A Discourse Analytical Approach to Understanding Institutional Changes in the Irish Advertising Industry

The central objective of the research upon which this paper draws is to establish how technological, economic and socio-cultural change has impacted the structures, roles and processes of the Irish Advertising Industry. Institutional theory provides the central theoretical framework. The research takes an interpretivist, constructionist and inductivist perspective and employs the methodological approach of discourse analysis to explore how institutions are being shaped and arguably changed by social actors. It draws on a growing body of literature which suggests that language is central to the structuring of organisations. The empirical data and its fine-grained analysis has begun to reveal the ways that social actors are engaged in shaping the institution of advertising in Ireland in response to economic and technological change. New logics are emerging, although there is also some resistance from traditional agencies, particularly those working within the creative sphere. The research also enables us to examine the ways that new structures are emerging. Central to these processes are the active configuration of new roles which combine traditional creativity with technological skill – one such emergent role is that of the “creative technologist”

Desperately seeking fixedness: practitioners accounts of 'becoming doctoral researchers

We draw upon the concept of liminality to explore the experiences of practitioners enrolled on a UK Doctor of Business Administration (DBA) programme. We analyse twenty practitioners’ reflective journals to detail how the DBA liminal space was negotiated. More specifically, we describe how practitioners deal with their struggles of identity incoherence or ‘monsters of doubt’ which are amplified in the DBA context owing to the complex nature of the separation phase of liminality. We identify three broad methods deployed in this endeavour: ‘scaffolding’; ‘putting the past to work’ and ‘bracketing’- which evidence practitioners ‘desperately seeking fixedness’. We make three contributions – first, we provide empirical insights into the experiences of the increasingly significant, but still under researched, DBA student. Second, we develop our understandings of monsters of doubt through illustrating how these are negotiated for learning to progress. Finally, we contribute to wider discussions of ‘becoming’ to demonstrate the simultaneous and paradoxical importance of movement and fixedness in order to learn and become

Zooming in and out : studying practices by switching theoretical lenses and trailing connections

This paper contributes to re-specifying a number of the phenomena of interest to organisational studies in terms of patterns of socio-material practices and their effects. It does so by outlining a vocabulary and strategy that make up a framework for theorising work and organisational practices. The vocabulary is based on number of sensitising concepts that connote practice as an open-ended, heterogeneous accomplishment which takes place within a specific horizon of sense and a set of concerns which the practice itself brings to bear. The strategy is based on the metaphorical movement of "zooming in" and "zooming out of" practice. The zooming in and out are obtained through switching theoretical lenses and repositioning in the field, so that certain aspects of the practice are fore-grounded while others are bracketed. Building on the results of an extended study of telemedicine, the paper discusses in detail the different elements of the framework and how it enhances our capacity to re-present practice. The paper concludes with some considerations on how the proposed approach can assist us in advancing the research agenda of organizational and work studies

Mapping Children's Discussions of Evidence in Science to Assess Collaboration and Argumentation

The research reported in this paper concerns the development of children's skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision-making. The research, undertaken in the UK, involved four collaborative decision-making activities to stimulate group discussion, each was carried out with five groups of four children (10-11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different "levels" of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children's ability to argue effectively in making decisions

Constructing Spaces for Strategic Work: A Multimodal Perspective

This paper takes seriously the call for strategy-as-practice research to address the material, spatial and bodily aspects of strategic work. Drawing on a video-ethnographic study of strategic episodes in a financial trading context, we develop a conceptual framework that elaborates on strategic work as socially accomplished within particular spaces that are constructed through different orchestrations of material, bodily and discursive resources. Building on the findings, our study identifies three types of strategic work, private work, collaborative work and negotiating work, that are accomplished within three distinct spaces that are constructed through multi-modal constellations of semiotic resources. We show that these spaces, and the activities performed within them, are continuously shifting in ways that enable and constrain the particular outcomes of a strategic episode. Our framework contributes to the strategy-as-practice literature by identifying the importance of spaces in conducting strategic work, and providing insight into way that these spaces are constructed

From habituality to change : Contribution of activity theory and pragmatism to practice theories

Peer reviewe

Strategic thinking in family businesses

Abstract: This practitioner orientated paper seeks to understand better how management knowledge is created, shared and disseminated in family businesses (FBs). It outlines the initial findings from an exploratory study with senior managers of 20 FBs and FB experts that sought to examine the extent to which FB directors engage in strategic thinking, the issues that are considered part of strategic thinking, and the processes and tools driving strategic decision making. The results indicate that strategic thinking is not consistent across generations of FBs, as second generation (SG) firms tend to focus on operational issues whereas third generation (TG) firms have a more strategic focus. While all generations have to balance the ‘business’ and ‘family’ issues, it is likely that the ‘family’ element will have greater complexities in third generation businesses due to business maturity and extended family involvement. Results also illuminate that certain strategic issues and challenges relating to financing and capital structure, amongst others, are thought of differently in family businesses. Our findings indicate that FBs have differing management strategies, control systems and means of operating that impact on the extent and shape of strategic thinking. Finally, we contend that the present volatile business environment is the ideal time to focus on the development of sound strategic thinking to inform strategic planning which focuses the firm on the changing external environment and encourages a realistic appraisal of possible responses, dealing with threats before they become insurmountable

Strategy tools-in-use: A framework for understanding “technologies of rationality” in practice

In response to critiques of strategy tools as unhelpful or potentially dangerous for organizations, we suggest casting a sociological eye on how tools are actually mobilized by strategy makers. In conceptualizing strategy tools as tools-in-use, we offer a framework for examining the ways that the affordances of strategy tools and the agency of strategy makers interact to shape how and when tools are selected and applied. Further, rather than evaluating the ‘correct’ or ‘incorrect’ use of tools, we highlight the variety of outcomes that result, not just for organizations but also for the tools and the individuals who use them. We illustrate this framework with a vignette and propose an agenda and methodological approaches for further scholarship on the use of strategy tools

Recovering the Divide: A Review of Strategy and Tactics in Business and Management

With origins in military history, strategy and tactics is a frequently used conceptual couplet in the business and management literature. This paper reviews how strategy and tactics are portrayed, identifying a dominant ‘pragmatic’ account of strategy as an expression of formal, planned ends achieved through the subordinate means of tactics. Pragmatic distinctions give rise to a range of well-known problems, in particular in strategy implementation stages. We suggest that some of these problems may be avoided when the strategy–tactics relationship is conceived differently. We elaborate two alternative distinctions: a sociological framing of tactics as mechanisms of resistance to formal, controlling strategies; and a processual perspective, which sidesteps fixed distinctions between tactics and strategy, giving rise to more fluid interrelations between both modes. Based on a review of the business and management literature, we identify key examples of each trope and conclude by drawing insights for each account on the basis of these wider discussions

Anxiety and human resource development: possibilities for cultivating negative capability

Our article focuses on anxiety, which is an integral but still often ignored aspect of human resource development (HRD). The context of our study is a particular HRD intervention in Higher Education (HE): the part‐time MBA, and here for a group of managers who had taken less‐typical routes into HE and for whom anxiety was often heightened. Drawing on interviews with 20 students, we offer three contributions. First, we provide in‐depth understandings of the manifestations of anxiety in MBA programs highlighting their location in self‐other relations, and so progress understandings of anxiety as a social phenomenon. Second, we provide insights into how these self‐other relations simultaneously play an integral role in the development of a capacity for “negative capability”: that is an ability to recognize the anxiety of not knowing inherent to the learning environment, and with trusted others to contain it, until it has informed us to allow for the emergence of new insights and learning. Third, we illustrate the ways in which this capacity can also be mobilized in students' everyday managerial work by providing a starting point for public reflection. We suggest that these contributions offer promise for advancing critical forms of HRD