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High technology innovation performance relies on a skilful utilization of human resources. The main purpose of this paper is to explore the impact of interpreted outcome and process uncertainties on the effective management of human resources for technology innovation. This is achieved through an insider-outsider based case study approach of three medical device innovations with varying degrees of radicalness. Findings suggest that uncertainties in process and outcome strongly influence what constitutes effective management of human resources for technology innovation. Findings also offer insights into when certain innovation theories hold, and suggestions on how to manage human resources and technology innovation under various conditions of uncertainty.

This study investigates the role of functional area-specific managerial schemas on the attempt of strategic renewal at a large medical devices developer and manufacturer during a period of high environmental dynamism. Using data from a 16-month field study on managerial work related to the strategy process, I examine how functional area managers attempted to (re)configure organizational capabilities in response to various environmental challenges. While I did not find any disagreement between functional area managers related to what those challenges were, I did find fundamental disagreements related to what capabilities the organization can muster as a response. More specifically, disagreements surfaced in relation to how these capabilities should be assembled, and ultimately acted as triggers for the contestation of existing shared frames between functional area managers. These findings add to a growing body of evidence suggesting that there exist large differences between how managers within an organization interpret what the organization is capable of, and more specifically link these differences to the organization’s ability to adapt to environmental changes by showing how they impact the assembly of new capabilities deemed necessary for a successful response.

University reforms have been pervasive in European higher education over decades. Analyses of these reforms are still incomplete, however. To find a more comprehensive approach in explaining the relentless transformation of public universities, this paper suggests a novel, interactionist point of view. Drawing on ideational aspects of universities as institutions, the paper first explores the differentiation of basic, influential ideas of change. A recently developed typology is then used to further elaborate upon the composition and relation of these ideas. Finally, evidence is provided that supports a non-linear dynamic consisting of reciprocal influences, which overall indicates a recursive contingency between institutional context and coexistent frames of change.

The study examines audit reports of a federal loan program which has a high incidence of reported irregularities. The following research questions are examined: (1) are there characteristics common to projects in which irregularities are reported? (2) Can variables be identified which are significant in differentiating between projects with and without reported irregularities? Projects with reported irregularities are found to be significantly associated with internal control weaknesses, related party transactions, lower net income, smaller cash flow, fewer projects per developer, and an auditor with fewer Farmers Home Administration (FmHA) clients.

Game-based learning or simulation-based learning – especially Serious Games – are notions of the contemporary discourse on digitalisation in the higher education sector in Germany. These methods offer a more vivid and motivating learning context and they help to improve important competencies for reaching work-related higher education goals. This explorative study focuses on experts’ experiences with digital and non-digital serious games and their contribution towards developing self, social and management competencies, in the Bundeswehr Command and Staff College in Hamburg (Germany). Whilst there are numerous opportunities for using serious games in higher education, their use creates barriers for addressing social, as well as leadership/management competencies. In the future, game-based learning – and more specifically, digital game-based learning – could challenge the relation between learning as hard work and learn for fun, and between explicit and goal-oriented learning and implicit, incidental and explorative learning.

This paper aims to present a concise history of the main action research (AR) contribution in France. The authors discuss the role of AR in the organizational research field in general and compare it with intervention research (IR) and presented Institute of Socio-Economy of Enterprises and Organizations’s specific contributions and its presence on the international stage through review publications and wider works.

A narrative approach was used to analyze this history.

AR is considered as a research family. The authors define and compare AR with other qualitative methods. They analyze AR and IR principles, which include interaction with practitioners, negotiation with them, focusing in the third part on the case of ISEOR research team.

AR and IR permit to bridge the gap between researchers and practitioners, to develop useful research. At the same time, they permit to develop new researchers' competencies and to fund research, in a context of reduced public research funds.

This article permits to understand the reality of what is and how to develop an IR, and the difficulties for researchers to insert them in the academic community, although France seems to be more permissive than others’ contexts. It permits also to better know the French IR and AR research in management.