To which we belong : understanding the role of tradition in interorganizational relations

This article explores tradition in the context of collaboration. We take a view of tradition as rooted in reference groups, which are conceptually distinct from membership groups. Through research in two particular collaborations supporting technology business development in the UK, we find that tradition, as a potential cause of failure or inertia, is inter-organizationally significant. We argue that insight into the nature of tradition - in particular its dynamic interplay with culture in the formation of identity - allows participants to develop some useful language that supports more effective reflective practice in collaboration

Challenging the hidden curriculum : building a lived process for responsibility in responsible management education

This essay argues that conceptualisations of responsibility in the responsible management education literature are generally superficial or unstated. We propose that this leads to practical understandings of responsibility being drawn from the hidden curriculum of socialised learning in the background of formal educational contexts. To disrupt this and enable critical thought and action, we argue for the integration of three perspectives that can be combined in a dynamic, lived process. First, we suggest that evidence-based management challenges us to seek out evidence to inform responsible management practice in ways that are thoughtful, critical and reflexive. Second, we argue that an interpretive approach employing philosophical hermeneutics connects responsibility to situated judgment about how we should interpret evidence available to us in the context of lived human experience in dialogue with others. Third, deconstruction reveals (aspects of) the ways in which the hidden curriculum constructs responsibility in the context of RME texts and talk – and helps us to remain open to other possibilities. We integrate these three perspectives to arrive at a definition of responsibility as a lived process with implications for students, educators and the institutions they inhabit.Publisher PDFPeer reviewe

Social network influences on employee responses to organizational withdrawals

Purpose The purpose of this paper is to develop a more detailed understanding of how embedding in different social networks relates to different types of action that individuals choose in the context of organizational closures, downsizing or relocations. To develop such insights, this paper focuses on three particular types of social networks, namely, intra-organizational; external professional and local community networks. These three types of networks have been frequently related to different types of action in the context of closures and relocations. Design/methodology/approach This is a conceptual paper. The authors develop the argument by integrating relevant recent literature on the salience related to embedding in different types of social networks, with a particular focus on responses to organizational closure or relocation. Findings The authors argue that at times of industrial decline and closure: embeddedness in intra-organizational networks can favor collective direct action; embeddedness in professional networks is likely to favor individual direct action and embeddedness in community networks can lead to individual indirect action. The authors then add nuance to the argument by considering a range of complicating factors that can constrain or enable the course (s) of action favored by particular combinations of network influences. Originality/value On a theoretical level, this paper adds to understandings of the role of network embeddedness in influencing individual and collective responses to such disruptive events; and direct or indirect forms of response. On a practical level, the authors contribute to understandings about how the employment landscape may evolve in regions affected by organizational demise, and how policymakers may study with or through network influences to develop more responsible downsizing approaches.Publisher PDFPeer reviewe

Directed evolution strategies for improved enzymatic performance

The engineering of enzymes with altered activity, specificity and stability, using directed evolution techniques that mimic evolution on a laboratory timescale, is now well established. However, the general acceptance of these methods as a route to new biocatalysts for organic synthesis requires further improvement of the methods for both ease-of-use and also for obtaining more significant changes in enzyme properties than is currently possible. Recent advances in library design, and methods of random mutagenesis, combined with new screening and selection tools, continue to push forward the potential of directed evolution. For example, protein engineers are now beginning to apply the vast body of knowledge and understanding of protein structure and function, to the design of focussed directed evolution libraries, with striking results compared to the previously favoured random mutagenesis and recombination of entire genes. Significant progress in computational design techniques which mimic the experimental process of library screening is also now enabling searches of much greater regions of sequence-space for those catalytic reactions that are broadly understood and, therefore, possible to model. Biocatalysis for organic synthesis frequently makes use of whole-cells, in addition to isolated enzymes, either for a single reaction or for transformations via entire metabolic pathways. As many new whole-cell biocatalysts are being developed by metabolic engineering, the potential of directed evolution to improve these initial designs is also beginning to be realised

Leadership formation : interpreting experience

In this essay we look at leadership development differently, through the lens of philosophical hermeneutics. We show how three aspects of philosophical hermeneutics - focused on accumulating experience of interpretation, engaging in dialogue and interpreting experience - connect with insights from the leadership development literature and lead to principles for a process of leadership formation. The process we describe explains how formation: extends historically through connection with traditions; involves processes of careful, situated dialogic engagement; and encompasses aesthetic engagement with experience in each event of interpretation. Building on these insights, we derive practical implications for educational policy and practice and develop theoretical implications for leadership development debates.PostprintPeer reviewe

Networks as perspective on policy and implementation

This article discusses the jungle of theories and approaches that abound today in works applied to the management of relations between organizations. It discusses the actions of 'individuals' who may be thought of as managers of an inter-organizational entity (IOE). It also explores research that describes organizational capabilities - in the sense of building them - as a product of, and an enactment through, managerial action. It address the various ways in which this kind of research has been conducted, including a discussion of the various methodologies and underlying theories that provide foundations for discussions of the management challenges inherent in dealing with collaboration and areas of substantive focus. Finally, this article closes with a discussion of significant gaps in the literature that require future research.</p

Authority and anomie in regional clusters

In this article we consider the nature and implications of barriers to collaborative process learning that may occur in regional clusters. Our approach is rooted in research in interorganizational collaboration and focuses on interview-based research in photonics clusters in: Scotland and the West Midlands in the United Kingdom; Berlin-Brandenburg in Germany; and Arizona in the United States of America. From this research we develop characterizations of the barriers to collaborative process learning in clusters at three levels of analysis—the macro, micro and meso levels. We also develop an integrated conceptualization of these barriers, which reveals a difficult tension between ‘authority’ and ‘anomie’. This tension has implications for the management of process learning, but also connects with recent debate about whether learning is most helpfully understood as an individual or collective process