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This exploratory study aims to investigate the use of Facebook as a dialogic accounting tool for promoting citizen engagement in Italian regions.
Abstract
Purpose
This exploratory study aims to investigate the use of Facebook as a dialogic accounting tool for promoting citizen engagement in Italian regions.
Design/methodology/approach
This study adopts a mixed methodology. Indeed, it first collects some quantitative data to construct an engagement index for the Facebook pages of the Italian regions, and then it performs a content analysis of some posts while also examining the tenor of the related comments and the level of interaction between regions and citizens.
Findings
The Italian regions have mainly used their Facebook pages for public communication purposes rather than for public participation. Therefore, they have conceived social pages more as an instrument of self-legitimisation and thus monologic accounting and have rarely considered them as a tool for engaging citizens who, in turn, showed low interest in participating in online debates. Nature and environment, tourism promotion and sport were the most engaging content types. Findings also confirm that posting many messages does not automatically increase engagement.
Originality/value
This study is one of the first to investigate the potential of social media from a dialogic accounting perspective, especially in the public sector. Additionally, it focuses on regions which are understudied in the literature, although they are critical actors in implementing public policies. Last but not least, this study offers a framework that integrates the literature on the use of social media for citizen engagement and research on such platforms as dialogic accounting tools.
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Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete
Paola Bellis, Silvia Magnanini and Roberto Verganti
Taking the dialogic organizational development perspective, this study aims to investigate the framing processes when engaging in dialogue for strategy implementation and how…
Abstract
Purpose
Taking the dialogic organizational development perspective, this study aims to investigate the framing processes when engaging in dialogue for strategy implementation and how these enable the evolution of implementation opportunities.
Design/methodology/approach
Through a qualitative exploratory study conducted in a large multinational, the authors analyse the dialogue and interactions among 25 dyads when identifying opportunities to contribute to strategy implementation. The data analysis relies on a process-coding approach and linkography, a valuable protocol analysis for identifying recursive interaction schemas in conversations.
Findings
The authors identify four main framing processes – shaping, unveiling, scattering and shifting – and provide a framework of how these processes affect individuals’ mental models through increasing the tangibility of opportunities or elevating them to new value hierarchies.
Research limitations/implications
From a theoretical perspective, this study contributes to the strategy implementation and organizational development literature, providing a micro-perspective of how dialogue allows early knowledge structures to emerge and shape the development of opportunities for strategy implementation.
Practical implications
From a managerial perspective, the authors offer insights to trigger action and change in individuals to contribute to strategy when moving from formulation to implementation.
Originality/value
Rather than focusing on the structural control view of strategy implementation and the role of the top management team, this study considers strategy implementation as a practice and what it takes for organizational actors who do not take part in strategy formulation to enact and shape opportunities for strategy implementation through constructive dialogue.
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Karina Villumsen, Hanne Elmer and Line Schmeltz
The COVID-19 lockdown severely impacted organizations in the cultural and tourist business as their products all of a sudden “disappeared”. This study aims to explore if and how…
Abstract
Purpose
The COVID-19 lockdown severely impacted organizations in the cultural and tourist business as their products all of a sudden “disappeared”. This study aims to explore if and how the unexpected and disruptive nature of the pandemic accelerated the development of new communication strategies on their social media.
Design/methodology/approach
The study draws on data from 24 midsize cultural institutions and tourist attractions in Denmark over the first two months of the lockdown in 2020. Approximately 900 posts on Facebook were collected and analyzed through the netnographic method. The analysis followed a two-layered qualitative approach. First, open coding to identify typologies and enable a comparison with established strategies from the literature review. Then, an exploratory examination was conducted across the typologies.
Findings
Nine different content categories were identified in the data and subsequently assessed and discussed in relation to the literature on strategies and dialogic intentions. This resulted in the emergence of two new overarching strategies: hope and host.
Practical implications
While hope is particularly relevant in crisis situations, the utilization of employees in the host role presents an opportunity for further development and engagement. Further, the results call for future research that breaks with the traditional quest for ideal strategies for the benefit of exploring the notion of “strategic doers”.
Originality/value
The identification of the hope and host strategies, along with the analysis of content categories and their alignment with various strategic intentions, contributes to the existing knowledge in this field. Further, the classic perception of engagement as driven by explicit interaction and dialogue is also challenged.
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Leanne Bowler, Irene Lopatovska and Mark S. Rosin
The purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their…
Abstract
Purpose
The purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their emotions, level of engagement, and the power of relationships between teens and adults in the context of data literacy. This study conceives of co-design as a learning space for data literacy. It investigates the teen–adult dialogic interactions and what these interactions say about the nature of teen thinking, their emotions, level of engagement and the power relationships between teens and adults.
Design/methodology/approach
The study conceives of co-design as a learning space for teens. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity, and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity and Emotional Tone using transcriptions of recorded Data Labs with teens and adults.
Findings
LIWC-22 scores on the linguistic measures Analytic Thinking, Clout, Authenticity and Emotional Tone indicate that teens had a high level of friendly engagement, a relatively low sense of power compared with the adult co-designers, medium levels of spontaneity and honesty and the prevalence of positive emotions during the co-design sessions.
Practical implications
This study provides a concrete example of how to apply NLP in the context of data literacy in the public library, mapping the LIWC-22 findings to STEM-focused informal learning. It adds to the understanding of assessment/measurement tools and methods for designing data literacy education, stimulating further research and discussion on the ways to empower youth to engage more actively in informal learning about data.
Originality/value
This study applies a novel approach for exploring teen engagement within a co-design project tasked with the creation of youth-oriented data literacy activities.
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Maurizio Massaro, Rosanna Spanò and Sanjaya Chinthana Kuruppu
This paper aims to understand the main challenges connected with accountability issues across multiple layers of the metaverse, to identify whether and how any techwashing is…
Abstract
Purpose
This paper aims to understand the main challenges connected with accountability issues across multiple layers of the metaverse, to identify whether and how any techwashing is taking place and to discuss implications for accounting research.
Design/methodology/approach
To develop the research, the authors refer to a critical dialogic accountability framework, operationalized in the current paper by leveraging the perspectives of accountability as virtues and as mechanisms (Bovens, 2010). The authors discuss who is accountable to whom, for what and in what manner in a relatively unregulated and unaccountable world, through the layers of virtual reality introduced by MacKenzie et al. (2013) and Llewellyn (2007). Methodologically, the study concentrates on 32 start-ups working in the metaverse selected from the Crunchbase database and relies on interviews, direct observation in the field and white paper reports analyzed by means of NVivo coding.
Findings
The findings show how metaverse creators deal with accountability as a virtue and accountability as a mechanism. Companies who operate metaverses primarily consider accountability in the virtual-physical domain, which focuses on developing the necessary internal and external architecture to enable a particular metaverse to function. Metaverse companies also emphasize the virtual-agential dimension that concentrates on onboarding, engaging with and incentivizing individuals in virtual worlds. There is an emphasis on outlining the virtues or standards that metaverse companies aspire to, but there is very little detail provided. Similarly, there are uneven and limited discussions of the mechanisms that can support accountability in most layers of a virtual world.
Research limitations/implications
The analysis raises significant questions about the purpose, scope and use of metaverses, which are still a relatively unregulated and unaccountable world. The paper advances the idea that the current creators of metaverses are “techwashing” their projects, providing a utopian ideal of what their universes will look like but obfuscating the realities of their ventures in tech jargon that few people are likely to understand. Therefore, meaning and truth at all levels of the real and virtual worlds remain unaddressed, with implications to be explored in terms of legitimacy and trust of metaverses and the interests that shape them.
Originality/value
This paper is one of the first to address the issue of accountability in metaverses. It advances an analytical framework to guide future accounting and accountability research into virtual worlds.
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Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students…
Abstract
Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein “each word tastes of the context and contexts in which it has lived its socially charged life” (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally.
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The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local…
Abstract
Purpose
The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible.
Design/methodology/approach
This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge.
Findings
The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations.
Practical implications
The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy.
Originality/value
The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.
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Valerie Priscilla Goby and Gulnara Z. Karimova
This conceptual paper aims to respond to the dearth of theory and mechanisms for handling the inherent ethereality, multiplicity and mutability of organisational identity and…
Abstract
Purpose
This conceptual paper aims to respond to the dearth of theory and mechanisms for handling the inherent ethereality, multiplicity and mutability of organisational identity and organisational image.
Design/methodology/approach
This study considers existing approaches to organisational identity noting the diverse understandings of the paradoxical nature of identity. The authors suggest that identity is still essentially perceived as what is core and enduring about the character of an organisation with changes of identity being viewed as occurrences effectuated by events. In contrast, the authors argue that, because of the fluid interrelationships between identity and image, organisational identity is better viewed as an unstable construct.
Findings
Departing from Bakhtin’s logic of dialogism, this study proposes that identity–image result from dialogic relationships which in turn construct a system of polyphony. This study devises a preliminary polyphonic model which has the capacity to incorporate diverse stakeholder associations and fluctuating interpretations as well as situational understandings of organisational messages.
Originality/value
This study’s proposed model allows to trace how organisational identity–image is continually co-constructed recursively and cyclically and to systematise the various voices that are important for an organisation’s strategic objectives.
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Gi̇zem Özer Özgür and Aslıhan Şenel
This study investigates the transformation of the architect's role as portrayed in written texts by analyzing discursive practices concerning architectural education in Turkey…
Abstract
Purpose
This study investigates the transformation of the architect's role as portrayed in written texts by analyzing discursive practices concerning architectural education in Turkey between 1963 and 2000.
Design/methodology/approach
The research employs critical discourse analysis (CDA) to examine selected texts published in the Mimarlık journal, representing the Chamber of Architects of Turkey. By embracing M. Bakhtin's “dialogism” approach, it aspires to foster new discussions on architectural education and establishes a “dialogical landscape” showcasing various voices and arguments. The research supplements its methodology by mapping the dialogical landscape, illustrating the relationality of discursive practices.
Findings
The paper contends that alterations in the missions, goals, and priorities of the architectural discipline significantly impact architectural education. Rather than focusing on individual perspectives, the creation of new dialogical platforms, emphasizing the interplay of diverse and conflicting viewpoints, offers more comprehensive pathways to guide the future of architectural education.
Originality/value
Debates and conflicts regarding the architect's role are central to architectural education. This article offers a novel perspective on the history of architectural education in Turkey by analyzing shifts in the definition and role of the architect as expressed in the Mimarlık journal. By integrating the principles of dialogism into the study of educational discourses and revealing the relationality between material-discursive practices, it aims to enrich the discourse and contribute value to critical studies on architectural education.
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