. It also includes progress benchmarks, outcome measures, and logic models. These models depict relations among the benchmarks and outcomes, and they identify the mediating and moderating variables that account for collaboration's development and effectiveness. These models are designed to improve planning, evaluation, and their relations. This intervention framework for collaboration contrasts sharply with other conceptualizations and strategies. Although its aim is to unify and improve collaboration policy and practice, its inherent selectivity is an obvious limitation. [PUBLICATION ABSTRACT

Revans reversed: focusing on the positive for a change

The classical principles of action learning, based on the work of Revans, usually include working with problems as the core. This article aims, by contrast, to show how a recent project of change has incorporated principles of appreciative inquiry (AI) based on social constructionism and positive psychology into an action learning process involving a wide range of participants. The concern for problems is considered showing that the process of diagnosing a problem can reinforce a deficit orientation. The key ideas of AI are presented, highlighting the purpose of finding out what is going on in terms of what is working well, and in doing so, it becomes possible to build a picture of the strengths and virtues of what is happening at work. Based on findings from a recent project of culture shift in a design and production company, a process of positive action learning is considered

More than a method? Organisational ethnography as a way of imagining the social

© 2016 Informa UK Limited, trading as Taylor & Francis Group. The authors–two anthropologists and an organisational theorist, all organisational ethnographers–discuss their understanding and practices of organisational ethnography (OE) as a way of imagining and reflect on how similar this understanding may be for young organisational researchers and students in particular. The discussion leads to the conclusion that OE may be regarded as a methodology but that it has a much greater potential when it is reclaiming its roots: to become a mode of doing social science on the meso-level. The discussion is based on an analysis of both historical material and the contemporary learning experiences of teaching OE as more than a method to our students

Into the Labyrinth: Tales of Organizational Nomadism

Labyrinths and mazes have constituted significant spaces for tales of transformation, from prehistoric designs through the myth of the Minotaur and the pilgrimage design in Chartres cathedral to contemporary novels and pictorial representations. Labyrinths and labyrinthine designs can also commonly be found in present-day organizations. This text, based on an ethnographic study as well as on an analysis of academic discourse, explores their significance as symbol and as physical structure. Drawing upon the notion of transitional space, it presents labyrinths as an indelible part of human experience, an archetype, and a sensemaking tool for understanding and explaining organizational complexity. The unavoidable presence of labyrinthine structures is presented as a counterpoise to the reductionist tendency towards simplification, streamlining and staying on-message, allowing or demanding space for reflection, doubt and uncertainty

Fiction and Organization Studies

The topic of fiction is in itself not new to the domain of organization studies. However, prior research has often separated fiction from the reality of organizations and used fiction metaphorically or as a figurative source to describe and interpret organizations. In this article, we go beyond the classic use of fiction, and suggest that fiction should be a central concern in organization studies. We draw on the philosophy of fiction to offer an alternative account of the nature of fiction and its basic operation. We specifically import Searle’s work on speech acts, Walton’s pretense theory, Iser’s fictionalizing acts, and Ricoeur’s work on narrative fiction to theorize about organizations as fictions. In doing so, we hope that we not only offer an account of the “ontological status” of organizations but also provide a set of theoretical coordinates and lenses through which, separately or together, the notion of organizations as fictions can be approached and understood

Profaning the sacred in leadership studies: A reading of Murakami's A Wild Sheep Chase

The leadership literature is full of stories of heroic self-sacrifice. Sacrificial leadership behaviour, some scholars conclude, is to be recommended. In this article we follow Keith Grint's conceptualization of leadership as necessarily pertaining to the sacred, but-drawing on Giorgio Agamben's notion of profanation-we highlight the need for organization scholars to profane the sacralizations embedded in leadership thinking. One example of this, which guides us throughout the article, is the novel A Wild Sheep Chase, by the Japanese author Haruki Murakami. By means of a thematic reading of the novel, we discuss how it contributes to profaning particular notions of sacrifice and the sacred in leadership thinking. In the novel, self-sacrifice does not function as a way of establishing a leadership position, but as a way to avoid the dangers associated with leadership, and possibly redeem humans from their current collective urge to become leaders. Inspired by Murakami's fictional example, we call organization scholars to engage in profanation of leadership studies and, in doing so, open new vistas for leadership theory and practice. © The Author(s) 2012

The moral work of subversion

This article critically reconsiders dominant understandings of morality and subversion within organizations. Existing organizational literature does not adequately address the important productive role of morality for producing and justifying everyday subversive practices as well as the use of subversion to legitimate power relations and dominant values. Drawing upon interactionist insights, we develop a practice-based account of morality, highlighting the means through which subversion retroactively legitimates the diverse range of actions performed by organizational subjects. This form of retrospective reasoning, which we term ‘moralization’, serves as an important resource for subjects to actively negotiate the often competing moral and practical demands placed on them as organizational subjects. Consequently, we position subversion as an important means of accomplishing, legitimating and preserving a given organizational order, rather than a ‘common sense’ view that subversion necessarily subverts organizational values. In doing so, we make explicit the ‘positive’ function of rule-bending for processes of organizational control