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Social entrepreneurship education (SEE) is gaining increasing attention globally. This paper aims to focus on how SEE may be better understood and reconfigured from a Bourdieusian capital perspective with an emphasis on the process of mobilising and transforming social entrepreneurs’ cultural, social, economic and symbolic resources.

Drawing on qualitative research with a sample of social entrepreneurship educators and mentors, the authors generate insights into the significance of challenging assumptions and establishing values and principles and hence that of developing a range of capitals (using the Bourdieusian notion of capital) for SEE.

The findings highlight the significance of developing a range of capitals and their transformative power for SEE. In this way, learners can develop dispositions for certain forms of capitals over others and transform them to each other in becoming reflexive social agents.

The authors respond to the calls for critical thinking in entrepreneurship education and contribute to the field by developing a reflexive approach to SEE. The authors also make recommendations to educators, who are tasked with implementing such an approach in pursuit of raising the next generations of social entrepreneurs.

Post-disaster research presents particular challenges for the qualitative researcher due to the wider contextual demands of media attention, public debates and intense scrutiny of policy and service delivery. It highlights the importance of reflexive practice to identify and address any unintended influences on the research processes and outcomes. The paper aims to discuss these issues.

In this paper the authors present three case studies of post-bushfire research to demonstrate how the authors adopted a reflexive approach to address external pressures on the conduct and presentation of the research.

There are various types of reflexivity identified in the literature to identify influences on the research participant and the research findings arising, for example, from the way the researcher shapes the research findings (personal reflexivity), and the influence of the research process (epistemological reflexivity). In this paper the authors argue for a different reflexivity: one that is political and has a direct influence on the researcher.

Adoption of political reflexivity is an important tool in post-disaster research to ensure that external influences do not undermine the integrity of the research processes, findings and dissemination.

The importance of reflexivity in research is well recognized as a means of addressing power and unintended influences on research participants and research processes. The authors introduce the notion of political reflexivity to this debate in recognition of the need to address the potential for research findings and reports to be compromised by political agendas.

With pay transparency (PT) as an emerging trend in organizations around the world and the European Union promoting open pay regulations, PT is of increasing interest to scientists, managers and policymakers. However, it is still unclear what people think about PT and what theoretical perspectives might explain people's views on transparent pay. Therefore, the purpose of this paper is to explore and systematize opinions about PT and to propose theoretical frameworks to understand different reactions to it.

Qualitative reflexive thematic analysis of the Internet debate that emerged in Poland in 2019 in response to the proposition of new law regulations aimed to improve PT by introducing obligatory pay ranges in job offers.

The author's analysis revealed a set of 41 specific and often opposite opinions about PT, which allow for the systematization of hopes and concerns related to PT around the 7 favorable and 6 unfavorable higher-order themes.

The author's results might inform policymakers and managers about the possible risks and benefits of PT implementation. Revealed opposite opinions about PT raise awareness that PT policies, while solving some social problems, might simultaneously create others.

The author provides new insights into opinions that people hold about transparent pay based on real-world data. The author suggests theoretical perspectives for understanding and predicting reactions to PT, such as Hobfoll's Conservation of Resources Theory and Adam`s Equity Theory. Based on this, the authors propose that opposite opinions about PT might be explained by (a) perceived pay dispersion fairness and (b) perceived PT costs-benefits ratio.

The purpose of the paper is to provide a personal, reflexive examination of the negotiation of the professional identity of governance services personnel as a specific role set in professional services in higher education (HE).

A reflexive framework is adopted, drawing on the author's own professional positioning and practice in a UK higher education institution (HEI). Drawing on, and challenging aspects of Whitchurch's typology of professional identities in HE, a “weak” social constructivist approach is adopted, through examination of the author's inter‐professional interfaces with the external members populating institutional governance structures. This epistemological approach resonates with an exploration in the paper of the author's interventions as secretary to the institution's audit committee, in production of documentation as a form of corporate knowledge‐creation and narrative production in a wider scheme of accountability.

The paper proposes that in contrast to Whitchurch's notion of “bounded” professionalism, the HE governance professional, in migrating to and from governance “space”, constitutes a mode of boundary‐crossing unexamined in the literature and policy.

While adopting a self‐reflexive stance, the paper provides a basis for undertaking empirical research into professional identity configurations in the corporate governance of HEIs, grounded in the experience of the actors populating governance structures, including professional services staff, ex officio, elected and external members of HE governing bodies.

The paper contributes to an emerging literature on professional identities in HE, and to qualitative approaches to HE governance.

In this introduction, the authors outline some critical reflections on the sociology of knowledge within management and organization theory. Based on a review of various works that form a sociology of organizational knowledge, the authors identify three approaches that have become particularly prominent ways by which scholars explore how knowledge about organizations and management is produced: First, reflective and opinion essays that organization studies scholars offer on the basis of what can be learned from personal experience; second, descriptive craft-guides that are based on more-or-less comprehensive surveys on doing research; third, papers based on systematic research that are built upon rigorous collection and analysis of data about the production of knowledge. Whereas in the studies of organizing the authors prioritize the third approach, that is knowledge produced based on systematic empirical research, in examining our own work the authors tend to privilege the other two types, reflective articles and surveys. In what follows the authors highlight this gap, offer some explanations thereof, and call for a better appreciation of all three ways to offer rich understandings of organizations, work and management as well as a fruitful sociology of knowledge in our field.

The purpose of this paper is to understand how a Canadian intervention based on a professional development (PD) model did or did not influence schools’ capacities to absorb a Healthy School (HS) approach into their operations. This study is the second part of a research project: previously published results regarding this research provided a detailed description of the PD model and highlighted the relevance and effectiveness of PD in improving actors’ HS-related knowledge and practices. The present paper focuses on the organizational impact of such PD intervention.

The design was based on a realist evaluation approach, which helps to elicit a theory explaining how an intervention leads to particular outcomes. A multi-site case study of three schools with pre- (T ₀) and post- (T ₁) intervention comparison was adopted. Multiple qualitative methods were used to capture how the changes were achieved by collecting data from various stakeholders involved in the intervention.

The PD model tested reinforced the schools’ capacities to absorb this type of initiative. For one of the capacities examined, “exploitation”, i.e., the ability to incorporate and maintain the initiative into schools operation, the evidence was less apparent. In congruence with the realist evaluation, the results are rendered in the form of a contextualized intervention theory identifying the links between the PD and the mechanisms that were likely necessary to explain what led to the changes in “absorptive” capacities (which refers to the capabilities of schools to acquire and assimilate HS knowledge, and also to transform and exploit them, in the context).

The refined theory, based on empirical findings, can enable facilitators and practitioners to gain a deeper understanding of the action mechanisms shown to be determining in the success of HS implementation.

Considering the ongoing debate regarding the roles of business in society, this paper aims to examine the managerial understanding of corporate social responsibility (CSR) in Nepal.

This study uses explanatory sequential design under mixed methods of research. First, the questionnaire survey method was used to collect data from 168 managers of listed companies in Nepal. Second, semistructured interviews were conducted with 20 senior-level managers of listed companies to verify the results obtained from the survey and to gain a deeper understanding of the phenomena.

The survey results show that managerial understanding of CSR is mainly guided by the notions of corporate philanthropy, stakeholder approach and political CSR, respectively. However, the managerial understanding vis-à-vis political CSR and corporate philanthropy were found to be remarkably positively influenced by the firm’s size, whereas the stakeholder perspective was widely held by the managers regardless of their firm’s size. The interview results largely substantiated questionnaire survey findings and further revealed vivid dimensions within the philanthropic approach, stakeholder approach and political CSR.

Given the recent legal provisions vis-à-vis mandatory CSR spending in Nepal, the policymakers may devise and update common core and firm-size-specific informational, fiscal-economic, legal and partnering instruments based on the findings of this study. Besides, companies may go for appropriate institutional arrangements for CSR as needed.

The reaffirmation of conventionally accepted roles and the approval of relatively nascent political roles of business in a distinct socio–political–legal–economic context of Nepal can be an important contribution to the literature.

Information dissemination has become a means of transparency for governments to enable the visions of e-government and smart government, and eventually gain, among others, the trust of various stakeholders such as citizens and enterprises. Information dissemination, on the other hand, may increase the chance of privacy breaches, which can undermine those stakeholders’ trust and thus the objectives of transparency. Moreover, fear of potential privacy breaches compels information disseminators to share minimum or no information. The purpose of this study is to address these contending issues of information disseminations, i.e. privacy versus transparency, when disseminating judicial information to gain (public) trust. Specifically, the main research questions are: What is the nature of the aforementioned “privacy–transparency” problem and how can we approach and address this class of problems?

To address these questions, the authors have carried out an explorative case study by reconsidering and analyzing a number of information dissemination cases within their research center for the past 10 years, reflecting upon the whole design research process, consulting peers through publishing a preliminary version of this contribution and embedding the work in an in-depth literature study on research methodologies, wicked problems and e-government topics.

The authors show that preserving privacy while disseminating information for transparency purposes is a typical wicked problem, propose an innovative designerly model called transitional action design research (TADR) to address the class of such wicked problems and describe three artifacts which are designed, intervened and evaluated according to the TADR model in a judicial research organization.

Classifying the privacy transparency problem in the judicial settings as wicked is new, the proposed designerly model is innovative and the realized artifacts are deployed and still operational in a real setting.

The purpose of this paper is to reflect upon how encountering trauma unexpectedly in the field informs the doing of fieldwork.

A reflexive essay approach was adopted to explore traumatic incidents in extreme contexts. Written vignettes, interviews, field notes and information conversations served as the bases for reflections.

Four themes arose from the reflections (Bracketing, Institutional Pressure, Impact on Research and Unresolvedness). It was suggested that researchers engaged in extreme context research, and management and organization studies scholars engaged in dangerous fieldwork more broadly, are under institutional pressure to continue work that may put themselves in harm's way. Traumatic experiences also shape and reflect the researcher's identity, which informs choices about current and future research projects.

It was suggested that scholars will benefit from reading the accounts of others to reduce the burden of isolation that can accompany traumatic field experiences.

Exploring single traumatic events enabled in engaging with trauma encountered unexpectedly and directly in the field. The reflections reveal the effects of psychological and physical trauma on researchers, and highlight how trauma impacts the research process.

The purpose of this paper is to explore the process and challenges of applying an autoethnographic research method to a professional doctoral thesis ethics application. It examines the traditional university ethical approval process and if it is appropriate for this evolving qualitative research method within an organizational context.

A short introduction to the literature on ethics prefaces an autoethnographic account of the author’s experience as doctor of business administration candidate tackling the application process for ethical approval of primary research. The account is a reflection of the review process and critiques with reference to the existing literature.

The majority of the literature relating to ethics has focused on the private, personal and largely evocative accounts of autoethnography. This paper highlights some of the differences and potential for organizational autoethnography and ethical conduct. It highlights the ethical implications of obtaining consent from one’s colleagues, developing and maintaining dependent relationships, risk and reward to one’s own professional reputation and becoming equipped to create both personal and organizational change through a process of reflexivity.

This paper adds to the discussion about ethical conduct when undertaking new forms of organizational ethnographic research. For those interested or involved in the university institutional ethics review committees and for professional doctoral students who are developing an emancipatory insider research approach.