11 research outputs found

    Fiddling while the ice melts? How organizational scholars can take a more active role in the climate change debate

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    The debate over anthropogenic climate change or the idea that human activities are altering the physical climate of the planet continues to rage amid seemingly irreconcilable differences, both within the developed world and between developed and less developed countries. With high uncertainty, rival worldviews, and wide diversity of meaning attached to the expression, climate change has become a key narrative within which local and transnational issues – economic, social, and political – are framed and contested. The field is fraught with controversies regarding causes and consequences, as well as different attitudes toward risks, technologies, and economic and social well-being for different groups. Parties also dispute how to share responsibility for reducing emissions – whether the issue primarily needs market, regulatory, technological, or behavioral solutions. Climate change is many things to many people. Competing interests negotiate over its interpretation and utilize various strategies to promote practices that advance their own understandings regarding climate change and its governance

    Constructing a climate change logic: An institutional perspective on the "tragedy of the commons"

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    Despite increasing interest in transnational fields, transnational commons have received little attention. In contrast to economic models of commons, which argue that commons occur naturally and are prone to collective inaction and tragedy, we introduce a social constructionist account of commons. Specifically, we show that actor-level frame changes can eventually lead to the emergence of an overarching, hybrid "commons logic" at the field level. These frame shifts enable actors with different logics to reach a working consensus and avoid "tragedies of the commons." Using a longitudinal analysis of key actors' logics and frames, we tracked the evolution of the global climate change field over 40 years. We bracketed time periods demarcated by key field-configuring events, documented the different frame shifts in each time period, and identified five mechanisms (collective theorizing, issue linkage, active learning, legitimacy seeking, and catalytic amplification) that underpin how and why actors changed their frames at various points in time-enabling them to move toward greater consensus around a transnational commons logic. In conclusion, the emergence of a commons logic in a transnational field is a nonlinear process and involves satisfying three conditions: (1) key actors view their fates as being interconnected with respect to a problem issue, (2) these actors perceive their own behavior as contributing to the problem, and (3) they take collective action to address the problem. Our findings provide insights for multinational companies, nation-states, nongovernmental organizations, and other stakeholders in both conventional and unconventional commons

    sj-docx-1-jom-10.1177_01492063231224353 – Supplemental material for Reputation-Damaging Events Over a Long Time Horizon: An Event-System Model of Substantive Reputation Repair

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    Supplemental material, sj-docx-1-jom-10.1177_01492063231224353 for Reputation-Damaging Events Over a Long Time Horizon: An Event-System Model of Substantive Reputation Repair by Jarrod P. Vassallo, Yeonji Seo and Shahzad (Shaz) Ansari in Journal of Management</p

    The Art of Reconstructing a Shared Responsibility: Institutional Work of a Transnational Commons

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    The author examines how the production of art may constitute an important form of institutional work and legitimating rhetoric for institutional change. With a case study on the design process of a work of art calling to mind the common responsibility to protect the Baltic Sea, she identifies three mechanisms through which an artistic form of institutional work is performed. They are (a) creating emotional response by generating a sense of nostalgia over a lost common experience,(b) educating by constructing a mnemonic device that educates the audience and constructs the commons as a shared category, and (c) empowering that gives marginalized actors power to participate in protecting the commons. The study shows how artists, through their art, contribute to the creation of a shared material and symbolic space that helps construct mutual responsibility for collective resources such as the world’s seas and oceans.Peer reviewe
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