Search results

As a consequence of changes in the steering of the public sector in Norway during the 1990s, evaluation has, as in other European countries, become a standard element in the governing of the sector. However, evaluation procedures also seem to be an important instrument in the implementation of public sector reforms in this country. Provides an “inside” report on how evaluation may function in this respect. By analysing the role evaluation played in the implementation of an educational reform in Norway, discusses to what extent this way of organising implementation processes represent a change in public sector steering.

Arthur W. Frank's dialogical narrative analysis (DNA) has been a recent addition to the plethora of methods in analysing stories. What makes this method unique from the rest is its concern for both the story's content and its effects. Stories are seen as selection/evaluation systems that do things for and on people. This chapter aims to provide the reader a heuristic guide in conducting DNA and emphasises learning through exemplars as the way of learning DNA. It provides an outline of DNA and reviews how researchers have applied it in different disciplines. Then, DNA will be applied in in the current ‘war on drugs’ in the Philippines. The stories of the policy actors – for and against the drug war – will be analysed to explore how stories affect policy choices and actions, call actors to assume different identities, associate/dissociate these actors and show how they hold their own in telling their stories. Finally, the potential of using DNA in criminology and criminal justice will be discussed.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.

This study aims to underline the possible influence of the moderator, information systems (IS) infusion, on Open Government Data (OGD) adoption and usage.

Using the partial least squares-structural equation modeling methodological approach, the adapted unified theory of acceptance and use of technology (UTAUT) model has been used for understanding the role of the moderating variable, namely, IS infusion.

Findings show that the moderating impact of IS infusion is positively significant with respect to the performance expectancy–behavioral intention relationship thereby bolstering the impact on users’ perception of OGD vis-à-vis work/academics performance and negatively significant for social influence–behavioral intention, information quality–behavioral intention, thereby clinching the fact that with the increased engagement and involvement of OGD in the everyday life of the user, the role of significant others and information quality gets least significant.

Extant OGD-focused research has underscored the impact of different variables as far as OGD adoption and usage is concerned; the present study seeks to add on to the extant literature by understanding the implications of IS infusion on the adapted UTAUT model constructs and behavioral intention relationships.

The purpose of this paper is to explore a novel storytelling approach that investigates lived experience at the intersection of motherhood/caregiving and Ph.D. pursuits. The paper contributes to the feminist tradition of writing differently through the process of care that emerges from shared stories.

Using a process called heartful-communal storytelling, the authors evoke personal and embodied stories and transgressive narratives. The authors present a composite process drawing on heartful-autoethnography, dialogic writing and communal storytelling.

The paper makes two key contributions: (1) the paper illustrates a novel feminist process in action and (2) the paper contributes six discrete stories of lived experience at the intersection of parenthood and Ph.D. studies. The paper also contributes to the development of the feminist tradition of writing differently. Three themes emerged through the storytelling experience, and these include (1) creating boundaries and transgressing boundaries, (2) giving and receiving care and (3) neoliberal conformity and resistance. These themes, like the stories, also became entangled.

The paper demonstrates how heartful-communal storytelling can lead to individual and collective meaning making. While the Ph.D. is a solitary path, the authors' heartful-communal storytelling experience teaches that holding it separate from other relationships can impoverish what is learnt and constrain the production of good knowledge; the epistemic properties of care became self-evident.

The processes that underlie ability emotional intelligence (EI) are barely understood, despite decades of management research. Furthermore, the outcomes of these processes have been narrowly and prescriptively defined. To address this deficiency, I conducted a phenomenological study (n = 26). Findings from a public sector sample suggest that the underlying emotional processes of meaningful life events are – at least for now – better defined through the construct of emotion regulation. While it is part of the ability EI model, the emotional processing that occurs prior to emotion regulation being initiated is likely to be less consistent with current EI theory. Likewise, these processes lead to outcomes considerably more nuanced than currently appreciated in the EI literature. Consequently, what started as a gap-filling approach to research eventually turned into a problematization of what scholars seem to know about EI. I outline the theoretical and practical implications of this study for management, and offer suggestions for future research.

The purpose of this paper is to shed light on different types of knowledge created and how this links to the project design, process, and content.

In this paper the authors investigate participants' experiences from a three-year interactive research project, designed to trigger reflection among the participants. They apply a knowledge creation perspective on experiences expressed by participants as a result of different research project activities.

The study resulted in five categories of insights with potential for sustainable influence on the participating organizations: an understanding of concepts and theories; an understanding of the impacts of collaborative, reflective work processes; an understanding of the meaning of one's own organizational context; an understanding of the importance of increased organizational self-awareness; and an understanding of the potential for human interaction and communication.

The author’s findings suggest that it is possible to design a project to promote more profound and sustainable effects on a business beyond the explicit purpose of the project. They advise practitioners to make room for iterative reflection; be mindful to create a trustful and open environment in the team; challenge results with opposing views and theories; and make room for sharing experiences and giving feedback.

This study contributes to unraveling key practices which can nurture conditions for knowledge creation in interactive research projects and business projects alike.

The purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.

This paper presents a multiple case study focusing on the development of effective new venture teams. Semi-structured interviews with 15 new venture teams from two different venture creation programmes were conducted and an abductive analysis approach was used.

Three key phases of the development of an effective new venture team are identified: (1) establishing a foundation for collaboration, (2) structuring the teamwork and (3) adapting to changes. Key activities undertaken by effective new venture teams in each phase are explicated. The findings suggest that new venture teams that are able to establish a foundation for team collaboration and teamwork structuring have the capacity to persevere through the challenges inherent in emerging ventures.

This study offers a much-needed practical perspective about how effective new venture teams are developed in venture creation programmes, and how venture creation programme educators can facilitate the development of effective new venture teams. For educators, these findings provide important insights about team-based learning in entrepreneurship education.

The purpose of this paper is to analyze how implementation of a management concept is interpreted by a team within a multinational company. The headquarter “rolls out” a standardized version of teamwork within a lean production system. The authors want to investigate what happens.

The paper is based on a case study approach in a single company with available data over a long period of time.

Instead of being a vehicle for involvement and responsibility through the increased visibility, the tools and techniques become a perceived control mechanism because of a lack of connection between norms and values and tools. Despite the initiating enthusiasm of manager stating that “we are now at day one of a new life”, the system is perceived as yet another management concept, and the tools implemented did not represent any meaningful improvement.

The paper is based on a single company, describing a particular phenomenon.

The paper highlights the importance of involvement when new concepts are transferred into a new social context.

The in-depth study of a team within a multinational corporation implementing a management concept is unusual. The main theoretical contribution is to combine conceptualization of both social context and management principles.