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This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

Marx suggested that it is infeasible and wrong to arrange the economic categories according to the order by which they have worked in history. Their order is determined by their interrelationship in the modern bourgeois society, which is in contrast to their natural sequence or that which is in accordance with the course of history. Sometimes, a logical sequence is precisely opposite to the historical sequence. There are many efforts to be done in the study of China’s economic and social issues with Marxist logical and historical methods. The paper aims to discuss these issues.

When reading Das Kapital, we can clearly see the historical materialism methods. Another method of Marxist political economics is the scientific abstract method.

This is based on the new development idea to carry out scientific and technological innovation and change the focus of development from quantity to quality. With regard to the supply side structural reform as the main focus, people’s ever-growing demand for a better life can be satisfied and the higher level dynamic supply–demand balance can be kept.

In fact, measures to remedy unbalanced and inadequate development of the social principal contradiction have been plainly indicated in the report delivered at the 19th National Congress of the Communist Party of China. This is based on the new development idea to carry out scientific and technological innovation and change the focus of development from quantity to quality.

The purpose of this paper is to explore the enactment of safety routines in a transshipment port. Research on work safety and reliability has largely neglected the role of the workers’ knowledge in practice in the enactment of organisational safety. The workers’ lack of compliance with safety regulations represents an enduring problem that often involves first-level managers, who are willing to turn a blind eye toward divergent practices. The CHAT conceptual vocabulary and theoretical model is used to explore this issue.

A grounded, empirical study in a large transshipment port in the Mediterranean area is conducted. Ethnographic methods including participant observation and interviews are used, and emerging data are analyzed through an interpretive methodology. The paper explores 30 employees’ narrated accounts of how safety rules are enacted or infringed while living and working in the field in a transshipment port. Data obtained through organisational shadowing provided secondary data. Interview data were analyzed using content analysis, using a CHAT framework. Constant comparison and theoretical sensitivity were pursued through an iterative analysis process.

This study documented the critical role the workers’ knowledge played in practice in ensuring the efficient functioning of the port, and evidenced that the disconnect between safety procedures and technical productivity standards is the most important factor determining the erratic compliance with prescribed procedures. The selective application of safety norms was deliberate in nature, collectively shared and culturally regulated.

This contribution fails to address probably the most important aspect of the activity theoretical approach: its developmental orientation. The initial analysis intervention was meant to lead to a longitudinal process of expansive learning and development in the activity system. The authors had planned to initiate a cycle of expansive learning laboratories involving representatives of the dockworkers, the port management and the safety certification firm, but this had to be postponed to an undefined time due to the significant changes occurred in the international maritime cargo industry and the decision of the multinational company who owns the transshipment port to cut down its cargo traffic and privilege other ports in the Mediterranean area.

The practical implications of the case study concern the conception and design of safety training and management for the port organisation. By acknowledging the disconnect between espoused safety routines and the constraints and affordances of the workers’ everyday work practice, it is suggested that safety training could be more effective if it engaged the workers (or first-level supervisors) in the fine tuning of safety regulations. Workplace learning opportunities could enable the workers to learn and construct situated safety practices.

This paper seeks to highlight how the consideration of local knowledge and context-dependent practices can achieve better comprehension of situated application of safety norms.

The paper contributes to understanding the complexity of enacting and translating safety procedures into everyday work practices.

Discussion regarding systems that promote innovation, aptly named innovation ecosystems, has been intensifying both in academia and business. The purpose of this paper is to introduce the activity theory as a theoretical framework for conceptualising and studying innovation ecosystems. Using the activity theory, it investigates elements that affect the success and viability of innovation ecosystems formed between startups and incumbent firms, collaborating with an established firm within the context of an open innovation programme.

This study uses an exploratory case research approach and proposes the activity theory as a theoretical background to be used in innovation ecosystem research. Based on this approach, this study draws from interviews and research observations in an innovation ecosystem formed between an established firm and various startups that aim to co-develop innovative offerings.

By applying the activity theory tools, this study identifies several contradictions between interacting actors of this innovation ecosystem that can adversely affect the innovation process. Furthermore, it proposes the use of the activity theory as a fitting theoretical lens to study innovation ecosystems.

The novelty of this study is related to the focus on the incumbent–startup context for extending the innovation ecosystem literature. Using the activity theory as a viable methodological tool allows us to conceptualise firms as social constructs and hence pinpoint inner characteristics that can affect and shape their interactions and the broader ecosystem. This process is further enhanced by the use of primary data that give unique insights into the inner workings of innovation ecosystems by identifying underlying contradictions.

Collaborative knowledge building (CKB) is seen as a means for achieving desired learning outcomes as well as facilitating sharing and distribution of knowledge among community members. However existing CKB studies do not appear to identify and account for the tools used by groups (at individual and group level) as part of the CKB process. The paper aims to address this issue.

The paper describes a group knowledge building exercise within an educational context using activity theory as a descriptive data analysis tool. Data analysis involved conceptualising the CKB process as an activity system in which the group worked towards a shared object and identifying the ensuing contradictions in the CKB activity system.

Results from the analysis illustrate participants' use of reflective thinking processes for resolving contradictions and as a tool for articulating knowledge and developing a shared understanding. Two types of contradictions are identified from the analysis resolving which helped the group to achieve their objective. The efficacy of using activity systems as a holistic and flexible unit of analysis for studying CKB is illustrated through discussion of the results.

The results have educational research implications in terms of developing research tools for analysing CKB, collecting data from a group context, and developing tools for improving group‐work.

The results have practical implications in terms of building knowledge from experience within knowledge communities.

One of the outcomes of the study is the identification of developmental and reflective contradictions which highlight the issues that when addressed allow for successful achievement of the object (or to some degree of success), as well as a richer deeper experience for the participants.

The purpose of this paper is to examine how national culture influences individuals’ subjective experience of tension when confronting paradoxical demands that arise during their day-to-day organizational experience. The paper further explores two types of paradoxical demands (task oriented and relational oriented) and two mediating mechanisms (tolerance for contradictions and harmony enhancement concerns) that exhibit contrary cultural effects.

Drawing from a sample of white-collar workers in China and the USA, the authors first inductively generated scenarios with task-oriented and relational-oriented paradoxical demands and then conducted three studies where participants rated the perceived tension from the scenarios. In Study 1, they examined cross-cultural differences in perceived tension and the mediating role of tolerance for contradictions. In Study 2, they primed Americans with proverbs that promoted tolerance for contradictions. In Study 3, they examined the indirect effects of harmony enhancement concerns in China in relational-oriented paradoxical demands.

The results found that for task-oriented paradoxical demands, Chinese participants were less likely than American participants to experience tension and the effects were mediated by a higher tolerance for contradictions. Americans exposed to proverbs that promoted tolerance for contradictions also experienced less tension. For relational-oriented paradoxical demands, on the other hand, the authors found no cross-cultural differences, as the indirect effects of a tolerance for contradictions were mitigated by negative indirect effects of greater harmony enhancement concerns.

This paper demonstrates that culture can influence the tension that individuals subjectively experience when they confront paradoxical conditions, suggesting that individuals learn implicitly how to cope with tensions associated with paradoxes from their broader cultural environment. However, the authors also found different cultural effects within different paradoxical conditions, suggesting that the knowledge that individuals acquire from their broader cultural environment is multifaceted.

The purpose of this paper is to investigate the dynamics that underlie contradictions and paradoxes in organizational change over time. Little research has explored the role of contradictions and paradoxes in the continuous cycle of organizing, which are simultaneously embedded in the process and outcomes of organizational change. An encompassing framework, based on the thinking of Michel Foucault, more fully captures both the paradoxical roots and the effects of organizational change.

An in‐depth qualitative case study of an IT‐based organizational change in a company offers a clear longitudinal analysis, based on 31 semi‐structured interviews and direct field observation.

The Foucauldian framework deepens understanding of organizational change and its underlying dynamics by highlighting contradictions and paradoxes as both the medium and the outcome of the organizing process over time. The organizing process evolves through power‐knowledge relations, which are forces that provide the energy to make change possible.

The findings indicate the need for further research to develop insight into Foucauldian concepts, such as by replicating the proposed methodology in other companies or with other types of organizational change.

This paper is of managerial interest for various corporate players (management, human resources, information management) who must understand what underlies employees' acceptance of organizational change.

The proposed conceptual model can help interpret the role of contradictions and paradoxes in the organizing process. The strength of this “political model of organizational change” is that it can be combined with other perspectives, such as change management, to explore how organizations drive change and how managers can integrate contradictions and paradoxes in change management to help the organization further evolve.

The purpose of this paper is to explore identity work in response to various types of contradictions experienced by employees in outsourced software development in the initial stages of their careers.

A qualitative methodology is adopted. Data are generated primarily through in-depth interviews with participants who had less than five years of work experience in outsourced software development.

Four dimensions of contradictions in the setting are identified and behaviors associated with identity work driven by these contradictions are explored. While responses included regression, despair, resignation and disengagement, behaviors in the direction of adjustment and development were also reported. The importance of various kinds of resources for developmental identity work is pointed out.

This work contributes to discussions on identity work by bringing to light how contradictions influence it in the context of outsourced software work.

The purpose of this paper is to examine how paradox emerges during a planned change initiative to improve and dramatically transform inter‐agency information sharing. Based on interviews with key decision makers, the authors interrogate the relationships among institutional contradictions, emergent dualities, the communicative management of related organizational stakeholder paradoxes, and the consequences of enacted solutions.

Interviews with government leaders serve as the data source. These decision makers are from justice agencies participating in planning an information‐sharing program to better protect citizens and their agencies' workforce.

The data suggests that Seo and Creed's institutional contradiction “isomorphism conflicting with divergent interests” gave rise to three interdependent dualities: stakeholder self‐interest/collective good, stakeholder inclusion/exclusion, and emergent stakeholder consensus/leader driven decision making. These dualities were implicated in the enactment of paradox and its management. No matter what strategy the managers used, the consequences themselves were paradoxical, rooted in the same dualities that were originally present.

The authors sought to trace the outcomes of how leaders managed the poles of dualities, and found evidence of unintended consequences that were intriguing in their own right and were linked to stakeholder considerations. The paper underscores the importance of communication in the representation of paradoxes and how they were managed, and the unintended consequences of the solutions.

Leaders' articulations of paradox can be tapped for improving change efforts.

Whereas, institutional contradictions have been examined in reference to emerging paradox, and while paradoxical solutions have been studied widely, little research has investigated how institutional contradictions become simultaneously embedded in the process and the outcomes of organizational change.

The purpose of this paper is to outline an alternative view of leadership development that acknowledges the likelihood of unintended and contradictory outcomes in leadership work. Helping leaders to engage with contradictions is as important as developing their positive capabilities. A focus on the contradictions of leadership can help to address the emotional and political limitations that development programmes unwittingly impose on learning.

The paper discusses how leadership development currently falls short in helping people to lead in complex organizational environments. This argument is illustrated by examples taken from MBA teaching programme in a School of Management together with an analysis of contradictions in the National Health Service Healthcare Leadership Model. The final section gives four examples of how to put the contradictions back into leadership development.

The paper does not seek to present empirical findings. The illustrations support an argument for changes in practice. Examples are provided of a different approach to leadership development.

The paper critiques approaches to leadership development on the grounds of its relentless positivity regarding leadership behaviour and that focusses primarily on the development of individuals. Attention is called to the contradictions inherent in leadership work which extend to the leadership development process itself. Once acknowledged, these contradictions offer important leadership learning opportunities for both individuals and organizations.