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1 – 2 of 2Fabian Groven, Gaby Odekerken-Schröder, Sandra Zwakhalen and Jan Hamers
This paper aims to explore how tensions and alignments between different actors’ needs in a transformative services network affect balanced centricity, which is an indicator of…
Abstract
Purpose
This paper aims to explore how tensions and alignments between different actors’ needs in a transformative services network affect balanced centricity, which is an indicator of well-being. Balanced centricity describes a situation in which all network actors’ interests and needs are fulfilled simultaneously. In such cases, all actors are better off, which increases both individual actors’ and overall actor-network well-being.
Design/methodology/approach
The empirical study takes place in nursing homes in which in-bed baths represent co-created service encounters that affect the well-being of focal actors (i.e. patients), frontline service employees (i.e. nurses) and transformative service mediators (i.e. family members), who have potentially competing needs. Using a qualitative, phenomenological approach, the study inductively explores and deductively categorizes actors’ personal experiences to gain deep, holistic insights into the service network and its complex web of actor interdependencies.
Findings
The resulting conceptual model of balanced centricity identifies actors’ lower-order needs as different manifestations of the psychological needs for autonomy, competence and relatedness. If actors’ needs are aligned, their psychological needs can be satisfied, which facilitates balanced centricity. If actors exhibit competing needs though, balanced centricity is impeded.
Practical implications
This study establishes actors’ psychological needs as the origin of tensions/alignments in multi-actor networks that impede/contribute to balanced centricity. Transformative service providers should try to address all actors’ psychological needs when co-creating services to achieve network well-being.
Originality/value
This study adopts a novel, multi-actor perspective and thereby presents a conceptual model that contributes to the understanding of balanced centricity. Future research could test this model in other transformative service settings.
Details
Keywords
This book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education, to the field of work-applied management. It…
Abstract
Purpose
This book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education, to the field of work-applied management. It proposes that the many international models of changemaker education described in this book offer management professionals an array of innovative methods which support workplace learning and change by fostering organizational and educational flexibility.
Design/methodology/approach
This book review frames the collection's contribution in the context of work-applied management by systematically reviewing its chapter in order to present their relevance to conversations in and adjacent to the field.
Findings
This book review provides insights into how changemaker education might be conceived of and utilized in work-applied management contexts as drawn from the many innovative and demiurgic methods described in the collection and its chapters.
Research limitations/implications
Changemaker education is a wide-ranging theoretical perspective, which is often loosely defined across contexts. However, this lexical amorphousness provides important flexibility for an expanded range of theoretical application.
Practical implications
This review includes important implications for the development of work-applied management theories drawn from models of changemaker education that demonstrate methods for achieving organizational agility and flexibility.
Originality/value
This review provides new and innovate models of use to work-applied management theorists and professionals.
Details