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The social sciences and institutional theory have seen the proliferation of the term actor and the profusion of its meanings. Despite the importance and ubiquity of actor in institutional theory, the term is largely taken-for-granted, which has stunted the development of institutional theories of actors. The authors aspire to spur theorization of actor in institutional theory in the hope of carving out institutional theories of actor in the collective research agenda. The authors first contextualize their interest in actor in institutional theory and discuss the intellectual context within which the authors put this agenda forward. The authors briefly sketch out the main themes that would provide fruitful areas of inquiry in this new agenda and bring together a variety of strands in institutional theory with a clear focus on the relationship between institutions and actors. The authors conclude by discussing the contributions included in the volume.

We argue for major re-orientation when applying a neo-institutional perspective within the domain of international business (IB), and in research on the multinational corporation (MNC), in particular. On the one hand, we suggest re-conceptualizing MNCs as globally oriented organizations that nonetheless remain firmly anchored in local cultural settings. On the other hand, it seems crucial for institutionalist IB literature to engage more thoroughly with the core underlying assumptions, theoretical constructs, and recent extensions of neo-institutional theory. We present an overview and systematic evaluation of the current state of institutional approaches toward the MNC, and contrast it with research foci that will emerge from a phenomenological-institutional analysis.

Seeking an answer to the question “how does organizational identity change?” we analyze the visual identity marker of universities, namely logos, as time-related artifacts embodying visual scripts. Engaging with the Stinchcombe hypothesis, we identify five processes to the creation of visual identities of organizations: In addition to (1) imprinting (enactment of the contemporary script) and (2) imprinting-cum-inertia (persistent enactment of epochal scripts), we also identify (3) renewal (enactment of an up-to-date epochal script), (4) historization (enactment of a recovered older epochal script), and (5) multiplicity (simultaneous enactment of multiple epochal scripts). We argue that these processes work together to produce contemporary heterogeneity of visualized identity narratives of universities. We illustrate this, first, with a survey of the current-day logos of 814 university emblems in 20 countries from across the world. Second, drawing on archival and interview materials, we analyze the histories of exemplar university logos to illustrate the various time-related processes. Therefore, by interjecting history – as both time and process – into the analysis of the visualization of organizational identity, we both join with the phenomenological and semiotic analysis of visual material as well as demonstrate that history is not merely a fixed factor echoing imprinting and inertia but rather also includes several forms of engagement with temporality that are less deterministic. Overall, we argue that enactment engages with perceptions of time (imaginations of the past, present, and future) and with perceptions fixed by time (epochal imprinting and inertia) to produce heterogeneity in the visualization of organizational identity.

One of the dominant features of the age of globalization is the rampant expansion of organization. In particular, formal, standardized, rationalized, and empowered forms of organization expand in many domains and locales. We discuss these features of organization, showing that hyper-rationalization and actorhood are main themes of organization across presumably distinct social sectors and national societies. We explain the ubiquity of such organizational forms in institutional terms, seeing the global culture of universalism, rationality, and empowered actorhood as supporting the diffusion of managerial roles and perspectives.

Education has become an important and frequently studied field for neo-institutional scholars. Undoubtedly, some of the oldest and now canonized neo-institutional works were written about education: clearly John Meyer's (1977) work on education as an institution, but also the work of Robert K. Merton (1938/1970) on early modern science. Our work here on global tertiary education intends to add to this now rich body of institutionalist literature on education on both empirical and theoretical grounds by studying cross-national trends in tertiary education.

Recent research develops theory and evidence to understand how organizations come to be seen as “actors” with specified features and properties, a core concern for phenomenological institutionalism. The authors use evidence from changes in research designs in the organizational study of institutional logics as an empirical strategy to add fresh evidence to the debates about the institutional construction of organizations as actors. The case is the research literature on the institutional logics perspective, a literature in which organizational and institutional theorists grapple with long-time social theory questions about nature and context of action and more contemporary debates about the dynamics of social orders. With rapid growth since the early 1990s, this research program has elaborated and proliferated in ways meant to advance the study of societal orders, frames, and practices in diverse inter- and intra-organizational contexts. The study identifies two substantive trends over the observation period: A shift in research design from field-level studies to organization-specific contexts, where conflicts are prominent in the organization, and a shift in the conception of logic transitions, originally from one dominant logic to another, then more attention to co-existence or blending of logics. Based on this evidence, the authors identify a typology of four available research genres that mark a changed conception of organizations as actors. The case of institutional logics makes visible the link between research designs and research outcomes, and it provides new evidence for the institutional processes that construct organizational actorhood.

The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

With this paper we aimed to explore the matter of space as a physical expression of institutional logics. Following recent discussions on the role of materiality in organizational discourse, this study focused on spatial dimensions of institutional logics, namely, spatialized logics. Utilizing Lefebvre’s (1991) analytic distinction among three layers of space – conceived, lived, and perceived – we described the spatial expressions of distinct logics and the spatial relations among these logics. Drawing on a qualitative case study analysis of the world-renowned site of Jerusalem’s Western Wall, we argued that logics take form in space, logics get embodied in different layers of space, and matters of discursive commensurability and leakages also have spatial expressions. To exemplify these claims we undertook a qualitative case study analysis of Jerusalem’s Western Wall. The Wall is a 500-meter-long and two-millennia-old construction. We showed that, while in material and technical terms the Wall is a singular entity, three distinct logics occupy distinct sections along the Wall, and each of these logics reinterprets the materials and technicalities in distinct ways: religious, professional, and nationalistic. These three distinct spatialized logics get embodied in the conceived space (planning and policy of the site), perceived space (comments and opinions about the site), and lived space (behavior and social interaction at the site). Overall, by interjecting notions of materiality and space into the conversation about institutional logics, we demonstrated that in the physical layout of a space, logic cohesion, and interlogic commensurability literally become a “turf war.”

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.