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This chapter examines everyday food production and consumption by three white working class Jewish sisters in the “outer boroughs” of New York City between the war years of the 1940s and the suburbanization of the 1950s.

The analysis combines theory, social history, and political economic context as well as the memories of daily life during this period.

This analysis is not generalizable to the working class population at large during this era.

The chapter shows the importance of changes in the political economy as well as family structure and intersectionality on the production and consumption of food.

The importance of government intervention and regulation in food distribution as a mechanism to combat scarcity and to increase equality is demonstrated.

The chapter examines the concept of intersectionality from the perspective of white, working class Jewish women. It analyzes the relationship between government policies, the growth of monopoly capital and women’s agency, and it fleshes out the concepts of social reproduction and use value.

Developing structures and processes that support learning and knowledge creation has become an area of extensive study. This paper describes dimensions of knowledge that were needed in integrating theory and practice for an applied research project. The project involved team members from university, business and consulting organizations. The knowledge created through this team structure was inherently multi-dimensional, with theoretical, practicable, educable and evidentiary components. The paper concludes with considerations for how the essence of this project team structure might be replicated for organizational knowledge creation in American industry.

Drawing on the trust literature and research on sociocultural integration in mergers and acquisitions (M&As), we develop a model of the antecedents and consequences of trust dynamics in acquisitions. The model proposes that target firm members’ perceptions of the acquiring firm management's trustworthiness are affected by the relationship history of the firms, the interfirm distance, and the integration approach taken by the acquirer. Ability, benevolence, integrity, and value congruence perceptions are proposed to converge into a generalized trust judgment or result in a state of ambivalence, depending on whether the trustworthiness attributions are consistent or conflicting. The model explains the mechanisms by which trust and ambivalence may affect a variety of attitudinal and behavioral outcomes. A number of testable propositions are derived from this model, and the implications for M&A research and practice are discussed.

This chapter traces the author's journey of change research from positivism to pragmatism and how different types of “engaged scholarship” shape how we know and do change. It takes readers through the ontology, epistemology, and methodology of different types of research and how these were expressed in studies of planned change interventions, mergers and acquisitions (M&A), cynicism and its consequences, “soul work” and community building in business, organizational transformation, and the development of more socially and environmentally conscious people, purposes, and practices. The paper reflects on the author's research as it relates to regulatory versus radical change and whose interests are and might be served by change research.

Culture is a central concept broadly studied in social anthropology and sociology. It has been gaining increasing attention in economics, appearing in research on labor market discrimination, identity, gender, and social preferences. Most experimental economics research on culture studies cross-national or cross-ethnic differences in economic behavior. In contrast, we explain laboratory behavior using two cultural dimensions adopted from a prominent general cultural framework in contemporary social anthropology: group commitment and grid control. Groupness measures the extent to which individual identity is incorporated into group or collective identity; gridness measures the extent to which social and political prescriptions intrinsically influence individual behavior. Grid-group characteristics are measured for each individual using selected items from the World Values Survey. We hypothesize that these attributes allow us to systematically predict behavior in a way that discriminates among multiple forms of social preferences using a simple, parsimonious deductive model. The theoretical predictions are further tested in the economics laboratory by applying them to the dictator, ultimatum, and trust games. We find that these predictions are confirmed overall for most experimental games, although the strength of empirical support varies across games. We conclude that grid-group cultural theory is a viable predictor of people’s economic behavior, then discuss potential limitations of the current approach and ways to improve it.

Ulf Bengtsson works for Motorola Inc. as an Organization Effectiveness consultant. In this role he works in the area of change acceleration, organization design, and other strategic OD initiatives. His undergraduate degree is in Organizational Communication from Cleveland State University and he earned a Masters in Management and Organizational Behavior (concentration in OD) from Benedictine University. He has done award-winning papers and presentations and has numerous publications on topics including organizational behavior, organization development, and appreciative inquiry. A Swedish citizen, he now resides in Chicago. Ulf can be reached at: Ulfl@motorola.com.Allen C. Bluedorn (Ph.D. in sociology, University of Iowa) is the Emma S. Hibbs Distinguished Professor and the Chair of the Department of Management at the University of Missouri-Columbia. He has taught and studied management and the organization sciences, first at the Pennsylvania State University, then for the last 23 years at the University of Missouri-Columbia. These efforts have produced seven major teaching awards, over 30 articles and chapters, and his recently published book, The Human Organization of Time (Stanford University Press, 2002). He has served as president of the Midwest Academy of Management, as a member of the Organizational Behavior Teaching Society’s board of directors, as a representative-at-large to the Academy of Management’s board of governors, as associate editor of Academy of Management Learning and Education, and as division chair of the Academy of Management’s Organizational Behavior Division.David Coghlan is a member of the School of Business Studies at the University of Dublin, Trinity College, Ireland. His research and teaching interests lie in the areas of organisation development, action research, action learning, clinical inquiry, practitioner research and doing action research in one’s own organisation. His most recent books include Doing Action Research in Your Own Organization (co-authored with Teresa Brannick, Sage, 2001), Changing Healthcare Organisations, (coauthored with Eilish Mc Auliffe, Blackhall: Dublin, 2003) and Managers Learning in Action (eds. D. Coghlan, T. Dromgoole, P. Joynt & P. Sorensen, Routledge, 2004).Paul Coughlan is Associate Professor of Operations Management at the University of Dublin, School of Business Studies, Trinity College, Ireland where, since 1993, he has researched and taught in the areas of operations management and product development. His active research interests relate to continuous improvement of practices and performance in product development and manufacturing operations. He is President of the Board of the European Institute for Advanced Studies in Management, and a member of the board of the European Operations Management Association.Fariborz Damanpour received his Ph.D. from the Wharton School of the University of Pennsylvania. He joined the Graduate School of Management at the Rutgers University in 1985. Currently he is a professor at the Department of Management and Global Business of the Rutgers Business School, where he served as the chairperson of the management department from 1996 to 2002. Prior to his academic career, he worked as an engineer, an organizational development consultant, and the manager of a start-up unit in a large organization. His primary areas of research have been management of innovation and organization design and change. His papers have been published in several management and technology management journals including the Academy of Management Journal, Administrative Science Quarterly, IEEE Transactions on Engineering Management, Journal of Engineering and Technology Management, Journal of Management Studies, Management Science, Organization Studies, and Strategic Management Journal. He serves on the editorial boards of the IEEE Transactions on Engineering Management, Journal of Engineering and Technology Management, and Journal of Management Studies.Joyce Falkenberg is Professor of Strategy and Associate Dean of the School of Management at Agder University College (HiA) in Kristiansand, Norway. She received a Ph.D. from the University of Oregon in 1984. Her dissertation focused on strategic change and adaptation as a response to changes in the environment. Her research has continued the focus on strategic change with an emphasis on implementation. Recent work has combined this emphasis with the strategy issues of congition, strategizing, and resource based perspective. Before coming to HiA in the summer of 2003, Joyce Falkenberg was a member of the faculty at the Norwegian School of Economics and Business Administration. She taught in many international programs, including NHHs Masters of International Business; executive masters programs in Russia and Poland; and held seminars in Latvia, China, Switzerland, and Germany. Falkenberg has served on the Executive Board of the Academy of Management Business Policy Division and on the Editorial Board of the Academy of Management Review.Mary A. Ferdig Ph.D., is Director of the Sustainability Leadership Institute in Middlebury, Vermont, a research and education organization dedicated to developing leadership capacity for building a more sustainable world. Her research interests focus on leadership for sustainable organizational and social change, grounded in complexity and social constructionist perspectives. She consults with leaders in not-for-profit and business sectors as well as teaching process consultation and leadership communication in the Management and Organizational Behavior Master’s program at Benedictine University and the Public Administration and Community Services program at the University of Nebraska, Omaha. She also serves as an External Examiner in the Doctoral Program in the Complexity Management Centre, Hertfordshire University, London, U.K.Robert T. Golembiewski is Distinguished Research Professor, Emeritus at the University of Georgia, where he is part of the Public Administration program. Bob G is an internationally-active consultant in planned change, and he is the only pracademic who has won all of the major research prizes in management: the Irwin in business, Waldo Award in PA, the NASPAA Award in public policy, two McGregor awards for excellence in the application of the behavioral sciences, and the ODI Prize for global programs in planned change.

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

Julia Balogun is the Professor Sir Roland Smith Chair in strategic management at Lancaster University Management School (UK) and a fellow of the Advanced Institute for Management (AIM). Julia's research and consulting centers on strategy development, strategic change and transformation. She has a particular interest in how large corporations transform themselves to both retain and regain competitive advantage in the face of declining performance and is increasingly interested in how this achieved in multinational corporations. She adopts a sociological perspective to explore strategizing in organizations, and is convenor of the EGOS standing working group on Strategy as Practice and one of the founder members of the new Strategizing, Activities and Practice Interest Group at the Academy. Her research has been published in journals such as Academy of Management Journal, Journal of Management Studies, Organization Studies and Long Range Planning. Julia serves on the editorial boards of several leading journals, including Academy of Management Journal, Organization Science, Journal of Management Studies, and Long Range Planning.