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The purpose of this paper is to investigate a case of collective sensemaking about the project success of the multifunctional amphitheater of Quebec (Canada).

For this explorative and qualitative research, the authors started from the post-mortem document and complemented their comprehension with six semi-structured interviews with the main project actors and other public documents regarding this project.

According to the respondents, the main success factors of this project can be attributed to: a clear governance structure; proven project management and construction methods; the use of emerging collaborative practices in construction (such as building information modeling (BIM) and lean construction); an adapted policy for procurement; as well as a code of values and ethics shared by all stakeholders.

The sensemaking perspective has been scarcely mobilized in project management studies, emerging from a constructivist view of reality and being sensitive about material-discursive practices. This exploratory study explores a case of collective sensemaking of a major project success and suggests avenues for major and megaprojects research. Lessons learned and implications for practice are also outlined. The conclusion allows a synthesis and an opening to consider how practitioners and researchers can build on this (and other successful) case(s) for future projects and research.

The purpose of this paper is to advance micro-level theorising of sociocultural post-merger integration (PMI) by merging insights from international business and management research on the cognitive and affective dimensions of PMI.

The paper follows a narrative approach to review the previously separate literatures on cognition and emotion in PMI situations. It draws on insights from management research beyond the PMI context to integrate these literatures and as a result, develops a process model of emotional sensemaking in PMI.

An emotional sensemaking approach to PMI helps to explain when and why events might or might not motivate individuals to revisit their interpretation of a PMI and illustrates how and why similar PMI events can lead to opposite individual reactions and, thus, obtain heterogeneous integration outcomes.

The paper discusses how an emotional sensemaking approach can be applied to sociocultural PMI and points to new directions for future studies based on this application. As the model concentrates on the individual level, theoretical implications for sociocultural PMI at the meso- and macro-levels remain limited.

This paper brings forward the dynamics that underlie the processes and outcomes of individuals’ behaviour and reactions to PMI events. The proposed process model of emotional sensemaking in PMI responds to recent calls by sociocultural PMI scholars to promote a processual rather than event-based view of PMI, with a focus on individual actors and an emphasis on the multifaceted dynamics and outcomes of PMI.

The purpose of this paper is to introduce Bourdieu’s social theory, and its “thinking tools” of habitus, doxa, field and capital, as a sensemaking theory.

The emic research studied, for a particular group, the firm-wide implementation of a new system. The study used data occurring naturally in the organization (executive newsletters), and externally (third-party surveys), as well as 23 participant interviews to structure the social space (field) and determine what is of interest (identity). Interviews were coded for habitus, doxa, field, capital, symbolic violence and strategies to re-assert interviewees’ own doxa versus logic imposed by the powerful.

A unique, esteemed identity was being erased through executive attempts to introduce a new culture at the firm, and the new systems represented a challenge to this valued identity. Participants used strategies to re-assert their identity through not participating in the logic of the new tool: discussing misuse, lack of use, relative unimportance and low priority of the new tool.

Change that threatens an esteemed, valued identity is more likely to be resisted. The logic of an established practice or system (beyond merely gathering user requirements) is beneficial in understanding potential reactions to a new system. Change in systems that occur simultaneously with the imposition of a new culture, particularly where the system is seen as being a representation of that imposed culture, may be resisted through non-practice (misuse or lack of use) of the new system.

The paper demonstrates the applicability of Bourdieu’s social theory to organizational studies, providing a sensemaking of change and acts of resistance.

There has been considerable effort in recent years to link and integrate professional services more closely for patients with comorbidities. However, difficulties persist, especially at the clinical level. This study aims to shed light on these difficulties by examining the process of sensemaking in professionals directly involved in this integration.

The authors conducted an eight‐year longitudinal case study of an organization specializing in mental health and substance abuse. Different data collection methods were used, including 34 interviews conducted between 2003 and 2009, observations and document analysis. The authors performed a qualitative analysis of the data using a processual perspective.

This paper provides empirical insights about the nature of the sensemaking process in which professionals collectively participate and the effects of this process on the evolution of integrated services. It suggests that the development of integrated practices results from an evolutional and collective process of constructing meanings that is rooted in the work activities of the professionals involved.

By drawing attention to the capacity of professionals to shape the projects they are implementing, this study questions the capacity of managers to actually manage such a process. In order to obtain the expected benefits of integration projects, such emergent dynamics must first be recognized and then supported. Only then can thought be given to mastering them.

The fact that this is a single case study is not a limitation per se, although it does raise the issue of the transferability of results. Replicating the study in other contexts would verify the applicability of the authors' conclusions.

This study offers a fresh perspective on the difficulties generally encountered at the clinical level when trying to integrate services. It makes a significant contribution to work on the dynamics of sensemaking in organizational life.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.

Safety and organizational research indicates that fostering resilience in organizations is a promising way for improving safety, albeit concrete means to implement resilience are still lacking, especially in the educational field. The purpose of this paper is to propose four principles for training design derived from past and current studies the authors conduct in high-risk organizations.

Training for resilience is considered within an enactive approach of human activity building on its properties of autonomy, structural coupling, self-organization, emergence, sensemaking, and metastability.

The article describes four educational design principles aiming at improving individual, collective, and organizational resilience: encourage mimetic experiences; pay attention to attention and concernedness; perturb and turn into an event; support participatory-sensemaking and collective sensemaking.

The training program the authors propose may be challenging to assess. Besides, the most durable solutions to improve safety through resilience are to be found at the crossroad between organizational design and training/development policies. Future research should determine the implementability criteria which are likely to support the use of the principles the authors propose, and contribute to enrich this educational foundation.

Education and training are conceived herein as high-order means to improve safety through resilience in high-risk organizations, fostering the capacity of the operators and organization to develop efficiently and in the long run. We provide independent but complementary training principles that cannot be hierarchized, but that can be locally prioritized in organizations.

In identifying a bias within situated learning theory towards routine work practices, this paper develops a theoretical framework for assessing the relationships between learning, sensemaking and power in the non‐routine practices of temporary organising. The paper locates processes of sensemaking and learning in a model of organisational change that attempts to render power in communities of practice more visible than has been the case in theorising hitherto, by focusing on sensegiving in change projects. Change is conceived in terms of an oscillation between the routines of permanent organising and the more experimental, innovative actions of temporary organising, where leaders mobilise actors to explore new ideas. The role of sensegiving in such processes, it is argued, helps shed light on the political nature of micro‐processes of change.

Inter-organizational innovation is becoming an attractive development form in view of the complexity of many of today’s innovations. However, inter-organizational innovation does not often lead to the desired results. To understand this paradoxical situation, the purpose of this paper is to examine a high-novelty R & D collaboration between multiple organizations with focus on the occurrence of knowledge boundaries and their underlying mechanisms.

The analysis is based on a grounded longitudinal study of an inter-organizational R & D team. Participant observation data, interviews, and document data have been collected over three years.

The study identified six different knowledge boundaries characterized by processes of sensemaking, strategizing, and group identification. These three processes were all rooted in continuous attempts at the individual level to reduce uncertainty, and the findings therefore highlight the unexpected consequences of uncertainty reduction. Uncertainty reduction through sensemaking, strategizing, and group identification may reduce the uncertainty at the individual level but also provoke the emergence of knowledge boundaries at the team level, thereby impeding knowledge exchange. Furthermore, the knowledge integration literature highlights that knowledge boundaries are relational, but the identification of a cognitive boundary indicates that some problems are so complex that a knowledge boundary is delimited to the single individual.

Most research on knowledge boundaries has focussed on the elimination of knowledge boundaries through boundary objects and boundary spanners, but only little attention has been given to the underlying mechanisms of boundary emergence and dynamics. In this paper, it is argued that to efficiently manage knowledge boundaries, an understanding of their underlying mechanisms is needed.

This study aims to explore how aspiring entrepreneurs navigate between their own individual self-concept and the organisational identity of the new venture during the process of new venture creation.

The study draws on three cases of aspiring entrepreneurs within a UK-based university incubator in the process of “becoming” entrepreneurs. Semi-structured interviews and secondary data were collected and analysed using a flexible pattern matching approach.

The data illustrated parallel identity and sensemaking processes occurring as the aspiring entrepreneurs navigated towards new venture formation. For the organisational identity process, three key stages were found to occur: referent identity labelling, projection and identity reification. Concurrently the sensemaking process made up of creation, interpretation and enactment were seen to enable identity transitioning mechanisms: cue identification, liminal sensegiving and recognition of formal venture boundaries, which led to the organisational identity being formed.

This study is exploratory in nature thus future research is required to clarify the relationship between identity work practices and the process of creating a new venture (Oliver and Vough, 2020). The paper is limited to successful instances of new venture formation, and though this helped to extricate the identity transitioning stages and mechanisms that have thus far remained implicit within the process of new venture creation, it could be extended to examine entrepreneurs who fail to set up new ventures. This limitation opens avenues for further research on identity formation in failed ventures (Snihur and Clarysse, 2022) and on how entrepreneurs negotiate contested identities (Varlander et al., 2020). Furthermore, entrepreneurs take different pathways to new venture formation (Shepherd et al., 2021) and while this study follows the journey of aspiring entrepreneurs who differed in terms of sector, education and prior entrepreneurial experience (Shane, 2003), future researchers could undertake a more in-depth ethnographic study including the effects of incubator setting and how these can be best supported, as this was outside the original remit of this study. Given the importance of the university incubator (Bergman and McMullen, 2022), its role in the construction of new venture identity is an interesting area for future research.

This study provides a practical contribution into entrepreneurship curricula and incubator training, emphasising the importance of understanding the relevance of the entrepreneur's self-concept in making sense of future venture identities. Through the findings of this study, the importance of cue identification and how aspiring entrepreneurs rely on these to carve out the identity of their budding venture is demonstrated. Incubator spaces may have a role to play in supporting aspiring entrepreneurs to reflect on and interpret feedback (liminal sensegiving) during the venture creation process. Furthermore, both educators and incubator managers need to be aware of the state of in-between-ness aspiring entrepreneurs will face as they carve out the identity of the budding venture. This study enables educators to advise aspiring entrepreneurs that there will come a point on the entrepreneurial journey when they need to emphasise boundary setting between self and organisation to enable organisational identity to be fostered and venture formation realised. This study advises incubator managers to consider whether support around business registrations and creation of business accounts should be provided earlier in the incubation programme to emphasise boundary setting between self and organisation. There is a fruitful avenue for future research to extend the work in this paper to fully understand how this might be taught and practiced in the classrooms.

By extricating the stages of organisational identity formation, often hidden within the new venture creation process, this study has framed new venture creation as a liminal experience and a visible site of identity work. This study presents a process model of the key identity transitioning stages and mechanisms in new ventures, by illustrating how aspiring entrepreneurs' sensemaking influences identity transitions during the process of venture creation.

This paper aims to deepen the understanding of resource integration for value co-creation within service-dominant logic (SDL), by drawing on key knowledge management (KM) concepts.

This conceptual study introduces three key KM concepts, namely, object, agent and context to SDL; thus, deepening the understanding of how resources are becoming when actors are engaged in co-creating value-in-context.

This paper extends understanding of actors’ uses of knowledge in their efforts to co-create value. Paradoxically, SDL takes a phenomenological approach to understanding value co-creation, whereas KM embraces a realist-phenomenological view. Emphasizing knowing rather than knowledge reveals that there is no object without an agent, no agency without context and no knowledge without value-alignment. Thus, the paper contributes to theorizing about resource integration through SDL by identifying the need for effective alignment between relevant objects, capable agents and meaningful contexts for value to emerge. The paper also contributes with four facilitators of object-agent-context alignment: tacit knowledge contextualization, collective sensemaking, shared values among engaged actors and feedback on alignment effectiveness.

It advances current conceptualizations of resource integration and value co-creation in SDL by paying explicit attention to a KM perspective.