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The purpose of this paper is to examine the mediating role of team and individual reflexivity in linking managerial coaching with individual learning.

Data obtained from 506 individuals in 98 engineering teams in the automobile and electronic industries were used to investigate specific hypotheses.

The results indicated that managerial coaching directly influenced team learning and individual learning, team reflexivity acted as substantial mediator for the relationship between managerial coaching and team learning, as well as the relationship between managerial coaching and individual reflexivity and team reflexivity and individual reflexivity co-acted each other as mediators for the relationship between managerial coaching and individual learning.

As the subjects of this study were engineering teams in which tasks are interdependent, there is a possibility that the task trait may have affected the results.

Managers should recognize the importance of collectively reflective activities in promoting both individual and team learning. Facilitating coaching skills are indispensable to enhance reflexivity within teams.

This study extends prior research by demonstrating the mediating role of team and individual reflexivity as mediators in linking managerial coaching to team and individual learning, which has never been investigated in previous studies.

This paper aims to investigate the unfolding dynamics and evolving processes relating to the formation of accounting tools by university actors. It answers the research questions: How do individual actors engage in the formation of new accounting tools during university hybridisation? Specifically, what forms of reflexivity do these actors display in various phases of university hybridisation?

This is a longitudinal case study of the development of new accounting tools in one Russian technical university from 2010 to 2016. It is based on an institutional work perspective, involving 29 interviews, documentary analysis, and observations of internal meetings relating to new accounting tools’ formation.

The findings show that academics themselves were gradually engaged in the marginalisation of academic demands in university governance in favour of managerialism via accounting. Nevertheless, the role of accounting morphed over time from a dysfunctional and negative carrier of managerial ideology and its domination, to what could arguably be considered a mediation device between academic and managerial demands. These dynamic processes and the role of accounting within them are explained by the constant challenge stemming from the involvement of several groups of actors in institutional work, which is often unpredictable and fluid due to the intricate play of plural reflexivities and actors’ identities during university hybridisation.

This paper advances the field by showing that the engagement and reflexivity of academics in the formation of accounting tools is not a “panacea” to deal with hybridisation within universities. The results highlight several obstacles, including variation in the reflexive capacities of actors within the university, leading to a reflexivity lag and reflexivity trap.

Although team reflexivity has been identified as a potent tool for improving organizational performance, how and when it influences individual employee innovative behavior remains theoretically and conceptually underspecified. Taking a knowledge management perspective, this study aims to investigate the role of team-level knowledge sharing and leadership in transforming team reflexivity into innovative behavior at the individual level.

The paper follows a multilevel study design to collect data (n = 441) from 91 teams in 48 knowledge-based organizations. The paper tests our multilevel model using multinomial logistic techniques.

The overall results confirm that knowledge sharing in teams mediates the influence of team reflexivity on individual employee innovative behavior, and that leadership plays an important role in moderating these influences. Specifically, authoritarian leadership is found to attenuate the team reflexivity and knowledge sharing effect, whereas benevolent leadership is found to amplify this indirect effect.

The multilevel study design that explains how team-level processes translate into innovative behavior at the individual employee level is novel. Relatedly, our use of a multilevel analytical framework is also original.

Creating a culture of patient safety and developing a skilled workforce are major challenges for health managers. However, there is limited information to guide managers as to how patient safety culture can be improved. The purpose of this paper is to explore the concept of reflexivity and develop a model for magnifying the effect of patient safety culture and demonstrating a link to improved perceptions of quality of care.

This research employed a correlational case study design with empirical hypothesis testing of quantitative scores derived from validated survey items. Staff perceptions of patient safety, reflexivity and quality of patient care were obtained via a survey in 2015 and analysed using inferential statistics. The final sample included 227 health service staff from clinical and non-clinical designations working in a large Australian tertiary hospital and health service delivering acute and sub-acute health care.

Both patient safety culture and reflexivity are positively correlated with perceived quality of patient care at the p<0.01 level. The moderating role of reflexivity on the relationship between patient safety culture and quality of care outcomes was significant and positive at the p<0.005 level.

Improving reflexivity in a health workforce positively moderates the effect of patient safety culture on perceptions of patient quality of care. The role of reflexivity therefore has implications for future pre-professional curriculum content and post-graduate licencing and registration requirements.

Much has been published on reflection. This paper considers the role of reflexivity, a much less understood but equally important construct in the field of patient safety.

Gender equality plans (GEPs) are currently the preferred approach to initiate structural change towards gender equality in research organisations. In order to achieve structural change, GEPs have to be more than just a formally adopted institutional policy. Effective GEPs lead to a transformation of gendered practices and thus to structural change. This chapter presents the innovative approach developed for an H2020 structural change project and its theoretical background. We argue that due to the dual logic, which characterises academic organisations, the organisational logic and the academic logic, change is a complex endeavour. To deal with this complexity, one of the main functions of a GEP is to provide space and initiate reflexivity at an individual as well as at an institutional level. A theory of change approach supports reflexivity in all stages of a GEP as it ensures that basic assumptions of the institutional change process are questioned and reflected on by the different stakeholder groups involved in the implementation.

The purpose of this paper is to ask how we can think about critical reflection as a pedagogical practice given the “confessional turn”. By the “confessional turn” the author refers to the idea that “subjective, autobiographical and confessional modes of expression” have expanded exponentially across a wide range of social spheres, including education, the legal system, the media and the workplace. Examining these developments, this paper asks what these debates on critical reflection and confession mean for pedagogical practice.

The main approach is a review of key debates in the literature on critical reflection and also in the wider social sciences.

The discussion compares different debates. Thus it shows that for critics, the turn to the “first person” technologies is narcissistic, psychologistic and de‐politicising. On this view, critical reflective practice might be understood as an individualistic and individualising pedagogy in spite of its claims to be critical. The paper discusses how in contrast, others see this move to talk about the subjective and the self as an extension of the feminist project of the personal is political – i.e. that personal stories, feelings and issues have social and political roots and consequences. For them, reflection can be critical, leading to political consciousness‐raising, i.e. a new awareness about social, political and personal processes. It finishes by examining the view that the idea of reflexivity might help us out of the conflict between these debates.

The paper poses a number of questions in relation to critical reflection that can be taken up by practitioners in the field.

The paper brings new literature to bear on the practice of critical reflection and raises important questions relevant to academics and practitioners.

The authors critique Modell's proposition that critical realism is useful in elucidating and creating possibilities for emancipation.

The authors begin by outlining Modell's conception of enabling structures. If ‘activated’ by reflexive individuals, these are theorised to be a mechanism through which agents can begin to emancipate themselves. However, the authors argue that emancipation must be contextualised within the material realities of global capitalism, paying particular attention to the shape of inequality and the subjects of exploitation. In doing this, they draw on Marx to pose an alternative view of structure.

In offering a Marxist critique of critical realism, the authors show how capitalist superstructure and base work together to reinforce inequality. In doing this, they highlight the enduring importance of collective action as the engine of emancipation. It is for this reason that they advocate for an emancipatory politics, which is collectively informed outside of, and in conflict with, the logics of capitalism.

The authors argue that explicit discussions of capitalism and its structures must be at the centre of critical accounting research, especially when it pertains to emancipation.

Given the importance of the conceptual framing of critical accounting research, this article suggests that critical realism has much to offer. That said, the authors draw on Marx to raise a number of important questions about both the nature of structure and the identity of reflexive agents within critical realism. They do this to encourage further debate about the emancipatory possibilities of the critical accounting project and the ideas proposed by Modell (2020).

This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings.

The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change.

The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures.

Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.

The purpose of this paper is to explore political behaviours associated with the implementation of an enterprise resource planning (ERP) system in a public service organisation from an emerging market country, the United Arab Emirates (UAE).

The authors’ theoretical framework is based on the notions of trust, agent reflexivity, ontological security, routines, control and power proposed by Giddens (1984, 1990). The authors explore how the political behaviour of organisation members emanates from the introduction of an ERP system (particularly its accounting modules), and how the interaction between individual power, trust and control shaped its implementation process. The case study methodology relied on diverse data collection methods including semi-structured interviews, documentary evidence and personal observation.

The authors show that the accounting-based ERP system created an episode of discomfort in the organisation, which facilitated reflexivity and critical reflection by organisation members and led to a re-assessment of ways of thinking pre- and post-dating the implementation of the ERP system. The findings illustrate the entangled relationship between the new accounting-based ERP system and the feelings of trust emerging during organisational change.

Although case studies are intrinsically limited in terms of generalisability, the authors’ investigation provides practical insights into the management of the needs of trust, ontological security and sources of power experienced by organisation members, since the fulfilment of such needs is the underlying pillar which the success of ERP systems rests upon.

This study is one of the first to apply Giddens’ (1984, 1990) conceptualisation to examine organisation change caused by the implementation of an accounting-based ERP system in an emerging market economy.

The TARGET approach aims at establishing a reflexive gender equality policy in research performing and research funding organisations. Monitoring has enormous potential to support reflexivity at both the institutional and the individual levels in the gender equality plan (GEP) development and implementation context. To exploit this potential, the monitoring system has to consist of meaningful indicators, which adequately represent the complex construct of gender equality and refer to the concrete objectives and policies of the GEP. To achieve this, we propose an approach to indicator development that refers to a theory of change for the GEP and its policies. Indicator development thus becomes a reflexive endeavour and monitoring a living tool. This requires constant reflection on data gaps, validity of indicators and the further development of indicators. Furthermore, we recommend the creation of space for reflexivity to discuss monitoring results with the community of practice.