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

Accounting students' expectations and transition experiences of supervised work experience

Political and economic discourses position employability as a responsibility of higher education, which utilise mechanisms such as supervised work experience (SWE) to embed employability into the undergraduate curriculum. However, sparse investigation of students' contextualised experiences of SWE results in little being known about the mechanisms through which students derive employability benefits from SWE. The aim of this study is to examine the impact of students' expectation and conception of workplace learning on their transition into SWE. Analysis of accounting students' experiences reveal two broad conceptions of workplace learning, the differing impacts of which on transition experience are explored using existing learning transfer perspectives. Students displaying the more common 'technical' conception construct SWE as an opportunity to develop technical, knowledge-based expertise and abilities that prioritize product-based or cognitive learning transfer. Students with an 'experiential' conception were found to construct SWE primarily as an experience through which the development of personal skills and abilities beyond technical expertise are prioritized using process-based or socio-cultural learning transfer. Further data analysis suggests that these two learning transfer approaches have differing impacts on students' employability development which may indicate a need for universities to consider how to develop appropriate student expectations of and approaches to SWE and meaningful support for students' SWE transition

Contextualizing entrepreneurial identity amongst Syrian refugees in Jordan: the emergence of a destabilized habitus?

This paper aims to contextualise the entrepreneurial identity of Syrian refugees living outside refugee camps in Jordan. The research adopts a social lens to consider the situation Syrians find themselves in by drawing on the work of Bourdieu. A qualitative design is applied to explore the different experiences and perceptions that pervade refugee stories and the work of refugee aid agencies. By contextualising entrepreneurial identity in the Jordanian context, the paper reveals how a destabilized refugee habitus based on an embodied disposition of survivability is emerging. The paper makes an empirical and conceptual contribution by highlighting how the entrepreneurial activities of Syrian refugees are driven by their experiences of the harsh social conditions they find themselves in

Underpinning excellence in higher education – an investigation into the leadership, governance and management behaviours of high-performing academic departments

The changes in government funding alongside external pressures of increased international and national competition have meant that higher education institutions need to excel in a turbulent environment. The leadership, governance and management (LGM) of academic departments are key concerns. This study investigates the correlation between behaviours, attitudes and competencies at a department level and overall departmental performance in terms of hard data measures. The research question this paper seeks to address is: what are the LGM behaviours that are associated with high-performance in academic departments? More than 600 people across 50 academic departments in 5 UK universities were surveyed through the use of three research phases consisting of open-ended questionnaires, critical case sampled semi-structured interviews and a fixed-response survey. Synthesising the data and findings of the study revealed a thematic framework of eight broad themes that contribute to excellence in academic departments. These were in the areas of change management, research and teaching, communication, strategy and shared values, leadership, departmental culture, rewards and staffing. The behaviours associated with each of these themes were used to construct the Underpinning Excellence model

Up the ANTe: Understanding Entrepreneurial Leadership Learning through Actor-network Theory

This paper explores the role of educators in supporting the development of entrepreneurial leadership learning though creating peer learning networks of owner-managers of small businesses. Using actor-network theory as a lens we think through the process of constructing and maintaining a peer learning network (conceived of as an actor-network) and frame entrepreneurial leadership learning as a network effect. Our paper is of significance to theory and practice in terms of understanding the dynamics, challenges and opportunities surrounding the construction and ongoing maintenance of networks and how to stimulate entrepreneurial leadership learning

Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes

Different organizational settings have been gaining ground in the world economy, resulting in a proliferation of different forms of strategic alliances that translate into a growth in the number of organizations that have started to deal with interorganizational relationships with different actors. These circumstances reinforce Crossan, Lane, White and Djurfeldt (1995) and Crossan, Mauer and White (2011) in exploring what authors refer to as the fourth, interorganizational, level of learning. These authors, amongst others, suggest that the process of interorganizational learning (IOL) warrants investigation, as its scope of analysis needs widening and deepening. Therefore, this theoretical essay is an attempt to understand IOL as a dynamic process found in interorganizational cooperative relationships that can take place in different structured and unstructured social spaces and that can generate learning episodes. According to this view, IOL is understood as part of an organizational learning continuum and is analyzed within the framework of practical rationality in an approach that is less cognitive and more social-behavioral

A qualitative study of stakeholders' perspectives on the social network service environment

Over two billion people are using the Internet at present, assisted by the mediating activities of software agents which deal with the diversity and complexity of information. There are, however, ethical issues due to the monitoring-and-surveillance, data mining and autonomous nature of software agents. Considering the context, this study aims to comprehend stakeholders' perspectives on the social network service environment in order to identify the main considerations for the design of software agents in social network services in the near future. Twenty-one stakeholders, belonging to three key stakeholder groups, were recruited using a purposive sampling strategy for unstandardised semi-structured e-mail interviews. The interview data were analysed using a qualitative content analysis method. It was possible to identify three main considerations for the design of software agents in social network services, which were classified into the following categories: comprehensive understanding of users' perception of privacy, user type recognition algorithms for software agent development and existing software agents enhancement

Knowledge-sharing, control, compliance and symbolic violence

Recent developments in control hold that professionals are best managed through normative and concertive as opposed to bureaucratic and coercive mechanisms. This post-structuralist approach appeals to the notion of congruent values and norms and acknowledges the role of ind ividuals' subjectivity in sustaining professional autonomy. Yet, there remains a risk of over-simplifying the manifestations of such control initiatives. By means of an in-depth case study, this article considers the challenge of implementing a knowledge-sharing portal for a community of R&D scientists through management control initiatives that relied on the rhetoric of a blend of 'facilitation' and presumed 'peer pressure'. Arguing that traditional approaches such as normative/concertive control and soft bureaucracy only partially explain this phenomenon, we draw from Pierre Bourdieu’s concept of 'symbolic violence' to interpret a managerial initiative to appropriate knowledge and affirm the structure of social relations through the complicity of R&D scientists . We also examine how the scientists channelled resistance by reconstituting compliance in line with their sense of identity as creators of knowledge

Stakeholder engagement in the city branding process

This paper explores perceptions of stakeholder engagement in the city branding process from the perspective of two post-industrial cities: Sheffield, UK and Essen, Germany. This qualitative research utilises a multi case study approach, which allowed for semi-structure interviews and semiotics to be used. Preliminary findings highlight that there are four stakeholder ‘levels’. Each of these stakeholder groupings is involved in the city branding process to some extend. Findings suggest that the degree of involvement strongly depends on the primary stakeholders, who are seen as key decision-makers in the branding process. These primary stakeholders select other stakeholders that ‘can’ be involved in the branding process. Although this may be beneficial it is vital to provide more opportunities and incorporate stakeholders that are willing to participate in the branding process. Alienating stakeholders may also lead to losing parts of an identity that is based on heritage. The focus is on two cities with a highly industrialised background, thus findings may not be applicable to cities without this heritage. The paper looks at both stakeholder engagement and city branding, thereby proposing four layers of stakeholder involvement in the city branding process