Managing resources and tensions at the frontline is crucial for organizational success. To advance our understanding of how frontline employees turn assets into useful resources under tensions, we draw on research on resourcing and practices of responding to paradoxical tensions. Our ethnographic study of employees in a multinational retail–fashion company finds three resourcing practices – situational reframing, organizational preframing and institutional deframing – that enable frontline employees to balance tensions. We contribute to both the resourcing perspective and to research on individuals’ responses to paradoxical tensions, first, by identifying the varying scopes of meaning (situational, organizational or institutional) that employees infuse potential resources with; second, by extending the notion of framing to understand how resourcing is accomplished interactively in tension-laden situations; and third, by explaining how employees’ construction of tensions is related to their dynamic moves between resourcing practices.
Check out the full article via the journal webpage. In case you or your institution don’t have access please write us or the authors to receive a copy.
This essay is provided by Hannah Schupfer, student in the master program Organization Studies at University of Innsbruck, and based on her master thesis.
“The worlds most powerful person is the greatest storyteller” – Steve Jobs (1995)
Nowadays, the Silicon Valley is brimming with firms whose CEOs and founders apparently are role models for today’s generation of young entrepreneurs. Bill Gates, Steve Jobs, Larry Page and alike are regarded as geniuses in their areas of expertise. To the wider audience they are especially known for their entrepreneurial success story. How often did we hear the story about Bill Gates and how he made up his way from working in his garage to become the CEO of one of the world’s most famous companies? Or Mark Zuckerberg – do we start thinking about Facebook or do we maybe first think about the lucky college dropout?
A relatively coherent group of people that share a similar background and hold certain attributes in common can – theoretically – be defined as a social category. In my master thesis, I investigated how the category of today’s “hero” entrepreneurs has been formed. Specifically, I analyzed how the Silicon Valley entrepreneurs “tell their story” which, I argue, influences how the social category of the hero entrepreneur is shaped and understood.
Strategy processes are becoming more open by increasing transparency and inclusion. This openness is even more relevant when managers engage with grand societal challenges and complex, emergent technologies characterized by radical uncertainty. Inclusive strategizing makes more strategic information available and enables more internal and external stakeholders to engage in strategic conversations. Under which conditions is it beneficial for companies to open their strategy process, and when should they opt for more secrecy? What are the intended and unintended consequences of openness along the strategy process? What are potential “side effects?” What is the right balance of “openness” and “closure” in the strategy process? What are the barriers for more openness, and how can they be overcome? Additionally, it is intriguing to investigate how new technologies alter the very process of strategy and, consequently, impact social and organizational structures, power distribution and roles of an organization. This track welcomes all research proposals related to these themes across a variety of methodological and theoretical perspectives.
From April 26-27, 2019, the 10th Sociology of Conventions Workshop with the topic “Conventions@Work” took place at University of Innsbruck. Together with Bianca Schoenherr, Katharina Zangerle provides a summary of key discussion points of the workshop over at the blog “Économie des conventions“:
Variety in regard to disciplines (e.g., Sociologist, Economists, Historians), origin (e.g., France, Switzerland, Germany, France and Austria), empirical interests (e.g., from migration, health, the digital, social policy, science, farming, to intellectual property regulations and information security…), but connected through the common theoretical perspective, characterized the audience composed of about 35 scientists. Besides, it was the workshops format, which allowed the presenters adequate time (45 minutes) to make clear their arguments and respond to the assigned discussants’ and audiences’ responses of different sorts, that triggered the discussion. The following overview serves to communicate current developments in the community, but makes no account to be complete.
Silvia Jordan and Albrecht Becker, both professors in the area of Management Accounting and thus part of the Department of Organization and Learning at the University of Innsbruck, are hiring three doctoral fellows by October 2010 (PDF of the call for applications in German and English):
Positions 1 and 2: Research assistants in the Austrian Science Fund (FWF)-funded research project „Healthcare quality assessment in Austria: Discourses and performances“
Assistance and co-operation in the research project „Healthcare quality assessment in Austria: Discourses and performances“
3-year contract, 75% (30 hours per week)
Position 3: Research and teaching assistant in the management accounting group
Assistance and co-operation in research and teaching in the management accounting group
This research essay is authored by Melissa Köhler, student in the master program Organization Studies at University of Innsbruck.
‘We do not learn from experiences… we learn from reflecting on experiences.’ (John Dewey)
Unexpected and unusual incidents in organizational life often result in a change from stable conditions into situations that are ‘far from equilibrium’ (Rudolph and Repenning, 2002). Even if undesirable incidents entail an organizational breakdown and misery, organizations can try to make sense of the circumstances. They have the possibility to reflect and learn in order to prevent such occasions, or to improve their response the next time. To understand how organizations learn from disasters, current scientific literature mainly analyzes very popular incidents such as the Mount Everest climbing accident in 1996 or natural catastrophes. In order to gain substantial insights on how organizations learn from disastrous situations, this focus on extreme incidents seems quite narrow-minded. Who defines whether a specific event is a disaster or not? A ‘Framing’ perspective could help to induce a better understanding on how organizations learn from such situations.
Globalization and digitalization are keywords which characterize today’s society. The process of digitalization and dissemination of data has already found its way into education. It is one of the biggest concerns when talking about modernizations in educational systems (Dobusch & Heimstädt, 2016). One primary goal of recent education is to make knowledge accessible anywhere, anytime and for anyone. As a result education becomes egalitarian and contributes to the public’s welfare. In his educational ideal Humboldt already registered that it is the state’s duty to make knowledge available for everyone even for the poorest (Gaisbauer, Kaperer, Koch & Sedmak, 2013). Going one step further beyond open access for everybody the UNESCO has come up with the conception of Open Educational Resources (OER). “OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.” (Atkins, Brown & Hammond, 2007, p. 4).
What also came along with this Open Education Movement were Massive Open Online Courses (MOOCs) in the segment of higher education. Since 2008 these educational opportunities offered by universities and commercial organizations have shaped the educational infrastructure. The number of MOOCs has rapidly grown in the last ten years because educational institutions have to fulfill the needs of potential students and to meet the requirements of the fast changing educational market towards learner-centered and individualized learning methods. MOOCs are online courses which provide each person free access to university level education without paying a fee and without the need to fulfill certain admission requirements (Yuan & Powell, 2013). Though, at this point it raises the question: To what extent does the ‘Open’ in Massive Open Online Courses correspond to the ‘Open’ in Open Educational Resources or do MOOCs not overcome the hurdle of providing only Open Access instead of Open Education? Continue reading “The Simulacrum of Massive Open Online Courses representing Open Educational Resources”→