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University students often struggle with academic writing because of the challenges involved in negotiating the hidden rules and implicit discursive practices in academic writing. An academic literacies approach has emphasized writing as social practice and recognized that the literacy practices of the university are often epistemological. Blogs provide an opportunity for students to immerse themselves in situated, socially interactive writing in academic contexts. This study sought to explore blog writing from an academic literacies perspective. Data were collected from of two cohorts of students (Winter 2010 and 2011 terms) participating in a small university fourth year seminar class. The data consisted of blog postings from the two cohorts, interviews with the instructor, and course evaluations. The blog posts and comments were analysed using an intertextual analytical framework. Findings indicate that students do develop academic literacies through blog writing because of particular features of blogs: the immediate audience, the flexibility of purpose of blogs and the informal style of language.

The purpose of this paper is to review extant accounting research combining institutional and critical theories to examine whether the paradigmatic tensions associated with such research can be alleviated whilst engendering politically engaged scholarship aimed at facilitating processes of emancipation in organisational fields.

The paper provides a review of relevant accounting research and offers recommendations for how to combine institutional and critical research approaches in a paradigmatically consistent way.

Extant accounting research combining institutional and critical theories has not dealt effectively with the partly inter-related problems of ontological drift (i.e. misalignment of ontological assumptions and epistemological commitments) and the conflation of notions of agency and structure. If such problems remain unaddressed institutional research aimed at generating politically engaged scholarship and human emancipation is unlikely to progress in a paradigmatically consistent direction. Recommendations for how to address these issues, grounded in recent advances in critical realism, are elaborated upon. This results in a contingent view of the ontological possibilities of emancipation in organisational fields as well as the epistemological premises that need to be filled to engender processes of emancipation.

The paper reviews an emerging body of research seeking to radicalise institutional accounting research and enhance its contributions to democratic debate in organisations and society. It also outlines how some pertinent paradigmatic tensions associated with such research may be addressed.

The purpose of this paper is to examine female leaders' attitudes toward demand-side strategies to close the gender-leadership gap and discuss implications for organizations.

This article describes the process of knowledge co-creation that took place using an engaged scholarship epistemology over 23 interviews with North American women in senior leadership roles.

Five key themes related to women leaders' attitudes toward demand-side strategies are discussed. Some felt uncertain or opposed toward these strategies, whereas others supported them. Support for these strategies was dependent on perceptions of backlash regarding the implementation of these strategies and the participants' career stage. Finally, participants acknowledged that demand-side strategies are insufficient in isolation and require additional organizational supports.

These findings enhance our understanding and provide theoretical refinement of the mechanisms that drive female leaders' reactions to demand-side strategies to close the gender-leadership gap.

Participants advocated for certain practices to be considered when organizations contemplate the adoption of demand-side strategies. Importantly, participants advocated that the implementation of demand-side strategies would be insufficient unless organizations encourage greater dialogue regarding the gender-leadership gap, that top management support more gender inclusive leadership, and that male colleagues act as allies for women in leadership.

This article extends past research and theory by integrating the pragmatic perspectives of successful female leaders with previous empirical evidence to illustrate different reactions to demand-side strategies and ways for organizations to manage those in their efforts to close the gender-leadership gap.

Purpose – This chapter represents a dynamic cycle in a collaborative inquiry conceived some six years ago. The aim of this study is to share some of our reflections, tensions, questions and uncertainties in positioning our own emotional responses as legitimate research data.

Methodology/Approach – We adopted a collaborative second-person methodology within an action research framework in the process of inquiring into our own practice as systemic psychotherapists and women.

Findings – We offer reflections on the positioning of emotion as researchers, tutors and psychotherapists. We discuss three themes from the emotional landscape of the inquiry, research process, research product and gendered voices, in anticipation that they will connect with and be useful to other researchers.

Originality/Value – The chapter introduces our sense-making framework for reflexively exploring the salience of emotion in research. It argues that attenuating, listening and responding to the emotions we feel as researchers both serves as a guide to inquiring into critical social constructs and engenders opportunities to promote social change.

Gender-diverse people experience unique cultural and interpersonal stigma in mainstream society and sometimes within their own communities; they face allegations of inauthenticity based on their nonconformity to either cisnormative or transnormative gender regimes. Based on 21 in-depth life history interviews, we unveil the intricate interactional process of negotiating identity and authenticity in the biographical work of gender-diverse individuals. In this study, gender-diverse people engaged in a “gender audit” with their gender-diverse interviewer. Gender audits yield verbal performances of gender with oneself and others. Ambiguity was “accounted for” or “embraced and created” in their biographical work to organize their life stories and undermine binary essentialism – a discourse that was “discursively constraining.” Gender audits took place in participants' day-to-day lives, either through self-audits, questioning from others, or both. In the final analysis, we assert that we all engage in gender auditing. Gender audits are intersubjective sites of domination, subordination, resistance, and social change. Gender diversity, then, can be viewed as a product of gender in flux.

The purpose of this paper is to address four questions: what are the drawbacks of an over reliance on the objectivist tradition in culture in international business (CIB) scholarship? Is a shift from mono-paradigmatic to multi-paradigmatic cultural research justified? What explains scholars’ hesitation in engaging in multi-paradigmatic studies? What arguments can we offer to convince them otherwise?

Informed by the critical perspective, this paper encourages a shift from mono-paradigmatic to multi-paradigmatic cultural studies. Guided by an emancipatory interest, and treating the field of culture studies as a complex system, this paper offers an integrative complexity (IC) based argument in favor of multi-paradigmatic studies. It argues that multi-paradigmatic studies allow scholars to employ higher IC than mono-paradigmatic studies, resulting in more innovative research outputs.

While mono-paradigmatic studies can achieve either predictability of output or in-depth understanding of cultural phenomena, multi-paradigmatic studies are capable of attaining both. The authors illustrate this through the example of a recent multi-paradigmatic study.

This paper does not offer insights for operationalizing multi-paradigmatic research, nor does it address factors other than IC that may impede scholars from engaging in such studies.

Shifting from mono-paradigmatic to multi-paradigmatic studies will enable scholars to address questions hitherto left unaddressed in CIB literature, facilitate a better understanding of new organizational forms, and redress the power disequilibrium between different paradigmatic schools. Implications are also offered for the training of cultural researchers in business schools.

This paper is the first of its kind to relate IC to merits of multi-paradigmatic cultural studies.

This study focuses on the dynamic relationship between organizational actors and engaged scholars involved in a normative assessment conducted in a public organization managing major projects.

We build on a 15-month engaged scholarship experience carried out in the Ministry of Transport of Quebec. We explain and analyze the normative assessment process, using a storytelling approach and vignettes to explore four situated learning moments.

This study offers a deeper understanding of how normative assessment is conducted, and how situated and collective learning occur throughout. We find that both organizational actors and researchers learn through this process and synchronize their mutual learning such that researchers actually participate in a larger organizational transformation.

Like any qualitative endeavor, this research is context-specific. We offer several research avenues to extend the applicability of findings.

This article could inspire organizations and scholars to collaborate on normative assessment during organizational transformation. This approach is of particular interest in the context of a worldwide pandemic where public and private organizations all have to adapt to new sanitary, economic, technological and social realities.

In a context marked by growing concern for the research-practice gap and the relevance of scholarship, our study illustrates the development of a mutually beneficial collaboration between practitioners and researchers that enhances understanding of complex organizational phenomena and issues.

This research highlights the relevance of engaged scholarship and supports normative assessment as a social process to generate mutual learning.

This chapter introduces a metaphor—the house—and applies Habermas’ philosophy to examine the environment where knowledge production takes place. The analysis shows the dominance of “the systemic paradigm,” which is characterized by increased bureaucratization and commercialization. This paradigm has severe consequences for two core features of universities: the open-ended search for deeper understanding and the principle of autonomy. The chapter advances the idea of reclaiming the political dimension of the epistemic endeavor and presents a series of initiatives which help to advance tourism scholarship by non-conforming to the steering conditions of this paradigm and instead reclaiming the personal and subjective; promoting multiple knowledges; and building alternative platforms of knowledge production, cooperation, and dissemination.

Accounting researchers have frequently borrowed theories and methods from other disciplines. A noteworthy importation movement in recent decades involves the work of French intellectuals and philosophers, not least Pierre Bourdieu. This paper aims to contribute to the sociology of the accounting discipline by examining how Bourdieu's works have been translated into the domain of accounting research.

The investigation is articulated through three modes of analysis. First, it evaluates Bourdieu's recognition in the domain of accounting research, through an examination of the extent to which Bourdieu's writings are cited in accounting articles. Focusing on accounting articles which rely significantly on Bourdieu's thought, the paper then examines which of his publications have been mobilized, and how researchers have articulated his ideas in studying accounting phenomena. The third line of inquiry addresses the extent to which accounting researchers have used Bourdieu's core concepts holistically, that is to say in mobilizing simultaneously the concepts of field, capital and habitus.

Several of the studies which rely significantly on Bourdieu have employed his work holistically, while others have not. Moreover, about half of the studies reviewed in the paper are characterized by a gap between Bourdieu's view of academic research as a support to political and social causes debated in the public arena versus a more dispassionate approach to research. While it is difficult to be conclusive about the implications of these translational gaps, they nonetheless make one aware of some central epistemological issues: Should accounting researchers be more concerned about bringing “the achievements of science and scholarship into public debate”? What are the pros and cons of drawing upon ideas from politically‐engaged intellectuals in order to conduct research characterized by political dispassion? Does it make sense to use certain concepts excerpted from a comprehensive system of thought in a piecemeal way?

The paper mobilizes and develops the notion of translation in investigating an interdisciplinary movement.

The purpose of this paper is to explore an approach to epistemology which allows a portion of library and information science (LIS) to coherently explain its social and intellectual contributions, and to overcome some of the problems of epistemology that LIS encounters.

Literature based conceptual analysis of the problems of epistemology in LIS and the productive approach of Deweyan Pragmatism.

LIS’ problems with epistemology come from a variety of sources: epistemology itself, the combining of librarianship with information science, and the search for a common grounding of the information professions, their tools and their institutions. No such theoretical foundation is possible, but Deweyan Pragmatism offers a sensible, practical explanation for the historical development and practices of librarianship.

Pragmatism has been deployed in portions of LIS, but the full implications and the “fit” of Dewey’s ideas for librarianship and its epistemology are productive explorations.