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Emergency organizations allocate specific tasks to responders in an attempt to resolve increasingly complex incidents. Many studies take a pragmatic perspective by studying how emergency organizations can more effectively compartmentalize response tasks. Yet, the effects of compartmentalization on responders' sensemaking of moral issues (i.e. moral sensemaking) has received almost no attention.

Based on existing research, the authors bring together different insights on the relation between compartmentalization and emergency responders’ sensemaking of moral issues.

The authors demonstrate that emergency organizations may undermine the moral sensemaking of responders through introducing moral blind spots and moral dissociation or, instead, enable moral sensemaking through enhancing moral agency and awareness. The authors argue that emergency organizations need to induce moral sense-discrediting among responders to enhance their moral sensemaking. Finally, the authors conclude with discussing two types of compartmentalizing tasks, functional concentration and the holographic metaphor, to show that the latter is most likely to enhance moral sensemaking among emergency responders.

This study introduces moral sensemaking to the emergency management literature and investigates how organizational design influences it.

In this article, we use the case of religious research universities to explore the presence of multiple institutional logics with the potential for contradiction and conflict. In particular, building on existing research on conflicting institutional logics, we assess the most common forms of resolution (replacement, dominant logic, decoupling, compartmentalization, and coexistence) and identify the potential for a new form of resolution – a transformative outcome that resolves the conflicts through adoption of a superordinate logic. Drawing on the history of Baylor University, we illustrate different forms of resolution, proposing its most recent efforts may represent a transformative outcome. We close by presenting a model for resolving institutional contradictions which suggest some resolutions may trigger cycles of institutionalization and deinstitutionalization when they are inherently unstable because they mitigate rather than resolve the conflict between institutional logics.

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

This paper investigates how different and sometimes conflicting approaches to performance evaluations are hybridized in the day-to-day activities of a disciplined hybrid organization–i.e. a public child protection agency at the intersection between the market and the public sector.

The paper is based on a one-year ethnography of how employees achieve to qualify their work as “good work” in situations with several and sometimes conflicting ideals of what “good work” is. Fieldwork material was collected by following casework activities across organizational boundaries. By combining accounting literature on hybridization with literature on practices of valuation, the paper develops a novel theoretical framework which allows for analyses of the various practices of valuation, when and where they clash and how they persist over time in everyday work.

Throughout the study, four distinct registers of valuation were identified: feeling, theorizing, formalizing and costing. To denote the meticulous efforts of pursuing good work in all four registers of valuation, the authors propose the notion of sequencing. Sequencing is an ongoing process of moving conflicting registers away from each other and bringing them back together again. Correspondingly, at the operational level of a hybrid organization, temporary compartmentalization is a means of avoiding clashes, and in doing so, making it possible for different and sometimes conflicting ways of achieving good results to continuously hybridize and persist together.

The single-case approach allows for analytical depth, but limits the findings to theoretical, rather than empirical, generalizability. The framework the authors propose, however, is well-suited for mobilization and potential elaboration in further empirical contexts.

The paper provides a novel theoretical framework as well as rich empirical material from the highly political field of child protection work, which has seldomly been studied within accounting research.

The paper aims to investigate how the governance practices of public-sector entities (PSEs) in Tanzania are shaped by competing institutional logics and strategies used to manage the logics.

In the paper, empirical evidence was gathered through documentary sources, non-participant observations and in-depth interviews with members of boards of directors (BoDs), chief executive officers (CEOs), internal and external auditors, senior executives and ministry officials. The data were analyzed using thematic and pattern-matching approaches.

The paper shows that bureaucratic and market logics co-exist and variations in governance practices within and across categories of PSEs. These are reflected in CEO appointments, multiple roles of CEOs, board member appointments, board composition, multiple board membership, board roles and evaluation of board performance. External audits also foster market logic in governance practices. The two competing logics are managed by actors through selective coupling, compromise, decoupling and compartmentalization. Despite competing logics, the bureaucratic logic remains dominant and is largely responsible for variations between the underlying logics and governance practices.

The findings suggest that public-sector reforms in emerging economies (EEs) must account for the fact that governance practices in PSEs are shaped by different institutional logics embedded in socioeconomic, political and organizational contexts and their corresponding management strategies.

Few previous studies explicitly report relationships between institutional logics and the governance practices of PSEs in EEs. The current study is one of few empirical studies to connect competing institutional logics and the associated management strategies, as well as governance practices in EEs in the context of public-sector reforms.

One challenge facing the digitalized workplace is communication control, especially emotion regulation in which individuals try to manage their emotional experiences and/or expressions during organizational communication. Extant research largely focused on the facilitating role of a few media features (e.g. fewer symbol sets). This study seeks to provide a deeper understanding of media features that individuals, as receivers of negative emotions expressed by communication partners, could leverage to support regulating negative emotional communication in the workplace.

This study used qualitative research methods to identify media features that support regulating negative emotional communication at work. Data were collected using interviews and was analyzed using directed content analysis in which media features discussed in media synchronicity theory (MST) were used as the initial coding schema but the researcher was open to media features that do not fit with MST.

In addition to media features (and capabilities) discussed in MST, this study identified five additional media features (i.e. message broadcasting, message blocking, receiving specification, recipient specification and compartmentalization) and two underlying media capabilities (i.e. transmission control capability and participant control capability) that may support regulating negative emotional communication. Two major mechanisms (i.e. reducing or eliminating emotion regulation workload, and providing prerequisites or removing obstacles for emotion regulation) via which media features support emotion regulation were also identified.

This paper provides a more comprehensive understanding regarding communication media features that may support emotion regulation in particular and communication control in general. Findings of this study contribute to several literatures and may also transfer to other similar contexts.

This study aims to examine staff responses to management control systems (MCS) changes in an Australian university. Through the analysis of the category of staff responses, it aims to understand the perception gaps among the staff at different levels of the university.

Using a case study approach on an Australian university, data was collected from interviews with staff across three hierarchical levels to explore their behavioural responses.

This study finds that staff at all levels largely complied with MCS changes due to institutional enforcement. Top management emphasised aligning with government policies and funding, often using manipulation and compartmentalisation tactics in implementing the new MCS. Mid-level managers generally favour research strategies but feel excluded from decision-making and have limited influence over funding. They adopted a balancing tactic within a compromise strategy. Meanwhile, operating-level academics had mixed experiences, feeling largely powerless in influencing MCS while also showing instances of self-motivated compliance. Overall, the study reveals varying responses across different hierarchical levels, highlighting the complexities of MCS changes in staff behaviour and attitudes.

The insights from this study can guide university administrators and policymakers in understanding the intricate variations in staff reactions to institutional changes. By recognising the factors that drive compliance and defiance, institutions can better navigate and implement changes in MCS.

This research offers a unique perspective on the behavioural side of MCS changes in higher education. By focusing on varied hierarchical levels within a university, the study provides a granular understanding of individual responses, enriching the existing literature on MCS transitions in academia.

In order to advance the micro-foundations of institutional theory, we explore how individuals within organizations experience and respond to competing institutional logics. Starting with the premises that these responses are driven by the individuals’ degree of adherence to each competing logic (whether novice, familiar, or identified), and that individuals may resort to five types of responses (ignorance, compliance, resistance, combination or, compartmentalization), we develop a comprehensive model that predicts which response organizational members are likely to activate as they face two competing logics. Our model contributes to an emergent political theory of institutional change by predicting what role organizational members are likely to play in the organizational battles for logics dominance or in organizational attempts at crafting hybrid configurations.

In this paper, we present a conceptual and terminological system – what we term the ‘Comprehensive Integrity Framework’ – capable of applying to both personal and institutional integrity, and to different levels of institutions (including sub-institutions and institutional complexes). We distinguish between three sorts of integrity: consistency-integrity (whether the agent’s acts accord with her claimed values); coherence-integrity (whether the agent’s character and internal constitution accord with her claimed values); and context-integrity (whether the agent’s environment facilitates her living up to her claimed values). We then employ this conceptual system to explore similarities, differences and overlaps between personal and institutional integrity, drawing in particular on moral philosophic work on personal integrity (on the one hand) and on ‘integrity systems’ and public administration approaches to institutional integrity (on the other).

In order to advance the micro-foundations of institutional theory, we explore how individuals within organizations experience and respond to competing institutional logics. Starting with the premises that these responses are driven by the individuals’ degree of adherence to each competing logic (whether novice, familiar, or identified), and that individuals may resort to five types of responses (ignorance, compliance, resistance, combination or, compartmentalization), we develop a comprehensive model that predicts which response organizational members are likely to activate as they face two competing logics. Our model contributes to an emergent political theory of institutional change by predicting what role organizational members are likely to play in the organizational battles for logics dominance or in organizational attempts at crafting hybrid configurations.