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This paper studies early stages of actor mobilization for institutional change within Swedish esports.

The authors employ interpretative phenomenological analysis.

The authors’ findings explain how actors become motivated to act in critical reflections linked to conflicting legitimacy judgments and emotionally charged personal struggles. Moreover, the findings show how, as actors get activated in collective action, they identify efficacy lines around valid domains and experience emotionally charged collective endeavors. Furthermore, the findings explain how particularities in early experiences project legitimacy aspirations that orient collective action toward validity ends and particular values and ideals shaping actors' grassroots movements.

This study adds to legitimacy and institutional change theory through individual actors' perspectives, providing key insights into how they are motivated, activated, and oriented. This study is the first to investigate grassroots activists' personal stories in esports.

Investigates religious discrimination (RD) and how this is difficult to contend with in the workplace with particular emphasis on the USA – as it has over 239 officially recognized sectors and approximately 1,300 unconventional groups alone! Gives examples of litigation between employee and employer and the courts’ verdicts. Shows that there are numerous factors involved in the upswing of RD cases in the USA, but to solve the complex problem the USA needs to define its stance regarding religion.

The purpose of this paper is to explore the nature of leadership learning in the entrepreneurial context, by building a dynamic learning perspective of entrepreneurship. It draws on contemporary leadership literature to appreciate entrepreneurial leadership as a social process of becoming located in particular contexts and communities.

Through qualitative phenomenological interviews with nine entrepreneurs the lived experience of learning to lead is explored. The principles of interpretative phenomenological analysis (IPA) are utilised to analyse the data and enable inductive theory‐building.

The findings illustrate situated leadership patterns and relationships unique to the entrepreneurial context. A number of significant structural and experiential factors are identified that both shape and restrict the development of leadership practice in small ventures. Specifically, the limited opportunities for leadership enactment and observation, the dominance of the business as the crucible for leadership learning, the influence of the family and the low salience of leadership are highlighted.

In appreciating the leadership learning task that nascent entrepreneurs are faced with it is vital that further research delves deeper into the varying levels of “leadership preparedness” brought to new venture creation. From a policy perspective, there is significant value in enabling entrepreneurs to engage in meaningful dialogue, critical reflection and purposive action with their peers through the creation of leadership “learning networks”.

The research demonstrates leadership learning processes and pathways that are significantly different to those experienced by managers in the employed context. In so doing, this article represents the first systematic attempt to apply a learning perspective to the subject of entrepreneurial leadership.

Evaluation of research is a core function of academic work, yet there has been very little theoretical development about what it means to ‘know’ in relation to judgements made in examination of doctoral research. This chapter addresses the issue by reflecting on findings from three projects aimed at enhancing understanding of doctoral examination. In order to progress understanding about knowledge judgements in the doctoral research context, the chapter draws on two key contributions in the field of knowledge and knowing, namely, Habermas’ cognitive interests and Chinn, Buckland and Samarapungavan’s notion of epistemic cognition. It examines the common ground between the two bodies of theory, drawing illustratively on empirical work in the field of doctoral examination. The comparison of the Habermasian theory of cognitive interests with Chinn et al.’s notion of epistemic cognition led to the conclusion that there were areas of overlap between the two conceptual schemas that could be utilised to advance research into doctoral examination in higher education. Habermas’ cognitive interests (which underpin his ways of knowing theory) offer a conceptual lens that facilitates analysis of the interaction of ontological and epistemic components of knowledge production. Chinn et al.’s notion of epistemic cognition allows for finer grained analysis of aspects of the cognitive work involved in knowledge rendition. This work is particularly pertinent in an era that sees the boundaries of the disciplines being challenged by the need for new perspectives and cross-disciplinary approaches to solving complex problems.

Standard doctoral preparation includes formal training in a specific academic discipline. In some instances, this training includes experience serving on departmental and university-wide committees. Structured leadership education, however, is most often a peripheral concern of the graduate school experience. For a significant number of doctoral students, formal leadership education is simply not considered to be of primary importance to the careers to which they aspire within higher education. Recognizing a need for increased leadership preparation in higher education, this chapter aims to highlight one systematic model for leadership education at the doctoral student level, the Rutgers University PreDoctoral Leadership Development Institute (PLDI).

The actions of school leaders have direct and profound ethical implications on their organizations and corresponding stakeholders. Each action impacts the ethical notion of mutuality and either adds to or detracts from the existing social capital in the school leader’s organization and surrounding school community. Whether or not the school leader chooses to act out of self‐interest and contribute to the growth of fragmentation in the organization or chooses to act with integrity based on sound ethical principles is determined in large extent by the school leader’s character.

This paper analyses public sector accounting and organisation reforms, focusing on the departments in charge of defence, military procurement and war between 1850 and 2000 in Britain. Over this period, three parliamentary acts, resulting from a power struggle between the Treasury and Parliament, produced the shift between two institutional logics: probity (spending properly) and performance (spending well). The purpose of this paper is to describe how the acts produced a shift between two institutional logics.

The authors adopt Quattrone’s (2015) procedural notion of institutional logics and the consequent concept of “unfolding rationality”. Using documents from the National Archives, the authors analyse three reforms: The Exchequer and Audit Departments Act 1866 (towards probity), The Exchequer and Audit Departments Act 1921 (towards performance) and the National Audit Office Act of 1983 (towards performance and probity).

For a long time, the actors narrated in this story argued and acted as if probity and performance were incompatible. The two are now treated as compatible and equally important. Before that, the “incompatibility” was a rhetorical, or “procedural”, device. The authors argue that a procedural rather than substantive notion of institutional logics is more suitable to explain the trajectory that was the result of constant negotiation among actors.

The study might contribute to the understanding of the increase in national defence-spending at continental level and the call for a common European Union (EU) military procurement strategy that followed the invasion of Ukraine. The war could produce changes in what is a traditional tension between two logics: sovereignty or efficiency.

The originality of this paper stands in highlighting the link between the institutional logic of public-administration accounting and military history. This link emerges also thanks to a very long time-horizon. Additionally, from a theoretical viewpoint, the authors have put Quattrone’s approach to the test in a context very different from the original one (the Jesuit order).

Terrorism is not a new phenomenon in human life. It existed during Biblical times when Joseph, the seventeen‐year‐old son of Jacob, was kidnapped and sold into slavery by his jealous brothers. Although terrorists have been active throughout history, it is only recently that we have seen an increase in scholarly interest in the phenomenon of terrorism. One reason for this is the fact that terrorist activities have increased dramatically since the 1960s. Everyday we read in the newspapers and hear on radio and television details of the latest terrorist outrage. Many American colleges and universities now offer a course or two on terrorism as a part of their curriculum.