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This paper provides an analytical theory of appropriateness judgments that introduces structural dimensions in the study of social rationality of organization members. This approach helps explore the coevolution of members’ relative position in structure and normative choices in their organization. Illustration of this approach is based on the study of controversial judicial decisions and dynamics of advice networks in a courthouse where lay judges have to choose between punitive and nonpunitive awards in cases of unfair competition in business. In this case, coevolution is facilitated by an endogenous process of centralization–decentralization–recentralization of advice networks over time, and by use of a procedural “weak legal culture” that helps align and homogenize conflicting normative choices among organization members. It is suggested that this approach to social rationality helps revisit our understanding of social processes, in this case collective learning and secondary socialization in organizations and flexible labor markets.

Many educators have advocated constructivist‐based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist‐based practices, which rely on didactic lectures, rote memorization and high‐stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist‐based pedagogy in instructivist‐based learning cultures.

The author employs a literature review to compare the philosophical and pedagogical differences between constructivism and instructivism, and proposes a conceptual model for introducing constructivist‐based pedagogies into instructivist learning cultures.

The needs of teachers, students, and institutions intersect during pedagogical innovations, which take place within national systems. The alignment between students' and teachers' educational philosophies, as well as an institutional system's resources, policy, and culture can bring conflict or congruence, as teachers, students, administrators and other stakeholders dismiss, adapt, ignore or celebrate the (mis)alignment.

The model described in this paper is intended to serve as a guide for educators who are introducing innovative pedagogies in a variety of settings, and will continued to be validated through a design‐research study in Oman.

This paper aims to respond to questions being raised about the challenges, risks and impacts of Human Resource Analytics (HRA). Based on a study of 40 companies, it discusses the implications of HRA for practitioners, praxis and practices in HRM and adds to this a concern with whether HRA is enhancing mutuality in employment relationships.

Using an abductive approach, the authors analyzed data from semistructured interviews with an HRA leader or specialist in 40 large organizations.

While wrestling with the challenge of data quality and integration, the practice of descriptive analytics is widely adopted in these companies and the majority can demonstrate improvement in the efficiency and effectiveness of HR activities through predictive analytics. The analytical competence of HR specialists is an ongoing issue. While much more research is needed, the companies in the authors’ sample demonstrated some valuable examples of mutual gains from HRA.

Education in HRA must not only help to raise quantitative competencies among HR specialists but should also help them to ask critical questions about the theoretical propositions and subjective data points being built into HRA. Boundary spanning is important to enable effective HRA and processes for employee voice to be improved. Arguably, the time has come for a more formalized data analytics' strategy in large organizations.

This paper provides evidence on how HRA is being implemented in large companies, including how HRA leaders are managing its challenges and risks and the impacts it is having on business and employee outcomes.

Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.

The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.

Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).

This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.

Despite growing evidence of the impact of school facilities on wellbeing and educational outcomes, no attention has been given to understanding this impact in relation to the interrelationship of design and procurement and their combined effect. This paper aims to address this gap by presenting the outcomes of a study of the design/procurement relationship pre-opening and post-opening of schools.

Qualitative case study methodology enabled in-depth exploration of six Australian Government schools procured through “public private partnerships” (PPP) or “design & construct” (D&C) and “design, bid, build” (DBB). Data collected through interviews with architects, education department officers, school principals and teachers were analysed thematically using techniques aligned with grounded theory methodology.

The paper reports three key findings: pre-opening of schools, budget impacts design similarly for procurement across PPP and (D&C/DBB) case schools; pre-opening of schools, prescriptive design impacts procurement similarly across PPPs and D&C/DBB schools; post-opening of schools, procurement impacts design and school operation in different ways across PPP and D&C/DBB schools. These findings point to a fundamental finding that it is design and procurement together that impacts well-being and educational outcomes as experienced by principals and teachers.

This research may be of practical value for education departments, architects, facility managers, school principals and teachers.

This paper provides original evidence of the relationship between procurement and design and their combined impact on student well-being and educational outcomes.

In this paper, we explore the effects of emerging digital technologies on professionalization within organizations. Specifically, we examine how the emergence of data analytics as a new cross-functional profession rooted in new digital technologies is challenging human resources (HR) as an established organizational profession. Our qualitative study reveals how rhetorical work and material work have established a symbiosis between data science and HR. Rather than leading to de-professionalization, new technologies are enabling HR practices to be augmented and new actors to be integrated into the professionalization project, thereby elevating the status of HR. These findings contribute to the literature on the role of technology in institutional theory and its influences on the professionalization.

This study aims to investigate the factors influencing the adoption of data analytics in performance management. By examining the role of organizational and environmental contexts, this study contributes to the existing literature by proposing a novel and detailed technology-organization-environment (TOE) model for the complex interplay between firm characteristics and the adoption of data analytics. The results offer valuable insights and practical implications for organizations seeking to leverage data analytics for effective performance management.

The research draws upon a data set encompassing over 21,869 companies operating across all European Union member states. A multilevel logistic regression model was developed to evaluate the influence of organizational and environmental factors on the likelihood of adopting performance analytics in organizations.

The findings indicate that the lack of awareness of the benefits of data analytics and its practical application to address specific business challenges is a significant barrier to its adoption. Organizational contexts, such as variable-pay systems, employee training, hierarchical structures and frequency of monetary rewards, also influence the adoption of data analytics.

The study informs managers about the strategic role of data analytics capabilities in performance management for improved business intelligence and driving data culture.

The study helps managers understand the strategic role of data analytics capabilities in performance management, leading to improved business intelligence and fostering a data-driven culture in five key areas: structural alignment, strategic decision-making, resource allocation, performance improvement and change management.

The study advances the TOE theory, making it a more detailed and complete framework, particularly applicable to the adoption of performance analytics. It identifies the main factors of adoption that play a crucial role in this process.

Human resource analytics (HRA) is an HR activity that companies and academics increasingly pay attention to. Existing literature conceptualises HRA mostly from an objectivist perspective, which limits understanding of actual HRA activities in the complex organisational environment. This paper therefore draws on the practice-based approach, using a novel framework to conceptualise HRA-as-practice.

The authors conducted a systematic literature review of 100 academic and practitioner-oriented publications to analyse existing HRA literature in relation to practice theory, using the “HRA-as-practice” frame.

The authors identify the main practices involved in HRA, by whom and how these practices are enacted, and reveal three topics in nomological network of HRA-as-practice: HRA technology, HRA outcomes and HRA hindrances and facilitators, which the authors suggest might actualize enactment of HRA practices.

The authors offer HR function and HR professionals a basic ground to evaluate HRA as a highly contextual activity that can potentially generate business value and increase HR impact when seen as a complex interaction between HRA practices, HRA practitioners and HRA praxis. The findings also help HR practitioners understand multiple factors that influence the practice of HRA.

This systematic review differs from the previous reviews in two ways. First, it analyses both academic and practitioner-oriented publications. Second, it provides a novel theoretical contribution by conceptualising HRA-as-practice and comprehensively compiling scattered topics and themes related to HRA.

This study aims to investigate routines as a conceptual tool to analyze resources management in small and medium-sized enterprises’ (SMEs) productive processes.

The authors developed a qualitative multiple case study with Brazilian companies in the bakery industry. Data were collected through interviews, on-site observation and documentary analysis. Plus, the authors used business process modeling (BPM) techniques to map the observed routines.

The restrictions of SMEs accentuate the improvisation of routines. However, contrary to expected, many of these deviations expand the possibilities of organizational action as they become successful in terms of operational efficiency, which allows these companies to extract performance from ordinary resources and imitable management practices.

The BPM shows its value to track the allocation of resources in SMEs by recording the evolution of its routines and helping to preserve an operational memory. This finding could be useful to help public agencies to develop accessible management tools to assist small business owners.

Most of the conceptual tools developed to analyze the resources management are based on the study of large organizations, which may limit the analysis and lead to restricted or mistaken results if used in another context without proper adaptation. The authors apply an objective and representational epistemological lens to organizational routines to adapt it to the pragmatic context of operations management. Also, the authors suggest that better than a resource-based view, the practice-based view is a theoretical approach more compatible with the resource constraints context of SMEs.

The purpose of this paper is to consider “at home ethnography” and “abroad ethnography” not as labels standing for different kinds of fieldwork “out there” but rather as the poles of a continuum identifying the ethnographer’s situated, relative and ever changing epistemic status.

Building on data from a recent fieldwork in an intensive care unit, the author identifies the different epistemic circumstances that originate from the entanglement of the multiple territories of knowledge at stake in any ethnography of complex organizations.

The analysis shows how the participants’ relative access to knowledge and rights to claim it vary according to the circumstances and the unfolding of the interaction. The discussion advances that the ethnographer oscillates between “being abroad” and “being at home” as if he was constantly moving between the two classical positions of ethnographic work: making the familiar strange as it is typical of ethnographies focusing on the “very ‘ordinariness’ of normality” (Ybema et al., 2009, p. 2), and making the strange familiar as it is typical of anthropologists studying exotic communities.

The paper contributes to the still ongoing debate on “at home” organizational ethnography, by addressing the limits of the “insider doctrine” (Merton, 1972) that still pervades contemporary ethnography and proposes cognitive oscillation as the challenging mindset of any ethnographer-in-the-field.