At the 42nd Strategic Management Conference in London, the paper “Taking individual choices seriously: Self-selection and the coordination of strategy work” co-authored by Martin Friesl, Christoph Brielmaier (both University of Bamberg) and myself, was awarded the Best Paper Award of the Strategy Practice Interest Group of the Strategic Management Society (SMS). Christoph was so kind to collect our award certificate in London.
The Abstract of the paper reads as follows:
An increasing body of work investigates the participation of a diverse set of actors in strategy making. There is also a converging view in strategy practice and process research that diverse participation in the strategy process has positive implications for corporate renewal and success. In this paper, we argue that extant research tends to gloss over a fundamental condition underpinning participation in such types of strategizing: participation does largely do not involve a hierarchical mandate but is the result of processes of self-selection on the individual level. While this may seem self-evident, it is of crucial importance. These forms of strategizing are, therefore, not the outcome of deliberate top-down choice, nor do they form a ‘random’ pattern. Rather, they are based on an ‘endogenous’ logic, which explains whether an individual self-selects into the process or not. Thus, it is this logic of self-selection that ultimately gives rise to strategic outcomes. This paper aims to make three contributions to strategy practice and process research. It differentiates two forms of self-selection (managed and unmanaged) and describes their implications on the level of the organization and the level of the individual. Moreover, this paper also theorizes the underlying mechanisms governing selection choices.
We are currently revising the article for publication in a journal. In case you are interested in the conference paper, I am happy to provide it via e-mail.
This reflection essay is authored by Fabian Lugert and Richard Kempert, students in the master program Organization Studies at University of Innsbruck.
As students of Organization Studies, we often find ourselves in discussions, less often they get as intense as the one we had over the meaning and performativity of the word efficiency. This was challenging for us, because we constantly get confronted with the terms “efficiency”, “efficient” or “inefficient”. Subjectively perceived the word stem is used in every paper we read, which is not surprising as it is widely used and variable in its use. The most general definition of “efficiency” seems to be “doing the things right” (Drucker 1963). Other sources differ in their explanations. For example, the Cambridge Dictionary defines it as “the good use of time and energy in a way that does not waste any” (Cambridge Dictionary “Efficiency”). Another explanation provided by the dictionary: efficiency is “a situation in which a person, company, factory, etc. uses resources such as time, materials, or labor well, without wasting any” or “a situation in which a person, system, or machine works well and quickly” (Cambridge Dictionary “Efficiency”).
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”→
This research essay is authored by Hannes Henzinger, student in the master program Organization Studies at Universität Innsbruck.
“The intuitive mind is a sacred gift
and the rational mind is a faithful servant.
We have created a society that honors the servant
and has forgotten the gift.” (Albert Einstein)
A common narrative in today’s organization and management literature is that this world, especially the world of business, has become increasingly complex and unpredictable. Not just the scope, also the velocity of change has increased. Such a dramatic shift in the image of the environment seems to ask for an abandonment of old organizational practices. Not just bureaucracy seems outdated. Even stable strategies, routines, and planning are running the risk of falling short of what is needed to react timely and adaptively in this new environment. This narrative calls for a reconstruction of the practice of organizing, “new models and metaphors are needed for organizing” (Barrett, 1998, p. 605). The metaphor of a jazz band, introduced by Karl Weick, is a particularly catchy one. With an allusion to peak performance, like a “flow” experience (Csikszentmihalyi, 1990), it elegantly charms the reader into seeing jazz aspects in organizing and decision making. Beyond the lessons that are elaborated on in the article by Barrett (1998) the metaphor offers two further potentially valuable aspects, that, although foundational to the metaphor, often go unnoticed: the role of intuition in organizing and decision making and playful practice. Continue reading “Organizing Intuition and Playful Practice: The Jazz Band Metaphor Revisited”→
In some Organization Studies courses, students are required to write a short research essay, addressing one focused question or thesis related to the course topic. These essays are distinct from ‘ordinary’ seminar or term papers not only due to their short length but also because the students are encouraged to take a clear, maybe even provocative stance.
Reading these essays, Richard Weiskopf and I have regularly encountered works that were of such excellent quality that we think it would be a waste to just grade them. Rather, we have – and will continue to do so – asked authors of such essays to share them with a wider audience here at the ConJunction Community Blog.
The first two essays in what we hope will be an ongoing series, have been provided by Cäcilia Bart and Hannes Henzinger. While both essays deal with Jazz as a metaphor for organizing, they contribute quite different insights. Stay tuned for these and future student essays.