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As other researchers have done previously, we conceptualize innovation not as a linear process but as a cyclical one (e.g., Van de Ven, Polley, Garud, & Venkataraman, 1999), which consist periods of innovation initiation, implementation, adaptation, and stabilization (West, 1990). Within this cycle it is possible to distinguish two major components: the beginning of the cycle, which is dominated by the generation of ideas that is generally also designated as creativity; whereas the dominant activity at the end of the cycle which is the implementation of ideas (hereafter referred to as the implementation of innovation). Creativity is then likely to be most evident in the early stages of the innovation process, when those in teams are required to develop or offer ideas in response to a perceived need for innovation. Creative thinking is also likely when teams proactively initiate proposals for change and consider their initial implementation. As the innovation is adapted to organizational circumstances, there is less need for creativity. At the outset of the process, creativity dominates, to be superseded later by innovation implementation processes. Of course, it can be argued that creativity is important throughout the innovation process, but in general, the requirements for creative ideas will be greater at the earlier stages of the innovation process than the later stages.

Recent events such as the terrorist attacks of September 11, 2001 against the United States and the national disaster of Hurricane Katrina demonstrated the acute need for interagency collaboration. Using a semi-inductive method, we conducted two studies with senior homeland security leaders to learn more about organizations’ collaborative capacity during the early planning stages. In study One, we used an interorganizational systems perspective to identify factors that create or deter effective collaboration. Study Two elicited vignettes from a second group of senior homeland security leaders to gain further insights into the ways in which their organizations are successfully building collaborative capacity.

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) – specifically hierarchy, markets and networks (Tenbensel, 2017). It focusses on three TSAs in detail, describing their individual development as ‘school-led’ networks but also how they interact with each other and with other networks in the context of wider hierarchical and market-driven pressures and opportunities. It compares these examples to the three common TSA trajectories described by Greany and Higham (2018) – exclusive, marketized, and hierarchical – showing how these trajectories overlap and interact in hybrid forms. It concludes by discussing these findings in relation to social regulation and cohesion (Chapman, 2019; Hood, 1991) and to the wider themes in this book. We argue that while collaboration between schools in the English system has been driven at the policy level by an egalitarian narrative, in reality, such activity is enacted within a hierarchical and individualist framework which can be in tension with the professional values and ethics of school leaders. We conclude with recommendations, which include a need to rethink national and local accountability structures in order to encompass a broader range of outcomes; encourage more ambitious levels of experimentation in how the needs of children and families can best be addressed; focus on place-based coherence and collaboration; and, finally, develop the skills and capacity of frontline leaders to shape productive networks.

This chapter describes two change efforts involving participatory action research within the pharmacy operations division of Kaiser Permanente. Focus is on a parallel learning mechanism that has been used to support communications and change during two large-scale information technology interventions. It begins with basic background information on participatory action research in organizations. Since the case setting is Kaiser Permanente, the chapter provides some information on the U.S. healthcare industry context and then shifts to Kaiser’s communication forum, a learning mechanism that has been in place for 35 years. Cognitive, structural, and procedural aspects of the learning mechanism are explored, and the chapter features interviews with some of the key forum players. Both in the forum’s infancy and in its current more institutionalized state, the pharmacy organization has been in crisis. Implications for the use of parallel learning structures on a long-term basis to support long-term participatory action research are explored along with contributions to theory on insider/outsider action research.

Purpose: Provide insights on how social entrepreneurship (SE) knowledge can be more effectively generated by universities through the entrepreneurial creation and effective management of a knowledge network centered on international collaborative research; illuminate how one such network has enabled Latin American researchers to advance the knowledge and practice frontiers in the hemisphere and globally. Methodology/Approach: Retrospective analysis of the two-decade evolution of the Social Enterprise Knowledge Network, a pioneering international research collaboration (IRC) of Ibero-American management schools. Findings: Documents factors and dynamics enabling the successful creation and operation of international knowledge networks. Analyzes the key mechanisms for capturing synergies in collaborative research. Identifies specific effectiveness determinants for successfully operating an international social enterprise knowledge generation network. Identifies multiple impacts of a knowledge generation network. Research Implications: Advances understanding of IRCs. Provides a model for assessing knowledge network multiple impacts. Identifies a series of future research opportunities and needs. Practical Implications: Provides operational guidance for researchers developing or operating collaborative international knowledge networks. Social Implications: Reveals the value of collaboration in international research and factors that contribute to effective collaboration. Originality/Value: Provides unique retrospective study of an IRC network operated by developing country schools of management. Expands the scope of recent comparative research on SE education to include a set of countries in Ibero-America. Documents an approach to assessing the impacts of a knowledge network. Identifies important areas for advancing future social enterprise research and teaching.

Collectivist organizations like worker cooperatives are known for requiring high levels of participation, striving toward community, and making space for affective relationships among their members. The emotional intensity of such organizations has long been considered both an asset and a burden: while personal relationships may generate solidarity and sustain commitment, interpersonal interactions can be emotionally intense and, if left unmanaged, can even lead to organizational demise. How do collectivist-democratic organizations manage emotions to create and sustain member commitment? This study draws on long-term ethnographic fieldwork in a worker-run, worker-recuperated business in Argentina to analyze the emotional dynamics of a democratic workplace. First, the author shows how members of the cooperative engage in emotional labor not only in their customer service, but also through their participation in lateral management and democratic governance. An analysis of individual feeling management, however, provides only a partial picture of emotional dynamics. Drawing on the theory of interaction ritual chains, the author argues that workplace practices like meetings and events can produce collective emotions that are critical to maintaining members’ commitment to the group. Finally, the author shows how interaction ritual chains operate in the BAUEN Cooperative, tracing how symbols of shared affiliation circulate through interactions and are reactivated through the confrontation of a common threat. The author concludes by reflecting on implications for future research on emotions in collectivist organizations and participatory workplaces more broadly.

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.

In the aftermath of the global economic crisis, the pursuit of new perspectives and different growth models is imperative. One of the most significant trends of our time is the rise of Asia in the world economy. After centuries of Western economic dominance, China, India, and the rest of the East, alongside emerging economies more broadly, are beginning to challenge the West for positions of global industry leadership and underlying managerial philosophies and perspectives. In this paper, I review some key philosophical insights from Asia that have underpinned the success of many Asian businesses for generations, hoping that it will encourage more efforts – conceptually, theoretically, and empirically – leading the discourse on fresh new perspectives on business in emerging economies in general, and on Asian management in particular.

Business, government, and society are being rocked by disruptive global change. The challenges facing international marketers as boundary spanners – and more generally, all managers and leaders – are getting more complex, ambiguous, and unprecedented. The world that they must navigate is increasingly filled with “wicked problems” (Rittel & Weber, 1973) that defy the closed, analytical approaches that characterize typical management education. Addressing the problem requires a new paradigm that augments – and perhaps in some areas, supplants – the traditional business education.