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In this study, the authors explore the boundaryless careers of faculty and adopt the intelligent career framework to examine success factors for academic careers.

The authors conducted a field study of 36 researchers in the management information systems field from 22 institutions in the US, Australia and Canada. The authors selected the participants representing four strata of researchers: luminaries (high expertise status and high citizenship behavior), experts (high expertise status but low leadership roles), statesmen (low expertise status but high leadership) and journeymen (low expertise status and low leadership). Data regarding the participants' experience of social relationships and social resources as well as entrepreneurial motivations were collected and analyzed.

Results show that faculty who “know-why”, “know-how”, and “know with whom” possess socially valued resources and are successful in advancing their careers. They establish high social status and exercise power within their networks to mobilize resources that promote their careers. On the other hand, faculty who fall short of these competencies impose social closure on themselves and do not strive to exploit resources available through their contacts. The study advances a number of theoretical propositions to guide future research on boundaryless intelligent careers.

Social relationships and social resources do not substitute individual competence, leadership and entrepreneurial motivations; individuals need to develop competence valued by their professional communities and exploit available opportunities and assume leadership roles in order to effectively establish instrumental relationships and mobilize social resources to achieve career advancement.

In this study, we attempt to extend career development research through an examination of the bidirectional relationship between know-why, know-how and know-who in academia.

Seeks to argue for a phenomenology of embodied implicit and narrative knowing in organizations and show the significance of experiential dimensions of implicit and narrative knowing and their mutual interrelations in organizations.

For this the advanced phenomenology of Merleau‐Ponty will be used as a framework for clarifying the relational status of tacit, implicit and narrative knowing and their embedment.

Implicit and narrative processes of knowing are inherently linked. Moreover, both forms of knowing in organizations and its implications can be integrated in a Con‐+‐Text.

Some limitations and practical implications will be discussed critically. In conclusion some perspectives of further phenomenological research on embodied implicit and narrative knowing in organizations are presented.

This approach contributes to a processual, non‐reductionist and relational understanding of knowing and offers critical and practical perspectives for creative and transformative processes in organizations, bridging the gap between theory and practice. It provides innovative perspectives with regard to the interrelation of embodied and narrative knowing in organizations.

The purpose of this paper is to examine the relationship between project-based organizing and the initiatives labelled as “development” by critically engaging with some unchallenged assumptions inherent in the notion of both projects as a means through which social change can be achieved and the wider possibility of delivering social good as an objective of development.

From a phenomenologically informed critical participatory perspective the authors focus on contradictions within the practices of community development (CD) by attending to the interplay between the dominant project form of organizing that frames those practices and the rhetoric of “development”.

Drawing on two CD examples, the authors illustrate and discuss the contradictions and damaging consequences of the developmentalism-projectification double-act. The position is that social good is local and contextual and draws expediently and contingently on the means through which it can be achieved by the collective action of those who co-define and co-create the social good.

The authors propose that there is a need to open the dialogue with development practitioners, funders, project managers, project workers, and the recipients and stimulate multiple participation.

The authors believe the critical participatory approach that the authors have taken to CD project management could be both novel and useful as it refocuses attention to non-performative aspects of CD, arguing for de-naturalization of project organizing logic and encouraging emancipation from dominant epistemic inequalities. With an uncompromising focus on embedded practices, the authors hope to spur further debate on the important issue of CD and the possibilities of creating “social good”.

In 2005, a qualitative study was undertaken to explore the educational events, personal experiences, and job circumstances that a selected group of non-MLS library directors working in small Texas communities believed were significant in contributing to their professional development. Face-to-face interviews were conducted with 17 female library directors working in Texas communities with populations of 25,000 or less using open-ended questions, and interviews were recorded and transcribed for later analysis. Four major topic areas relating to the professionalization of non-MLS library directors were identified from the data: (1) job satisfaction, including library work as spiritual salvation, librarianship and the ethic of caring, making a difference in the community, and pride in professional identity; (2) professional development, including hiring narratives, continuing education and lifelong learning, mentoring and professional development, and the importance of the MLS degree; (3) challenges facing small community library directors, including gender-based discrimination, resistance from local governing officials, and geographic isolation; and (4) guidelines for success, including understanding the community, becoming part of the community, making the library the heart of the community, business and managerial skills, and people and customer service skills.

The literature on knowledge transfer is dominated by a one-way transmission model logic where knowledge is captured and transferred from one source to another, assuming the source and receiver resemble each other and have some common knowledge. The social learning processes, what is learned and the phases and sequences of the developmental processes by which learning take place are more or less black boxed in the literature. This paper investigates the social dynamics of the formation and shaping of organizational practice from scratch in a greenfield organizational setting where no prior organizational practice exist.

The paper builds on a case study approach applied in two greenfield organizational settings. A descriptive process model is developed to analyze the translocation and sociogenesis of organizational practices.

A transfer-approach provides a too simplistic and narrow understanding of the process of “moving” organizational practices. Establishing an organizational practice can be described as a community of knowing “in the making” following various modes of cultural learning characterised by mutual adjustments, joint interactions, and alignment of shared understandings, and as such is more learned than transferred.

The process model developed in the paper provides a platform for better understanding, planning and execution of intra-firm knowledge transfer and regeneration.

The paper provides an in-depth empirical analysis of organizational practice generation from scratch emphasizing the social dynamics and co-construction of meaning when a collective capability is being acquired and built up.

Questions the approaches used for evaluating the success of community‐policing in the USA. Finds that reliance on crime and arrest statistics is not adequate. One of the new measures “knowledge of organizational personnel”, is examined reporting on the interest in and acceptance of the community‐policing philosophy among police officers working in a pilot programe in Anchorage, Alaska. Findings suggest that police officers took satisfaction in some aspects of the work but were frustrated and uncertain about others. Support for the programme is linked to three issues: desire for professional development, a desire for knowledge of area covered and an interest in creative and proactive problem solving.

To deconstruct colonizing ideologies and expand our understanding of global meaning making (Tierney, 2018) in this chapter, we describe a qualitative study that explored how a cohort of teacher candidates (TCs) from a large Southwestern university in the United States made sense of a community mapping project as part of their international service-learning program in rural South Africa. The TCs observed, collected, and reflected on various literacy activities and artifacts. Findings suggest that the TCs grappled with colonizing perspectives and practices specifically related to language, literacy, and cultural hegemony. They identified and struggled with the power and privilege they noticed bolstering Western literacies and the English language in the local community to the extent that it overshadowed local languages and local cultural norms. They questioned the historically situated use of certain spellings in local texts and how such spellings are connected to Apartheid policies still influencing this rural community. By engaging in the community mapping project, the TCs also recognized that literacy is socially informed and is more than just reading and writing but employs a range of semiotic tools such as images, movement, and music. The transformative process of participating in the community mapping project helped TCs develop a deeper understanding of the relationships between community and school literacies and grapple with the broader impact of Western epistemologies in the Global South.

Participation in community programmes by the Roma community is low, whilst this community presents with high risk of poor health and low levels of wellbeing. To improve rates of participation in programmes, compatibility must be achieved between implementation efforts and levels of readiness in the community. The Community Readiness Model (CRM) is a widely used toolkit which provides an indication of how prepared and willing a community is to take action on specific issues. The purpose of this paper is to present findings from a CRM assessment for the Eastern European Roma community in Bradford, UK, on issues related to nutrition and obesity.

The authors interviewed key respondents identified as knowledgeable about the Roma community using the CRM. This approach applies a mixed methodology incorporating readiness scores and qualitative data. A mean community readiness score was calculated enabling researchers to place the community in one of nine possible stages of readiness. Interview transcripts were analysed using a qualitative framework analysis to generate the contextual information.

An overall score consistent with vague awareness was achieved, which indicates a low level of community readiness. This score suggests that there will be a low likelihood of participation in currently available nutrition and obesity programmes.

To our knowledge, this is the first study to apply the CRM in the Roma community for any issue. The authors present the findings for each of the six dimensions that make up the CRM together with salient qualitative findings.

Academics examining the global South who engage in informal politics to understand social and political issues should be prepared to diversify their methods toolkit. Informal ties and politics are where one learns about social and economic exclusion. The paper aims to discuss these issues.

Mixed qualitative methods – such as individual interviews, surveys, and focus groups – provide an understanding of the people’s perspective, enabling the researcher to truly know what is going on.

Fieldwork in the downtown communities of Kingston, Jamaica, has an element of danger because violence and politics are very much a part of the daily reality of the people being interviewed. In this paper, the author argues that studying how financial resources are allocated to low-income people and understanding why some groups purposefully self-exclude themselves from economic development programs require unorthodox field methods. The author thus uses political ethnography to understand the experience of marginalized Jamaican people.

Mixed qualitative methods and political ethnography assisted the author to understand the actual experience of marginalized people and politicized financial programs.