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This Introduction gives a historical and theoretical overview of this volume on Fields of Knowledge: Science, Politics and Publics in the Neoliberal Age, which showcases original research in political sociology of science targeting the changes in scientific and technological policy and practice associated with the rise of neoliberal thought and policies since the 1970s. We argue that an existing family of field theoretic frameworks and empirical field analyses provides a particularly useful set of ideas and approaches for the meso-level understanding of these historical changes in ways that complement as well as challenge other theory traditions in sociology of science, broadly defined. The collected papers exhibit a dual focus on sciences’ interfield relations, connecting science and science policy to political, economic, educational, and other fields and on the institutional logics of scientific fields that pattern expert discourses, practices, and knowledge and shape relations of the scientific field to the rest of the world. By reconceptualizing the central problem for political sociology of science as a problem of field- and inter-field dynamics, and by critically engaging other theory traditions whose assumptions are in some ways undermined by the contemporary history of neoliberalism, we believe these papers collectively chart an important theoretical agenda for future research in the sociology of science.

This chapter shows that Mead has a field theory and that the explanatory method of symbolic interaction is that of a field. A field, in this sense, is a systematic network of meanings. When someone or something enters that field such as a protest rally or a cocktail party they are given the meaning that is characteristic of the field. This explanation is not one of causation but one of context. I show that a major field theory of Mead’s concerns the agent and how decisions or actions are made. He also has a developmental field theory based on the play-game-generalized other relation. With Mead’s agency model I then show how it can be applied, in macro fashion, to the recent rise in American minorities, especially that of women, African Americans, and gays. This example shows the macro or social structural power of Mead’s idea.

Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery enables people to think, feel, and act in ways that exercise greater choice over the realities they construct and that construct them. This process is illustrated through a “transitional space” that enabled people with severe disabilities to overcome stigma and isolation. Social spatial imagery moves dialogic OD away from systems imagery and language, addresses ambivalence about self and mind, clarifies the meaning of reality, and reconnects it to its Lewinian roots.

Purpose: Case studies are detailed empirical investigations into a complex entity that emphasize the uniqueness of the case and are valuable for making a theoretical contribution. We aim to reveal the types of theoretical contributions case study research can make to the field of strategy and management and explore how case study design can create the opportunities for making a theoretical contribution.

Methodology/Approach: The dynamic capability approach focuses on the firm-specific processes through which firms integrate, build, or reconfigure resources. A comprehensive review of case studies in this field is conducted in five search engines, resulting in a data set of 13 in-depth case studies.

Findings: We demonstrate that using case studies to extend and refine theory enhances knowledge in the field of dynamic capabilities. In strategy and management research, case studies identify and refine constructs and their relationships, develop and confirm propositions, and embed constructs within a larger set of relationships. We reveal that sampling strategy, research setting, and multiple lenses are aspects of case study design that create opportunities for making a theoretical contribution.

Practical Implications: We suggest that case study researchers strategically and purposefully sample cases, vary the setting conditions, or draw upon numerous research fields to make a theoretical contribution.

Originality/Value of Paper: Going beyond the current discussion, we show that case studies have the potential to extend and refine theory. We shed new light on how dynamic capabilities can benefit from case study research by discovering the antecedents that shape the development of capabilities and determining the boundary conditions of the dynamic capabilities approach.

The purpose of this paper is to sharpen the intellectual identity of the field of educational administration (EA) and to understand its scholarly boundaries by comparing between the writings of this field and those of the field of organisational behaviour (OB), an area of study usually located in faculties of management, and share many commonalities with EA.

A qualitative content analysis of textbooks and journal papers in OB and EA, reading of previous writings that revolved around the epistemological dimensions of these fields.

The author sheds light on the theoretical and empirical distinctions of OB and EA historically and provides insight into the distinctive intellectual identity of the latter field during the 2000s. A special attention is given to paradigms and theories in EA imported to the field from outside and transformed in a way that specify the unique identity of EA in the academic world.

This comparison is warranted in order to clarify more profoundly the unique contributions of EA, both theoretically and practically, to emphasise the differences that separate it from other disciplines, and to legitimate its independent position in higher education.

Field theory is one of the most visible approaches in the new political sociology of science, and Fligstein & McAdam’s (F&M) Theory of Fields is the most visible recent attempt to further it. This paper evaluates F&M’s theory of field transformation by comparing it with Berman’s (2012a) field-based explanation of the changes in the field of US academic science. While F&M’s general framework is quite useful, their explanation, which focuses on struggles between incumbents and challengers over whose conception of the field should dominate, does not map neatly onto the changes in academic science, which saw no such field-level struggles. This suggests that tools are also needed for explaining new settlements that do not result from intentional efforts to establish them. In particular, the case of US academic science shows that local innovations with practices based on alternative conceptions of the field can lead to field-level change. Attention to the interaction between local practice innovations and larger environments provides insights into how change ripples across fields, as well as the ongoing contention and dynamism within even relatively stable fields.

Kostova, Roth and Dacin called in 2008 for the advancement of a theoretical conception of the multinational corporation (MNC) that takes into account both power relationships among actors and the structure of its internal institutional field. While micro-political scholars of MNCs have started to answer the former part of the call regarding power, the second part has not been thoroughly addressed yet. Furthermore, the agentic aspects typical of power games and the structural aspects characterizing institutional fields have not been fully combined in a multi-level perspective of MNCs so far. Leaning on Bourdieu, we suggest an answer to the pending call. We theorize the MNC as a playing field of power emerging around the issue of finding a meta-rate of conversion of the actors’ capitals constituted in national fields. We conceive such issue field in a dynamic state due to the constant entry and exit of new players (e.g. through mergers, acquisitions or divestitures). This results in the need to continuously test the validity of exchange rates. The role of the metainstitutional field level of the MNC as a global category is also discussed.

The primary purpose of this chapter is to assess the effects of twenty-five years of the Group Processes Conference on advances in the study of group processes that have taken place between 1988 and 2014.

This chapter places the twenty-five years of the Group Processes Conference in the context of the changes that have taken place between small groups research in the 1950s and group processes research in the 1980s and beyond.

Between the 1950s and 1980s small groups research reinvented, reconceptualized, and reinvigorated itself as group processes research. In this period, small groups research, its applied research, and its research programs became increasingly theory-driven, and its concept of the group and its levels increasingly abstract, general, and analytic. As a consequence of these changes, the concept of the field itself became increasingly analytic. The Group Processes Conference was at once a reflection of these changes and a driving force in the subsequent advances in group processes research. It both quickened and amplified the effects of individual-level factors and of thirty years of Advances in Group Processes on the transformation of the field and was also, like Advances in Group Processes, a driving force in the subsequent advances in group processes research. The present chapter concludes with an analysis of the mechanisms of the effects of the Group Processes Conference on group processes research.

The program for the twenty-fifth year of the Group Processes Conference celebrates its effects on the field of group processes research.

Operations and supply chain management (OSCM) is a theoretically and philosophically fragmented field. Researchers must consider how they use theory and explain empirical phenomena. This paper aims to use critical realism to introduce more coherence into this fragmented field.

This paper draws on existing critical realism and abduction literature and this study uses a research process from two PhD projects to investigate critical realism’s role in OSCM research. This paper uses a narrative approach to collect data over a long timeframe, capturing data not commonly used in OSCM research.

Research that struggles to bridge the gap between theory and data benefits from critical realism, which provides a philosophy and associated methods to identify a suitable theory and guide researchers when they encounter obstacles. While clear steps often outline established methods, researchers are sometimes unable to identify when their research process has reached an obstacle. This paper argues that such obstacles can be treated as “crossroads” offering new research opportunities when correctly evaluated and addressed.

Importantly, researchers should be able to reflect upon their own research processes, enabling a better understanding of these processes and the discovery of new research directions. Researchers can use critical realism, abduction and systematic combining to bridge the divide between theory and data in OSCM.

This paper contributes to the field’s discussion regarding the roles of critical realism and abduction, synthesizing multiple academic sources, highlighting critical realism’s importance and providing a novel means of addressing difficulties in navigating an eclectic research area. This paper offers a philosophical alternate to the field, which is often instead considered from a positivistic standpoint. The paper is valuable to researchers in the OSCM field, who can use the research to improve their selection of data and theories, as well as their understanding of their own research processes.

The practice of theory borrowing from other research fields is common in interdisciplinary and applied research. Nevertheless, educational administration researchers seldom discuss this phenomenon and its complexities in depth.

This essay provides an overview of what has been written about the practice of theory borrowing.

After presenting the criticism on misusing theory borrowing, it outlines several recommendations to improve theory borrowing in education administration research by domesticating it through conceptual blending.

The purpose of this essay is to motivate educational administration scholars to reflect on the practice of theory borrowing. The guidelines offered here for promoting conceptual blending serve as a middle ground for mitigating a key problem of theory borrowing.