More than a cognitive experience: unfamiliarity, invalidation, and emotion in organizational learning

Literature on organizational learning (OL) lacks an integrative framework that captures the emotions involved as OL proceeds. Drawing on personal construct theory, we suggest that organizations learn where their members reconstrue meaning around questions of strategic significance for the organization. In this 5-year study of an electronics company, we explore the way in which emotions change as members perceive progress or a lack of progress around strategic themes. Our framework also takes into account whether OL involves experiences that are familiar or unfamiliar and the implications for emotions. We detected similar patterns of emotion arising over time for three different themes in our data, thereby adding to OL perspectives that are predominantly cognitive in orientation

An idiographic analysis of women's accounts of living with mental health conditions in Haredi Jewish communities.

This research examines the reported experiences of women who developed mental health conditions while they were members of Haredi Jewish communities. The research focuses on how their communities responded and how these responses affected their self-evaluations and relationships with their communities. A qualitative, idiographic approach was used. Four women were recruited through mental health charities and an online group for former community members. The women were interviewed and transcripts were subjected to Interpretative Phenomenological Analysis. Three cross-case themes were developed: "The negative evaluation of mental health conditions in Haredi communities", "'Cloak and dagger': Secrecy and consequences of mental health problems in Haredi communities" and "Going and staying: Mental health experiences and changed relationships with Haredism/Judaism". The themes are discussed in terms of stigma and the threat posed to Haredi communities' self-understanding and self-presentation by the women voicing their mental health status within and outside the communities

Isolation in Globalizing Academic Fields: A Collaborative Autoethnography of Early Career Researchers

This study examines academic isolation – an involuntary perceived separation from the academic field to which one aspires to belong, associated with a perceived lack of agency in terms of one’s engagement with the field – as a key challenge for researchers in increasingly globalized academic careers. While prior research describes early career researchers’ isolation in their institutions, we theorize early career researchers’ isolation in their academic fields and reveal how they attempt to mitigate isolation to improve their career prospects. Using a collaborative autoethnographic approach, we generate and analyze a dataset focused on the experiences of ten early career researchers in a globalizing business academic field known as Consumer Culture Theory. We identify bricolage practices, polycentric governance practices, and integration mechanisms that work to enhance early career researchers’ perceptions of agency and consequently mitigate their academic isolation. Our findings extend discussions on isolation and its role in new academic careers. Early career researchers, in particular, can benefit from a deeper understanding of practices that can enable them to mitigate isolation and reclaim agency as they engage with global academic fields