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University reforms have been pervasive in European higher education over decades. Analyses of these reforms are still incomplete, however. To find a more comprehensive approach in explaining the relentless transformation of public universities, this paper suggests a novel, interactionist point of view. Drawing on ideational aspects of universities as institutions, the paper first explores the differentiation of basic, influential ideas of change. A recently developed typology is then used to further elaborate upon the composition and relation of these ideas. Finally, evidence is provided that supports a non-linear dynamic consisting of reciprocal influences, which overall indicates a recursive contingency between institutional context and coexistent frames of change.

The competitive arena in business environments has changed in many ways. The globalization of markets, rapid technological change, shortening of product life cycles, and the increasing aggressiveness of competitors require firms to respond flexibly and rapidly (Grant, 1996; Volberda, 1996). Not just fast-moving, high-tech industries have been facing these changes; even industries that were supposed to be stable are heating up (D’Aveni, 1994). As competition intensifies and the pace of change accelerates, firms are increasingly confronted with a tension between exploiting existing competences and exploring new ones (Floyd & Lane, 2000; Levinthal & March, 1993; March, 1991). Firms seek to adapt to environmental changes, explore new ideas or processes, and develop new products and services for emerging markets. In addition, they need stability to leverage current competences and exploit existing products and services (Benner & Tushman, 2003; Sanchez & Heene, 1996).

This chapter explains how a socio-cultural learning model was used in the Marginalisation and Co-created Education project for students to challenge prevailing deficit models of social disadvantage. This chapter draws on accounts of participant engagement in the project to reveal how a supportive socio-cultural model can develop knowledge about the subject of marginalisation and about wider higher education elements whilst also developing self-belief and raising aspirations of participants.

In the light of the core pedagogical ideas, theoretical framework and methodology of the MaCE project, this chapter will discuss implications and options for working with young people in higher education. A core finding in MaCE points to the fact that the participatory approach is very fruitful for working with young people, in order to enhance their feeling of belonging and commitment in the educational system. From educational research, we know that the dropout rate is high in the students' first year of higher education. Therefore, we consider it important to build a solid foundation of trust and well-defined expectations among students and teachers, starting the very day they pass the doorstep of higher education. When applying such inclusive strategies, it becomes possible to collaborate with students as co-researchers in a socio-cultural learning environment. From the MaCE research, we learned that students thrive when academic hierarchies are toned down, making mutual reflections and partaking in discussion accessible for all students. A participatory pedagogy that involves students and builds relations empowers students' sense of meaning and belonging, making them more engaged and thus help decrease dropout rates in higher education. This points to the importance of strong relations and sufficient time for counselling and tutoring.

Using organizational theory as a lens, in this chapter, the author critiques the neoliberal rationality in which the national and international ranking systems take precedence over the institutional missions and visions in institutional operations. The author argues that these essentialized ranking systems overlook the necessary diversity and uniqueness of institutions in the higher education system. The author outlines the potential role of mission statements in setting the institutional priorities, and the unnecessary pressure caused neoliberalism against such priorities. The implications of such imperatives for quality in various academic practices are identified and the unfairness of coercive isomorphism in higher education is illustrated. The author then proposes a spatial approach in which universities, nationally and internationally, can appreciate diversity in identity and work together, drawing from each other’s strengths to strengthen the higher education system that will support students and promote national economies.

Depressive symptoms are higher among racial and ethnic minorities in the United States. Many studies have evidenced associations between school disconnectedness and depressive symptoms by race and ethnicity in adolescence (Joyce & Early, 2014; Walsemann, Bell, & Maitra, 2011). Given that adolescents spend most of their time at home when they are not at school (Larson & Richards, 2001), it is important to understand how mother-child relationships may moderate school disconnectedness, and how mother–child relationships may serve as a protective buffer for depressive symptoms in the transition to adulthood. I use data from Waves II and III of the National Longitudinal Study of Adolescent to Adult Health (Add Health) from 1995 to 2002 (n = 9,766) and OLS regression analysis to examine how school disconnectedness in adolescence is associated with depressive symptoms in the transition to adulthood, and how mother–child relationships in adolescence moderate these associations in the United States. I examine differences in these relationships across racial and ethnic groups. I find that school disconnectedness in adolescence is associated with increased depressive symptoms in the transition to adulthood, and that maternal warmth and communication moderates the association between school disconnectedness and depressive symptoms. Maternal relationship quality in adolescence serves as an important protective factor for mental health in the transition to adulthood.

David Gordon’s early work included a focus on cities and their role in capitalist development, but he didn’t complete or publish an ambitious project called CAPITALopolis. Gordon instead developed a framework linking Marxian insights with historical analysis of institutional impact and change through his social structures of accumulation framework. Subsequent mainstream and radical urban analyses didn’t use Gordon’s work, but his early writings are consistent with his passion for fighting racial and economic inequality, and understanding those forces systematically as part of the history and logic of capitalism.

In this paper we develop an integrated model identifying the key factors involved in managing exploratory innovation processes while also maintaining current business models and processes.

We first characterize the problem of innovation as consisting of “the four central problems” organizations face when trying to manage innovation processes (Van de Ven, 1986). We develop an enhanced version of O’Connor’s (2008) Discovery, Incubation and Acceleration (DIA) model by integrating elements of Sanchez’ (2012) theory of architectural isomorphism as well as Markides’ (2008) framework for strategically assessing the benefits of segregation versus integration of innovation processes. We develop and apply our model working with managers in two company contexts to assure the ability of our Integrated Model to identify key organizational and strategic variables that need to be recognized and managed in order to sustain successful exploratory innovation processes.

Reviews of our “Enhanced Integrated Model” with managers in the two companies suggest that our model would help them to recognize and manage key issues that were not addressed adequately in their prior efforts at exploratory innovation.

Our model building process provides a basic template for other research focused on developing normative management models through case-based research. The specific elements included in our Enhanced Integrated Models should provide managers with a useful model for managing exploratory innovation processes.