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This paper explores changes in the attitudes of managers at a state transportation agency towards working with professional service consultants over time. The development of a relational orientation amongst agency managers is explored, i.e. managerial styles recognizing greater interdependence and emphasizing trust, partnership and collaboration over formal procedures and monitoring. Case studies of two points in time (2003 and 2007) are presented using semi-structured interviews and survey data. The evidence demonstrates growing patterns of interdependence and the structural and procedural adaptations made by the agency. Corresponding difference in means tests demonstrate patterns of change in relational orientation over time.

This paper aims to investigate whether relational agency fosters relational people management using evidence from micro and small enterprises in Uganda, an African developing country. Specifically, the paper examines whether the individual relational agency dimensions (shared learning, mutual cooperation, collective efficacy and interaction enablement) also affect relational people management.

A cross-sectional survey design using a quantitative approach was used in this study. Data were collected from 241 micro and small enterprises in Uganda using a structured questionnaire and were analysed using the Statistical Package for Social Scientists.

The results indicate that relational agency is positively and significantly associated with relational people management. Findings further indicated that collective efficacy, mutual cooperation, shared learning and interaction enablement individually matter in relational people management.

To the best of the authors’ knowledge, this study may be among the first to demonstrate that relational agency and its individual dimensions (interaction enablement, shared learning, mutual cooperation and collective efficacy) foster relational people management in the context of micro and small enterprises of Uganda, an African developing country. Consequently, this study contributes to both theory and literature via the cultural historical activity theory, hence, adding to the scant existing literature on relational agency and relational people management.

The chapter explores an overlooked theme across the literature: capturing the experience of childhood family disruption and transitional flux between foster family homes and the independent sensemaking into the present of young care-experienced parents. The chapter draws upon research that constructed 20 biographical life story accounts of a diverse sample of foster care-experienced young people. The chapter aims to reflect upon the findings garnered from six of these accounts through extracting the narratives of a selection of participants who were to become or had become parents. This chapter makes sociological connections between past family disruption, demarcating present families of choice, and reconciliation of the past through experiencing parenting into the future within constructed ‘family displays’ (Finch, 2007). The chapter illustrates this phenomenon through narrative accounts offering a family history of parents who have experienced a variance of transitions between family units and who were negotiating, or had negotiated, their post-care independence through the role of becoming a parent themselves. The chapter highlights the symbolic value of parenting to the lives of young people who have experienced care in recalibrating their past familial experiences, as demonstrated through their family displays. Through the family displays of care-experienced parents, the importance of the relational context to youth transition ultimately reveals itself, as does the development of relational agency, and ultimately the role of parenting in developing a young person’s independent ‘post-care’ identity.

Higher education research is replete with discussion of boundaries imagined as structural constraints in need of removal or circumvention. But, while foregrounding national–transnational frameworks, leadership strategising and institutional structures, the scholarship is subdued about how boundaries are actually dealt with at ground level. How do practitioners come together, day by day, across higher education boundaries; and what is required for desirable practices to be nurtured? It is on this issue, and in particular the theorisation of this issue, that this chapter will focus.

This chapter presents and develops a relational working framework, based on the work of Anne Edwards. We highlight three core concepts (common knowledge, relational expertise and relational agency), disaggregating each into constituent features. We then apply the framework to reinterpret previously published empirical studies, to demonstrate its broad applicability. We argue that the framework usefully conceptualises how practitioners work with others across boundaries; that it helps us to notice how many boundaries are, in fact, routinely permeated; and that it usefully highlights important aspects of local practices that are easily obscured.

Current approaches to early childhood teacher education have moved from a view of student–teacher training as interactions involving one novice and one expert, to a process that demands resources and engagement of several professional players while mediating students’ learning in practice. The purpose of this paper is to examine the impact of a triadic mentoring model of a university–school collaboration (“Academia–Classroom”) on student teachers’ (STs) learning in the context of early childhood education in Israel. Eight mentoring triads were formed in six kindergartens. Each mentoring triad was comprised of the ST, a cooperating teacher and the college supervisor. This paper focuses on three representative triads of the eight that were studied.

The in-depth study adopted qualitative methodology including three complementary data-collection sources: observations of the STs working with children in the kindergarten; observations and recordings of the triadic mentoring conversations following the observations; in-depth interviews with each participant in the mentoring triad. Data were analyzed using an interpretative framework developed for the study, which combined elements from Engestrom’s cultural historical activity theory, Gee’s building tasks and Edward’s relational agency.

The research identified three major patterns of interaction operating in the mentoring triad that promoted or hindered the learning process of early childhood education students: dissonant, harmonic and argumentative. The way in which relational agency developed in the triads was found to be the most significant aspect of students’ learning process.

The patterns of interaction identified shed light on new aspects of relational agency, thus offering additional interpretative lenses for examining how relational agency operates in ST mentored learning processes. These new identified patterns have practical implications for the design of mentoring frameworks in early childhood teacher education.

Despite its resonances, the sociological concept of agency – the ability to ‘make a difference’ – has not been widely applied to entrepreneurialism. This chapter makes a case for a relational conception of agency. It extends our thinking about entrepreneurialism into areas that, despite their empirical importance, have received little systematic theoretical attention, specifically, the role of emotions, corporeality and social interactions. The relational theory of entrepreneurial agency allows us to address, in new ways, one of entrepreneurship's enduring questions: why do some individuals rather than others become entrepreneurs? Theoretically, by placing emotion at the heart of agency we propose a theory that can recognise individuality without recourse to individualism. We illustrate this approach through a re-analysis of structural hole theory, which is an attempt to explain (unsatisfactorily in our view) entrepreneurial behaviour by recourse to social network theory. We show how a relational concept of agency can resolve the unhelpful tension between the structural qualities of network relationships and the capacity for individual action.

The purpose of this paper is to shed new light on how partnership practices that build resilience in families work. Two broad questions are explored: first, what are the forms of expertise required in practices that effectively build resilience through partnership?; and second, how can some of the challenges practitioners experience when working in partnership be addressed?

A theoretical approach is taken, framing partnership as collaborative knowledge work between practitioners and clients. Concepts of relational expertise, common knowledge and relational agency are explored as means to understand the forms of expertise involved in partnership. An empirical example is provided from practices guided by The Family Partnership Model, an approach that has been widely implemented.

These concepts help to address three key challenges experienced by practitioners: client readiness for change, maintaining focus and purpose and using specialist expertise in partnership. This approach elucidates features of partnership practice that distinguish it from expert-led models, while highlighting diverse forms of expertise in play.

The framework presented in this paper is distinctive and can be used to identify how practitioners can avoid common dilemmas, even in challenging circumstances with vulnerable families where practitioner-client relationships may be perceived as fragile. It counters the idea that partnership work dilutes professional expertise. Instead, an enriched and augmented view of professional expertise is presented.

In this article, we reflect on how smart technology is transforming service research discourses about service innovation and value co-creation. We adopt the concept of technology smartness’ to refer to the ability of technology to sense, adapt and learn from interactions. Accordingly, we seek to address how smart technologies (i.e. cognitive and distributed technology) can be powerful resources, capable of innovating in relation to actors’ agency, the structure of the service ecosystem and value co-creation practices.

This conceptual article integrates evidence from the existing theories with illustrative examples to advance research on service innovation and value co-creation.

Through the performative utterances of new tech words, such as onlife and materiality, this article identifies the emergence of innovative forms of agency and structure. Onlife agency entails automated, relational and performative forms, which provide for new decision-making capabilities and expanded opportunities to co-create value. Phygital materiality pertains to new structural features, comprised of new resources and contexts that have distinctive intelligence, autonomy and performativity. The dialectic between onlife agency and phygital materiality (structure) lies in the agencement of smart tech–enabled value co-creation practices based on the notion of becoming that involves not only resources but also actors and contexts.

This paper proposes a novel conceptual framework that advances a tech-based ecology for service ecosystems, in which value co-creation is enacted by the smartness of technology, which emerges through systemic and performative intra-actions between actors (onlife agency), resources and contexts (phygital materiality and structure).

The authors of this study aim to test a possible turn toward relational, as opposed to agentic, management development program (MDP) content.

The authors performed a content analysis of the literature and qualitative interviews of management coaches/consultants from South Africa and the USA.

In both studies, the authors found more relational than agentic content comprising MDP content. Interviews revealed a predominance of relational strategies and that agentic and relational skills are often interwoven in development efforts.

This work may guide management coaches and consultants to offer clients management development (MD) with a greater focus on relational skills.

Future studies should build on our findings to explore whether leadership may now require more relational as opposed to agentic skills.

The canonical narratives (Bruner, 2004) of contemporary research with children include participation, agency and voice. This inclusive language has saturated research literature throughout the development of the “new” social studies of childhood (James, Jenks, & Prout, 1998). Their presence was highlighted as illuminating greater understanding of the social realities of children’s lives but they mask and mute as much as they reveal. Heralded as the holy grail of emancipatory research with children, participatory methods have come to be recognized almost exclusively as the route for ethical practice and valid data. The absence of substantial, critical evaluation results in these concepts being little more than “cherished conceits” (Segal, 1999, p. 118). There has been a lack of thorough interrogation of what participation actually means and the data and social relations it produces. Participation implies collaboration and reciprocity but is counter-intuitively used to seek and promote the agentic child enshrined in neoliberalism. Children as social beings negotiate complex social relations (Richards, Clark, & Boggis, 2015) but this is often lost in research encounters which privilege the individual voice, informed by an under-interrogated definition of agency. Instead of following the neoliberal agenda we argue that recognizing the ways in which participatory methods, agency, and voice can and should promote reciprocal and relational social realities is vital to a better understanding of the worlds of children. We call not for their expulsion from research methods but for a re-evaluation of the assumptions that lie beneath and what is produced in their name.