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The purpose of this paper is to advance our understanding of identity play process by including the stories we live by in depth. Over the past decade, identity play literature has placed more emphasis on the role of self-narratives. Yet, the “stories we live by”, including the told or untold stories of past and imagined events of the future, have not been considered in depth in these self-narratives.

This conceptual paper draws on the personal construct theory, narrative identity and constructivist psychotherapy literatures and attempts to include the stories we live by in scholarly conceptualizations and explorations of identity play processes.

Drawing on the personal construct theory, narrative identity and constructivist psychotherapy literatures this paper offers a comprehensive conceptual model of how the stories we live by infuse individual identity construction processes. The model highlights the inter-connectivity among stories we live by, identity play, identity work, sensemaking and social validation. Looking through the lens of the personal construct theory and taking these inter-connectivities into account lead to the observation of temporality in identity construction and the plurivocality of self-narratives.

This paper looks at identity play through the lens of the personal construct theory. However, self-narratives are seen as a medium for manifestation of personal constructs. Thus, this paper also draws on the narrative identity literature and dialogical-self concept, which helps access the multiplicity of the self-narratives to widen our grasp of personal constructs. This paper combines discourse of deconstruction with the dialogical-self concept and provides more means for the explication of identity play.

Presents the results of research conducted with five groups of nurse executives from the Johnson & Johnson/Wharton Fellows Program in Nurse Management. Groups at the 1994 and 1995 sessions conducted collaborative story enquiries into their own development as organizational politicians. In interviews months later, participants reported three kinds of outcome: change in themselves which can be characterized as development in political maturity; the collaborative story enquiries having worked in both expressive and explanatory ways to foster their learning and response; and understanding stories to be a powerful tool for learning and development.

The purpose of this paper is to describe how a phenomenological approach can help to understand embodied dimensions and compare different and shared qualities, functions and potential, as well as ambivalences and limitations of metaphors and stories in organisations.

Based on a phenomenological understanding and use of multiple discourses, the specific expressive and communicative nature, linkages to meaning, mediation and integration, as well as transformational, innovating and generating potentials of metaphors respectively, narratives are analysed conceptually and discussed. Accordingly similarities and differences, overlapping and conflicting patterns, thus correspondences and rapprochements of both metaphors and narratives are shown and illustrated.

The critical comparison of various, especially transformative functions, ambivalences and ambiguous uses of metaphorical and narrative sides and practices reveals their inherently dynamic inter‐relational nexus. The analysis shows how metaphors and stories/narratives can serve each other, as well as how they work together and contribute for transformation in organizations. In turn, this also offers new potential for understanding the practical opportunities and obstacles to the management of change.

The originality of this paper lies in that besides using multiple discourse, it follows an advanced Merleau‐Pontyian phenomenological approach and thus considers embodied dimensions of metaphors and stories/narratives and its implication for organizations critically. Working out the intriguing relationship between metaphor and narrative offers significant new insight and avenues for the research of organizational inertia and change.

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic leadership. Next, we provide an account of a transformative class called Leadership and Storytelling. Following this is a response to the question that inspired our paper: What was it about the course that made it such a meaningful leadership experience for students? The authors offer three key ingredients to the nature of this powerful classroom experience: space, authorship, and taking students to the edge of knowing. We conclude with an exploration of how others can incorporate narrative into their own work to become better leadership educators.

The purpose of the paper is to explore the theory and approaches employed by a novice narrative researcher to open, work in, and close the narrative space. The paper reflects on this personal journey and aims to provide insight for other novices to successfully navigate the narrative space.

This paper draws on the experiences and emotions involved in undertaking narrative inquiry as a novice researcher. The paper focuses specifically on the challenges of opening, working in and closing the narrative space.

Through a critical and reflective discussion of approaches to narrative inquiry, the papers points to key theories, and approaches, which guide narrative research. In doing this, the diversity in interpretation and application of narrative research are noted as essential components of both its challenge and beauty.

The practical implications of this paper are linked to its utility in helping others reflect on their own practice and also providing insight and support to other novice researchers seeking to navigate the narrative space.

The paper provides a subjective interpretation and application of the theory underpinning narrative research and how it was used to guide the authors research into care leavers journeys into and through university.

This paper aims to clarify what ‘narrative analysis’ may entail when it is assumed that interview accounts can be treated as (collections of) narratives. What is considered a narrative and how these may be analyzed is open to debate. After suggesting an approach of how to deal with narrative analysis, the authors critically discuss how far it might offer insights into a particular accounting case.

After having explained what the authors’ view on narrative analysis is, and how this is linked with the extant literature, the authors examine the socialisation processes of two early career accountants that have been articulated in an interview context.

The approach to narrative analysis set out in this paper could help to clarify how and why certain interpretations from an interview are generated by a researcher. The authors emphasise the importance of discussing a researcher’s process of discovery when an interpretive approach to research is adopted.

The application of any method, and what a researcher thinks can be distilled from this, depends on the research outlook he/she has. As the authors adopt an interpretive approach to research in this paper, they acknowledge that the interpretations of narratives, and what they deem to be narratives, will be infused by their own perceptions.

The authors believe that the writing-up of qualitative research from an interpretive stance would benefit from an explicit acceptance of the equivocal nature of interpretation. The way in which they present and discuss the narrative analyses in this paper intends to bring this to the fore.

Whenever someone says he/she engages in narrative analysis, both the “narrative” and “analysis” part of “narrative analysis” need to be explicated. The authors believe that this only happens every so often. This paper puts forward an approach of how more clarity on this might be achieved by combining two frameworks in the extant literature, so that the transparency of the research is enhanced.

This paper introduces narrative theory and therapy, showing its relevance to addiction and recovery. A variety of techniques and clinical sensitivities are illustrated, the purpose of which is to enable clients to change.

The purpose of this paper is to present a four component model of ethical behavior (PRIMES) that integrates literature in moral psychology, computing ethics, and virtue ethics as informed by research on moral exemplars in computing. This is part 1 of a two‐part contribution.

This psychologically based and philosophically informed model argues that moral action is: grounded in relatively stable PeRsonality characteristics (PR); guided by integration of morality into the self‐system; shaped by the context of the surrounding moral ecology; and facilitated by morally relevant skills and knowledge (S).

The model seeks to explain the daily successful (and unsuccessful) performance of moral action by computing professionals and to provide groundwork for a pedagogy that emphasizes ethically effective performance.

The model has significant implications for how ethical action might be taught to computer professionals and other design professionals. It also makes recommendations about what is needed to measure to construct a complete picture of sustained ethical action in a profession.

Most accepted models of ethical behavior are unidimensional, emphasizing either principled reasoning or a simplistic model of integrity/character. This model brings together a variety of disparate literatures in the light of its emphasis on sustained moral action in the profession. It thereby provides researchers and educators with a picture of what is needed to construct a complete understanding of moral action in the profession.

The purpose of this paper is to lay the groundwork for a narrative study of desistance that is both qualitative and quantitative.

The review traces the strands of research that have made self-story an important theme in the study of desistance with particular reference to work since 2001.

The importance of an agentic self-story in the process of desistance from crime came to prominence in the work of Shadd Maruna (1997, 2001). Since then authors have attempted to formulate: first, an integrated theoretical view of desistance incorporating agency; and second, a clinically useful understanding of how self-story is important. The clinical studies have almost always been qualitative, relying on extensive life history interviews which yield great richness of detail but few, if any, testable hypotheses. To date, such studies have not provided the empirical foundation on which to develop policy in correctional environments.

If it is found that a measure of self-belief correlates with desistance from crime, it may be possible to devise psychological interventions to enhance and change self-belief.

The paper proposes adding a quantitative approach to the measurement of self-concept in order to estimate the likelihood of desistance.

This paper aims to present an exploration of the contributions of the military organization to knowledge‐based development within and beyond the boundaries of its home country.

After first defining knowledge, several frames of reference for considering knowledge are presented. Then the nature of contributions to societal knowledge from military organizations is explored, with a focus on leadership and values as knowledge contributions. A large part of this paper is a case study which introduces the core values of the Singapore Armed Forces (SAF) and looks at SAF's knowledge contributions to the city‐state of Singapore and Singapore's allies and regional neighbors.

The knowledge and learning that occur in military organizations are entangled with the knowledge and learning of the country they serve, in terms of both individuals moving through the military setting and back into society, and the military organization's larger knowledge contributions made in service to its citizens. Using SAF, specific examples are cited that support the movement of knowledge from the military to the public and private sectors and enhance the growth of knowledge‐based development. The strong values needed for effective military defense clearly carry over to the nation's civilian needs in terms of leadership.

The paper takes a unique approach to exploring the role of military organizations and personnel in knowledge‐based development of the country they serve, intertwining descriptions of military values and knowledge with individual examples of leaders who move from the SAF to the public and private sectors, and stories provided by current and past SAF leaders. A new conceptual model of the relationship between moral values and knowledge is introduced.