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Universities constantly try to balance the need to be seen as research institutions contributing new knowledge to society with the need to be seen as effective teaching institutions. This article describes one way in which the two requirements have been effectively resolved in teaching short courses to non‐university students. The methodology incorporated students and research teams, thus drawing on the strengths of both. The result is enhanced student participation and motivation, greater access to data and new insights for the faculty members. The paper concludes by describing other applications of such an approach.

THE LOOMING MASS OF BLACK COMBE, and the sky‐line of the central fells that he can see from his window—Scafell, Scafell Pike, Great End, Harter Fell, Bowfell, Crinkle Crags, Coniston Old Man—are among the great shaping influences in the work of Norman Nicholson. The fells, the rocks that make the fells, the becks and the rivers that flow down the fells all speak to him and through him. The other great influence on his writing is his religious belief. As he himself said recently in a radio broadcast: ‘The universe is not just a huge mechanical coffee‐grinder, ticking over and over without aim or purpose. It works to a pattern; it works to a plan. And part of the sheer enjoyment of being among mountains comes from our sometimes feeling swept up in the plan, where every end is a new beginning and every death a new birth.’

Talk of “macrofoundations” helps foreground the constitutive and contextualizing powers of institutions – dynamics that are inadvertently obscured by the imagery of microfoundations. Highlighting these aspects of institutions in turn opens intriguing lines of inquiry into institutional reproduction and change, lived experience of institutions, and tectonic shifts in institutional configurations. However, there is a twist: taking these themes seriously ultimately challenges any naïve division of micro and macro, and undermines the claim of either to a genuinely foundational role in social analysis. The authors propose an alternative “optometric” imagery – positioning the micro and the macro as arrays of associated lenses, which bring certain things into focus at the cost of others. The authors argue that this imagery should not only encourage analytic reflexivity (“a more optometric institutionalism”) but also draw attention to the use of such lenses in everyday life, as an underexplored but critical phenomenon for institutional theory and research (“an institutionalist optometry”).

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

In this study, the authors unpack the micro-level processes of knowledge accumulation (experiential learning) and knowledge application (problem solving) to examine how task allocation structures influence organizational learning. The authors draw on untapped potential of the classical garbage can model (GCM), and extend it to analyze how restrictions on project participation influence differentiation and integration of organizational members’ knowledge and consequently organizational efficiency in solving the diverse, changing problems from an uncertain task environment. To isolate the effects of problem or knowledge diversity and experiential learning, the authors designed three simulation experiments to identify the most efficient task allocation structure in conditions of (1) knowledge homogeneity, (2) knowledge heterogeneity, and (3) experiential learning. The authors find that free project participation is superior when the members’ knowledge and the problems they solve are homogenous. When problems and knowledge are heterogeneous, the design requirement is on matching specialists to problem types. Finally, the authors found that experiential learning creates a dynamic problem where the double duty of adapting the members’ specialization and matching the specialists to problem types is best solved by a hierarchic structure (if problems are challenging). Underlying the efficiency of the hierarchical structure is an adaptive role of specialized members in organizational learning and problem solving: their narrow but deep knowledge helps the organization to adapt the knowledge of its members while efficiently dealing with the problems at hand. This happens because highly specialized members reduce the necessary scope of knowledge and learning for other members during a certain period of time. And this makes it easier for the generalists and for the organization as a whole, to adapt to unforeseen shifts in knowledge demand because they need to learn less. From this nuanced perspective, differentiation and integration may have a complementary, rather than contradictory, relation under environmental uncertainty and problem diversity.

Examines work beliefs across three nations (The People's Republic of China (PRC), the USA and Venezuela) using Buchholz's work belief scales. Finds strong support for the proposition that work belief systems vary across cultures. Specifically, the work ethic was found to be strongest in the PRC and weaker in the USA and Venezuela. Venezuelans were the strongest in organizational belief system scores. Indicates fundamental differences in motivation to work in the three countries. Discusses specific results and provides conclusions.

For several decades, leaders have recognized that the ethos and language of our social, business, and governance structures have become barren, too small, and insufficient for the many challenges and opportunities facing contemporary leaders and the myriad contexts in which they serve. “Designing Leadership Like Jazz” addresses these concerns.

“Designing Leadership Like Jazz” is about understanding the centrality of leadership formation in shaping, or designing, leaders as well as understanding leadership as an art. In this chapter, I identify what leadership formation is and is not. Drawing on the language of jazz music and related arts, I also surface strategies and lessons that can be used by anyone who leads or aspires to lead. Not only can the lessons be applied by anyone who leads or aspires to lead but they also can be applied anywhere, at any time, and in any context. The lessons apply to us as individuals, in intimate relationships with family and friends, in community settings, in workgroups, among team members, in organizations and institutions, and in nations.

Sequestered in their boardroom, Morgan Donne, the CEO of a struggling financial services company, recounts their past successes. Determined to help her inner circle remember what it is like to be part of a winning team, she invites them to share a story about their strengths. Morgan begins. Then the CFO shares his story.

This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.