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To demonstrate how generational as well as gendered identities impacted on researcher-researched relationships built during the interview process, engendering specific insights about contemporary British grandfathering.

An ‘ad-hoc’ reflection of interview transcripts and researcher field notes generated from 31 qualitative interviews with men who are grandfathers, to reflexively interrogate how various identity markers operated within my encounters with them, as a young female researcher.

Men positioned me within a grandparent-grandchild relationship during the interviews, which afforded specific insights into contemporary grandfatherhood, including the socio-historical context in which grandfathering takes place. Whilst perceptions and assumptions about gender influence how participants perceive researchers, focusing too rigidly on gender is problematic. It risks re-enforcing potentially stereotypical assumptions about men and women, thus downplaying the contradictions and paradoxes inherent in men’s constructions and performances of their diverse later life identities, as well as obscuring the complex intersectionalities and power relations that operate in the field.

To argue that the concept of ‘betweenness’ aids in developing a more robust understanding of the complex and knowable negotiations of similarity and difference within research encounters.

The authors, with disparate organisational affiliations and in different geographic locations, worked together on a qualitative multiple-case study of ad hoc supervisory encounters between general practice (GP) supervisors and GP-registrars. The purpose of this paper is to share our experiences and learning to highlight how valuable pilot work can be when conducting team-based qualitative research.

This paper outlines the value of pilot work in consolidating whole team understanding of the research plan, using our experiences as an example. We first offer a synthesis of published literature relating to pilot work, especially in qualitative research approaches. Next, we outline and justify the pilot work undertaken for the ad hoc supervision study. Lastly, we use each researcher’s voice to describe our experiences and then share the lessons we learned undertaking pilot work in qualitative research.

We found that while pilot work can be useful in refining strategies, data collection processes and analytic instruments. There are further benefits in galvanising whole team understanding of the research plan, in encouraging reflexivity, in ensuring transparency of the research process, and for ethical considerations.

There are few published papers or books which offer researchers guidance regarding pilot work, especially within a qualitative paradigm. Our experience shows there is value in planning and conducting pilot work. We believe others may benefit from our experience as they embark on team-based research.

This study aims to address how and why do formal key account management (KAM) programmes hinder effective KAM management, and how can the problems of formalization in KAM be overcome. Recent empirical studies have reported an unexpected negative relationship between KAM formalization and performance.

An 18-month (340 days) ethnographic investigation was undertaken in the UK-based subsidiary of a major US sports goods manufacturer. This ethnographic evidence was triangulated with 113 in-depth interviews.

This study identifies how and why managerial reflexivity allows a more effectively combining of formal and post-bureaucratic KAM practices. While formal KAM programmes provide a means to initiate, implement and control KAM, they have an unintended consequence of increasing organizational bureaucracy, which may in the long-run hinder the KAM effectiveness. Heightened reflexivity, including “wayfinding”, is identified as a means to overcome many of these challenges, allowing for reflexively combining formal with post-bureaucratic KAM practices.

The thesis of this paper starts a new line of reflexive KAM research, which draws theoretical influences from the post-bureaucratic turn in management studies.

This study seeks to increase KAM implementation success rates and long-term effectiveness of KAM by conceptualizing the new possibilities offered by reflexive KAM. This study demonstrates how reflexive skills (conceptualized as “KAM wayfinding”) can be deployed during KAM implementation and for its continual improvement. Further, the study identifies how KAM programmes can be used to train organizational learning regarding KAM. Furthermore, this study identifies how and why post-bureaucratic KAM can offer additional benefits after an organization has learned key KAM capabilities.

A new line of enquiry is identified: the reflexive-turn in KAM. This theoretical position allows us to identify existing weakness in the extant KAM literature, and to show a practical means to improve the effectiveness of KAM. This concerns, in particular, the importance of managerial reflexivity and KAM wayfinding as a means to balance the strengths and weaknesses of formal and post-bureaucratic KAM.

This study aims to theorise and empirically investigate how vulnerable users suffering from cognitive impairments can be involved in service design.

The data were collected through an ongoing field study following the processes of designing new forms of dementia care. The data consist of document studies, observations and interviews with actors involved in the service design process.

The findings demonstrate how the involvement of vulnerable users with cognitive impairment in service design requires the ability to manoeuvre users' “fractured reflexivity”. The design process was found to be constrained and enabled by three interrelated features: cognitive aspects, social aspects and representativeness.

This paper provides insight into concrete ways of involving vulnerable user groups in service design. The introduced concept – fractured reflexivity – may create awareness of how the involvement of users with cognitive impairment can be difficult but is also valuable, providing a means to rethink what may enable involvement and how to manage the constraints.

Although design processes rely on reflexivity, there is limited research addressing how reflexivity capacity differs among actors. The authors contribute by exploring how fractured reflexivity may aid the analysis and understandings of intertwined issues related to the involvement of users with cognitive impairment. Therefore, this study initiates research on how service design entails enactments of different modes of reflexivity. The paper concludes with directions for future research avenues on service design and reflexivity modes.

The purpose of this paper is to propose reflexivity as a means to managing diversity practice in organizations. Reflexivity enables taken for granted assumptions about identities, roles, perspectives, language, meanings and understandings between managers and employees to be explored and redefined in ways that matter to the people in the workplace. It provides insights and examples from a practitioner perspective while engaged in designing and implementing a managing diversity initiative. In addition, it positions the development of relationships between managers and employees as a key ingredient in managing diversity.

This paper is based on a post hoc qualitative reflexive study of a managing diversity project undertaken by the author as a diversity practitioner.

The study suggested that reflexivity can allow both managers and employees to critically examine the conventional ways in which diversity and differences are understood, as this awareness can enable more relational approaches to diversity to be developed.

Because of the chosen qualitative research approach, the specific findings cannot be generalized; rather, an example of the potential of reflexivity as practice in organizations is proffered and insights are offered to enable further academic enquiry and practical considerations.

Reflexivity stimulates both independent and shared action-learning sense-making processes which support equal participation. This challenges and expands the diversity agendas prevalent in the applied field of managing diversity. For example, by positioning organizational diversity as an inter-subjective and contextual process, meaningful dialogue between employees and managers becomes possible. Moreover, as reflexivity allows for a range of narrative accounts to emerge from such embedded activities, this approach can serve as a model for similar dialogical processes to occur within the wider organization. In addition, this paper provides insight into how reflexivity as practice for both practitioners and researchers can offer a means for more collaborative relationships to develop at the practitioner/researcher nexus.

The paper endeavors to make a contribution to both the academic and the practitioner managing diversity fields by demonstrating that reflexive practice can add significant value to managing diversity processes in organizations and research.

The purpose of this paper is to explain how adaptive capacity is accomplished through communication processes and can contribute to enhancing disaster resilience. The authors adopt a structurational “four flows” explanation of communication processes.

The authors observed and analyzed discourse in meetings of a crisis communication network consisting of representatives of municipalities and public authorities involved in crisis communication management during the Västmanland wildfire in Sweden.

Adaptive capacity during the wildfire was principally accomplished through the structurational communication processes or “flows” of self-structuring, activity coordination, and institutional positioning. These flows intersected demonstrating how communication accomplishes the development of a responsive affiliation, organizes stabilizing structuring practices, and enables adaptive structuring practices.

The main contribution of this study is a communicative explanation for adaptive capacity, which draws from a structurational model of constitutive communication, and lends further understanding to improvisation during disasters.

The authors discuss the findings in relation to improvisation, suggesting how the findings can inform future coordinated crisis communication for the public and news media. The recommendations address how practitioners might build a responsive affiliation, use minimal structures (e.g. communication practices), and maintain flexibility by introducing group reflexivity behaviors.

The authors provide new theoretical and empirical knowledge of the communicative constitution of adaptive capacity during a disaster.

The aim of the paper is to investigate social sustainability by focussing on the stakeholder theory and by presenting specific levers and capabilities for building more socially sustainable organizations.

The paper is based on the analysis of recent academic and managerial literature. Through comparing theoretical and methodological perspectives from multiple authors, a specific theoretical and methodological viewpoint based on the stakeholder theory is proposed.

The paper discusses the idea that building socially sustainable organisations requires the management of multi-stakeholder processes that are physiologically conflicting and that often create paradoxical tensions. Participative settings of action and reflection and capabilities as reflexivity and “paradoxical thinking” are proposed as key levers for dealing with multi-stakeholders processes towards a more socially sustainable organizing.

This paper raises reflections focussed on the “social pillar” of sustainability and does not consider different types of organizations in different multi-stakeholders processes. Such a perspective does not exhaust the variety of cases and research studies that could be considered in the field and further developed.

The value of the paper is in its construction of a framework for both research and practical purposes in the domain of management and sustainability. The work also attempts to link the concepts of reflexivity and paradox to a methodological proposal for leading the organizational journey towards social sustainability.

The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.

The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance.

The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters.

Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”.

The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership.

Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve.

Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

The purpose of this paper is to criticise ad hoc approaches to ethics in research and development in technology as descriptive and non‐ethical, and based upon a narrow conception of rationality.

The approach deploys a theory of normativity that can incorporate values and a broad conception of rationality, in order to account for the relevance of issues for the addressees of normative injunctions.

A normative approach is possible and required in order to implement ethics in research and development in technology.

The approach draws together themes from current alternative approaches that each fail to deploy the full resources of the normative approach, and so fail to fully account for ethics. This approach identifies and moves beyond present limited approaches.