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This chapter examines key drivers of variation in adaptive capacity of project network organizations (PNOs). PNOs are defined as strategically coordinated sets of longer-term, yet project-based relationships, which provide for both stability and change in volatile project businesses. While prior research has emphasized the adaptive role of flexible structures and agency, the author focuses on the role of project variety and contextual embedding and disembedding in building adaptive capacity. Comparing two PNOs in TV movie production, the author argues that differences in adaptive capacity are a function of inter-context connectivity, that is, the level of task and team linkages among diverse project contexts, and the degree to which network ties and relational practices have “dual quality” in being valuable both within and beyond specific project contexts. Findings have important implications for project, network, and organization research.

An emerging management trend is to use the “wisdom of the crowd” to make decisions traditionally made by the top management alone. Research on this phenomenon has focused mainly on the capacity of crowds to generate ideas, but much less is known about a crowd’s capacity to select ideas. To study crowd-based idea selection in firms, this chapter develops a mathematical model of a crowd that makes decisions by majority voting. The model takes into account contingencies that are of particular importance to firms, namely: the size of the population from which the crowd is drawn, the distribution of accuracy among members of the population, and the firm’s ability to recruit the population’s most accurate individuals. The results show that: (1) under relatively common conditions, increasing the size of the crowd may actually reduce performance; (2) near-optimal performance can usually be achieved by a much smaller crowd than the one required to achieve optimal performance; (3) determining the best crowd size depends critically on the firm’s ability to recruit “accurate” individuals; and (4) good performance does not require large crowds unless all population members exhibit low levels of accuracy.

This chapter examines three kinds of relational bonds (trust-based commitments, forbearance-based commitments, and apprehension-based commitments) on which parties rely in the processes employed in negotiating, committing, and executing their cooperative inter-organizational relationships (CIORs). It also considers three different societal contexts with strong, moderately strong, and weak exogenous governance safeguards in which these relational bonds are employed. The authors propose a process theory of relational bonds that fit different contexts. Specifically, our central proposition is that parties to CIORs are more likely to achieve their goals when they rely on relational bonds that fit their societal contexts in which they engage in economic exchanges.

This book chapter uncovers the black box of PreK-12 African American male students’ experiences and outcomes as a result of their participation in career and technical education. Theoretical and scientific literature – related to benefits and challenges of African American male students’ educational experiences in career and technical education and school reform initiatives that may contribute to their educational outcomes – is discussed. Additionally, recommendations for educational research, practice, and policy are summarized providing future directions for educational and noneducational stakeholders to consider on how career and technical education may serve the unique needs of African American males.

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and academic work. When we sketch the development of higher education with a few broad strokes of the pen, we see (1) a development from a small-scale elite institution to broad training (and research) institutes; (2) a struggle over control of higher education; and (3) a movement in which higher education is professionalized and increasingly assigned a societal task, with a series of consequences for education, research and impact. These developments contribute to a field of tension in which old traditions of academic behaviour must be reconciled with demands that are placed on higher education by society. This makes talent management, both on an individual and collective level, no easy task.

Responding to the increased visibility of populist demagogues in the critical and cultural discourses of contemporary Western society, recent activity within the academy has sought to clarify, develop and (re)define populism as a phenomenon. Via analyses of Aliens (Cameron, 1986), The Running Man (Glaser, 1987) and Robocop (Verhoeven, 1987), this chapter draws upon these conceptualisations to revisit a sample of action heroes from the eighties action cinema. Exploring the intersection of these gendered identities with the aesthetics of ideational populism, the chapter demonstrates how such texts have helped shape the nature of the action cinema genre from the outset. In doing so, the chapter considers (1) how these narratives construct a duality of homogenous antagonistic groups, organised around a virtuous people and corrupt self-serving elite, thereby mirroring the fundamental conditions of populism, (2) how the super-objectives guiding the principles and actions of characters operate as gendered and thin-centred ideologies which fail to offer meaningful solutions to the wider socio-political issues encountered, and (3) how Richards, Ripley and Robocop are positioned as self-appointed demagogues, who pursue personal, rather than common, solutions and often operate without conventional societal constraints.