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Based on the situated focus theory of power, this chapter empirically investigates the relationship between an individual’s organizational power position and emotion recognition accuracy (ERA), and it examines individuals’ stress experiences at work as a boundary condition for this relationship.

Survey data were collected in a field sample of 117 individuals employed across various organizations in Germany. We used an established, performance-based test of ERA and applied hierarchical regression analysis to examine our model.

An individual’s power was negatively related with his or her ability to decipher others’ emotional expressions among individuals experiencing higher work stress, whereas this relationship was not significant for participants with lower stress.

Although the cross-sectional study design and data collection within one country are relevant limitations, the findings promote a better understanding of the complex relationship between power and ERA.

Given the relevance of accurate emotion perception, the results indicate that stressful work environments may be an important risk factor for organizational power holders’ personal and professional success.

The findings advance the literature on power and emotion recognition by highlighting the role of work stress as an important, heretofore neglected boundary condition that may explicate the ambiguous results in prior research.

Drawing on recent research, which recognises the situated nature of accounting practices, the purpose of this paper is to extend the Burns and Scapens (B&S) framework and to illustrate its potential for studying the situated nature of management accounting practices. The extended framework distinguishes field-level institutions (which the authors term broader institutions) and institutions within the organisation (which the authors term local institutions). To extend the B&S framework the authors draw on recent debates in institutional theory, both new institutional sociology, where the focus is now on the institutional logics perspective, and old institutional economics, where there has been debate about the relationship between institutions and actions.

While the B&S framework focussed on institutions within the organisation, the extended framework explicitly recognises institutions which extend beyond the boundaries of the organisation. It also recognises the way in which rationality and deliberation are related to human agency, as well as the power of specific individuals and/or groups to impose new rules. To illustrate the usefulness of the extended framework the research note draws on a recent study of performance measurement in the Accounting and Finance Groups of the Universities of Groningen and Manchester.

It is argued that local institutions within the organisation combine with the broader institutions to shape the forms of situated rationality which are applied by individuals and groups within the organisation. Different groups within an organisation (e.g. engineers and accountants) can have different forms of situated rationality, and contradictions in these forms of rationality can be a source of institutional change or resistance to change within the organisation, and can explain why accounting changes can by implemented in different ways in different organisations and also in different parts of the same organisation.

The extended framework will be useful for studying: (1) how situated rationalities evolve within an organisation, more specifically how they are shaped by both local and broader institutions; and (2) how prevailing situated rationalities shape the responses to accounting change.

Organizational studies of time tend to be done by academic researchers rather than practitioners. This chapter builds on academic research to provide a practitioner perspective by reviewing time situated in theory and constructing two phenotypes: timescapes of business and social time. These timescapes are defined by six dimensions, each with a social and business time parameter. Organizational business and social timescapes have different functions and applications. Timescapes, with their concomitant dimensions and sets of parameters, are used differently by senior managers, middle managers, and entry-level managers. Three multi-level approaches (self, dyadic, and social relationships), composition theory, and compilation theory confirm these three managerial timescape usages. After a review of the theoretical bases of the timescape constructs and a brief discussion of the grounded, anthropological, research methodology used in the study, this chapter applies timescape theory and models to an extended time case study of the Procter & Gamble Company that frames the company's timescape understanding and use from a practitioner's view.

A growing body of education research considers practices; however, there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice-focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.

In identifying a bias within situated learning theory towards routine work practices, this paper develops a theoretical framework for assessing the relationships between learning, sensemaking and power in the non‐routine practices of temporary organising. The paper locates processes of sensemaking and learning in a model of organisational change that attempts to render power in communities of practice more visible than has been the case in theorising hitherto, by focusing on sensegiving in change projects. Change is conceived in terms of an oscillation between the routines of permanent organising and the more experimental, innovative actions of temporary organising, where leaders mobilise actors to explore new ideas. The role of sensegiving in such processes, it is argued, helps shed light on the political nature of micro‐processes of change.

Virtual kitchens are a new business phenomenon, and how customers react to the new business model is still a largely unexplored topic. The purpose of this study is to examine the underlying mechanisms of consumers’ different responses to their reasoning of the new and disruptive business model of the virtual kitchen.

Based on the attribution theory and situated focus theory of power, this study conducts three online experiments to test the proposed framework. A total of 487 US residents who had prior experience with restaurant food delivery participated in the studies.

The results indicate that external attribution (vs internal attribution) and ethnic cuisine (vs mainstream cuisine) are more likely to elicit customers’ empathy and justice, leading to higher purchase intentions with virtual kitchens. A mainstream virtual kitchen is better off attributing itself to external factors. The significant effects of causal attribution and cuisine type on purchase intention only exist with powerful customers and those with high moral identity.

The results of this study provide valuable insight to virtual kitchen businesses to better position and market themselves to gain customers’ support. The findings also suggest that ethnic and mainstream restaurants should strategize their marketing communications about virtual kitchens differently.

To the best of the authors’ knowledge, this study is one of the first to provide in-depth insight into the growing phenomenon of virtual kitchens. It also contributes to the extant literature on attribution theory and situated focus theory of power.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

The purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business.

The paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material.

This is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon.

The experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time.

This paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.