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The paper uses the dramaturgical perspective for conceptualising trust development within temporary virtual teams. The underlying assumption is that temporary teams do not have the luxury of time that, according to the traditional trust theories, enables familiarity among team members and promotes trust development. Yet, in these teams, trust needs to develop quickly and it is important that it lasts throughout the short duration of the project lifecycle. Using the metaphor of a theatre, a dramaturgical perspective on trust relationships is adopted and is used to present actors, co‐actors and audience as all playing a key role in scripting, staging and performing virtual plays. The dramaturgical perspective provides an illustrative approach for uncovering the interactions between key players. As it is argued, these interactions elicit the process of trust development within the temporary setting of virtual teams, constituting a type of trust relationship that is mutually negotiated and jointly constructed. This type of trust is called “situated” and emerges from the scripted, pre‐scripted, co‐scripted, re‐scripted and unscripted computer‐mediated interactions of virtual players. The implications for theory and practice are discussed.

The role of scripts as a job design tool, and the functional and dysfunctional impacts of mindlessness that can result from the habitual and repetitive performance of scripts is examined from a service perspective. Five dimensions of scripts are then proposed: script complexity – the degree to which scripts require cognition during their performance; script intensity – the degree to which the script permits variation and adlibbing in its performance; number of scripts – an absolute measure of the number of scripts that must be learned to perform the job; percentage of time in script – the percentage of work time spent in scripted behaviour; and percentage of scripted duties – the percentage of a worker′s job duties or tasks that are scripted. These dimensions are then examined in the context of the degree of customer‐induced uncertainty experienced by service organisations. Finally, a model is proposed that relates the five script dimensions to high, medium, and low levels of customer‐induced uncertainty.

While previous research acknowledges the influence of roles on routine dynamics, roles are largely taken for granted. The purpose of this paper aims at examining how roles and routines interplay in accomplishing work in organizations.

A four-year ethnography of an emergency department (ED) at a university hospital was conducted through observations, interviews and documents.

Roles and routines are formed by scripted and unscripted patterns, which are brought into performances following a situational assessment. Performances trigger patterning processes prompting the co-construction of role and routine patterns.

This study highlights the importance of designing flexible structures. Managers can benefit from identifying unscripted patterns critical to work performance and making them part of scripted patterns. Managers should contemplate the influence that individuals, their relations and context have on how work is done.

This study suggests that the existence of different patterns impacts the length of wait times in EDs, a societal issue worldwide because of the effects that waiting can have on the patient's health condition and the unnecessary costs it carries. This study can help design solutions to decrease wait times.

This paper contributes to research on routine dynamics by providing a more nuanced explanation of the sources of endogenous change and how these enable organizational stability and flexibility.

In accounting literature, there is a strand of thought that is founded on the old institutional economics. One of the problems is that institutional theory can demonstrate resistance to change, not the formation of change. The purpose of this paper is to contribute to theory formation, in particular to enrich the institutional framework for understanding change, by showing how medical specialists in hospitals, in particular urologists, shape change processes in organizations as reflected in behavioral routines. The results will also contribute to the empirical understanding of medical specialists' behavior. This could generate dynamic accounts of organizational change and help to find a way towards an enhanced framework.

In Dutch hospitals a new management control tool is implemented, which is the diagnose treatment combinations (DTC) system. A DTC is a way to describe the required medical procedures for a specific illness in a hospital. Here, an investigation is carried out on how and if the behavior of medical specialists changes because of this introduction.

After analyzing interviews with urologists, four common themes are distinguished and scripted behavior is described. The individual tracks in scripts can be distinguished, but there is more. This is the story that gives coherence to the various behaviors and shows how the arrangement of behavioral routines in an organizational context forms organizational change through time.

This research was based on the institutional perspective. Another view on management control would emphasize other aspects of behavior. In addition, this was only based on one specialism in three hospitals, so generalizability of the results will be low.

The results contribute to empirical understanding of medical specialists' behavior.

The results will contribute to the empirical understanding of medical specialists' behavior and it will contribute to theory formation in management control literature, in particular by enriching the institutional framework for understanding change.

The purpose of this paper is to develop a conceptual model of carnivalization. The paper aims to widen the understanding of client initiated attempts to break away from a conflict of motives between conventional models and new ways of acting in service provision. Carnivalization emerges when the standard script falls apart and the actors start to construct unexpected meanings for the activity and create innovative solutions for the conflict of motives, which leads to new mode of collaboration.

The study analyzed the key features and significance of carnivalization in home care service encounters. The theoretical–methodological framework of the study draws on Bakhtin’s dialogical theorizing and cultural–historical activity theory. The analysis traces the processual movement from standard script toward carnivalization.

The key features of carnivalization involve conflict of motives between the actors, client initiatives, multiple chronotopes, artifact and role mediation, different modes of collaboration and the intertwinement of seemingly disconnected objects of collaboration. The findings indicate that carnivalization can enhance a new type of client–service provider collaboration. It can become an especially significant mode of collaboration for transforming an activity in which a historically established, stabilized script dominates the interaction. This paper suggests that the carnivalization type of collaboration should be deliberately fostered via organizational interventions to develop client-centered services.

As a consequence of the study, a new conceptual model is proposed for the analysis and promotion of carnivalization that can be applied in different organizational contexts.

The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script.

The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted.

The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom.

The authors call upon every teacher to robustly find their local ways of working.

In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance.

The purpose of this paper is to describe the improvements achieved in automating post‐exploit activities

Based on existing frameworks such as Metasploit and Meterpreter the paper develops a prototype and uses this to automate typical post‐exploitation activities.

Using a multi‐step approach of pivoting this paper can automate the cascaded attacks on computers not directly routable.

Based on the findings and developed prototypes penetration tests can be made more efficient since many manual exploitation activities can now be scripted.

The main contribution of the paper is to extend Metapreter‐scripts so that post‐exploitation can be scripted. Moreover, using a multi‐step approach (pivoting), it can automatically exploit machines that are not directly routable

To test the belief that only experienced librarians can effectively teach bibliographic instruction, and compare the effectiveness of active learning methods versus usual practice.

Undergraduate learning was quantitatively measured using a pre‐ and post‐assessment instrument. Two groups of library instructors, degreed librarians and graduate Library Science students participated, reporting the percentage of scripted, active‐learning instruction techniques used in classes.

There was no significant difference in undergraduate learning gains, regardless of instructor type. However, all library instructors using at least 80 percent of the scripted, active‐learning techniques showed more undergraduate learning than those instructors who did not use as many active learning techniques. In addition, undergraduate assessment showed few learning gains after participation in two library instruction sessions.

An exclusively female undergraduate population was studied.

It is not the experience of the teacher, but rather the teaching methods used that increase student learning, indicating the need for continuing professional development in this area. Additionally, two library instruction sessions, even when integrated into a course, show few student learning gains. Consequently, other instructional approaches must be considered.

Effective library instructors will be those who integrate active learning methods into their practice. Experience does not equal effectiveness.

The purpose of this paper is to investigate how male and female rape is scripted.

In total, 100 (50 male, 50 female) participants were asked to write down in their own words what they considered to be the typical rape when the victim was either an adult male or female.

Results revealed that men's and women's rape scripts did not dramatically differ, though several differences were revealed between male and female rape scripting, focussing around the gender stereotypes of men verses women.

Results are discussed in relation to gender role stereotyping and wider implications are considered.

Societal developments and stakeholder awareness place responsibility and legitimacy high on corporate agendas. Increased awareness heightens focus on stakeholder relations and dialogue as key aspects in corporate social responsibility (CSR), corporate identity and corporate communication scholarship, but the question remains how can dialogue be initiated and maintained? The purpose of this paper is to establish a framework for conceptualizing dialogue.

Through a review of CSR, corporate identity, corporate communication and stakeholder literature, a framework is developed taking into account the different stakes held by key stakeholder groups, i.e. consumers, investors, employees, non‐governmental organization and suppliers. Based on the discursive terms of form and script, we argue that different stakes condition different dialogical types.

The paper argues that the stakeholder orientations of the CSR, corporate identity and corporate communication disciplines can aid in strengthening dialogue. It is thus suggested that dialogue may be strengthened by constructing a framework which links the stakes held by key stakeholder groups to specific dialogue forms and scripts.

The practical implication of articulating stakeholder dialogue as scripted interaction is that organizations seeking to engage stakeholders strategically must understand and respect conventions and expectations.

The paper's contribution is to expand the notion of dialogue within communication research and to provide organizations with a framework for understanding stakeholder involvement in identity relevant issues of responsibility and legitimacy.