Search results

Organizational wrongdoing researchers often look to past cases to empirically develop and support theoretical understanding. Their research is therefore conducted at a temporal distance to focal events and frequently relies on retrospective accounts and surviving documentary evidence. These methodological circumstances define historical research practice, and we demonstrate in this paper the valuable insights that historical approaches can provide organizational wrongdoing research. Specifically, we draw on a range of practices from history and the social sciences to introduce four historically informed approaches: narrative history, analytically structured history, historical process study, short-term process study. We differentiate these based on their particular affordances and treatment of two key methodological considerations: historical evidence and temporality. We demonstrate the specific value these approaches represent to organizational wrongdoing research with several exemplars showing how they have been used in related fields of research.

Our study explores the use of historical cases in assisting students to understand some of the managerial issues faced by entrepreneurial multinational organisations. We argue that historical cases can be an effective tool to acquire management skills, with its main advantage being its ability to induce critical thinking which allows strategic decisions to be made in a variety of contexts. Of course there is the question of relevancy of using past behaviour to guide the future.

To answer this main criticism, we review the use of history in the study of business and management disciplines, before examining the way in which a historical case related to the entrepreneurial history of colonial Hong Kong can be constructed for the teaching of an international management subject. We then examine the impact of the use of such a historical case in the understanding and satisfaction of teaching.

We discuss the ways in which a historical case can be constructed. We found that overall students enjoy learning through a historical case.

This is the first paper examining how a historical case of multinational enterprises can be constructed for the teaching of international management.

Development of legitimate teaching cases demands cases be factual, that is that they use “real people, real companies, real situations,” and, usually, present time. Rarely, do cases deal with historical happenings in which lives, as well as fortunes, could be lost to achieve desired ends. History provides rich material on which to build teaching cases with the added advantage of acquainting students with the past and the influence the past has in shaping the future. Answers to the question of “Why use historical teaching cases” are related to the more general question of “Why study history.” Both questions are addressed.

The purpose of this study is to develop a conceptual framework for defining the notion of “physical integration” regarding the Iranian bazaar as the main component in the structure of traditional Iranian cities. Applying this conceptual framework to the historical bazaars in the cities of Kerman and Shiraz, this study seeks to pave the way for restoring the physical integrity of such historical districts.

The research was conducted in two phases. First, there was a review of the theoretical background of physical integration followed by the analysis of the corresponding qualitative contents and the validation of the proposed conceptual framework as confirmed by 15 local experts. The second phase tested the validated framework in two case studies based on maps, historical documents and field observations.

The findings show that the physical integration of historical bazaars can be undertaken in morphological, visual-aesthetic and functional aspects. The proposed conceptual framework is capable of dealing with the different aspects of physical integration in historical districts on a meso-scale.

The theoretical implications of this study concerning the physical integration of traditional bazaars address urban design, urban planning and multi-disciplinary historical geography. The study also has practical implications for the integration of bazaars in historical urban regeneration projects via design guidelines.

This study emphasizes the importance of physical integration as a multi-dimensional concept, facilitating it to deal with the physical quality and the characteristics of historical districts, particularly bazaars. It also highlights the role of the Iranian bazaar as a unifying structure in the historical districts.

The purpose of this paper is to answer the question of where the course of the collective efforts in historical research on business and organizations has taken this discipline. By raising two key contributions that have sought to reshape the contours of management and organizational history, the authors trace the work of their field since their inception and, in doing so, critique the utility of these typologies as representative of diverse historical knowledge in management and organization studies (MOS).

Drawing on elements of an integrative review that seeks to critically appraise the foundation of knowledge built in a scholarly field, the authors interrogate the historical knowledge that has been (and is being) produced in three leading management and organizational history journals by synthesizing the posture history takes as an object and subject of study in MOS. Over 400 articles were closely examined and categorized using Rowlinson et al.’s (2014) research strategies in organizational history and Maclean et al.’s (2016) four conceptions of history. Then, this research was used to examine the integrity of these two typologies and their practice by management historians.

The bulk of the work our field has produced mirrors an analytically structured history feel – where “doing history” straddles careful divide between data analysis and narrative construction. Narrating as a conception of history used in organization studies research remains the most subscribed representation of the past. It was found that while some work may fit within these typologies, others especially those considered peripheral of mainstream history are difficult to confine to any one strategy or conception. The authors’ examination also found some potential for a creative synthesis between the two typologies.

Because only three management history journals are used in this analysis, bracketed by the choice of the periodization (between 2016 and 2019 inclusive), this study must not be viewed as being wholly representative of all historical research on business and organizations writ-large.

This research attempts to demonstrate the recent direction management and organizational historians have taken in crafting history. The authors embrace the opportunity to allow for this paper to act as a tool to familiarize a much broader audience to understand what has been constituted as historical research in MOS to-date and is especially useful to those who are already contributing to the field (e.g. doctoral students and junior scholars who have demonstrable interest in taking up historically inspired dissertations, articles, chapters and conference activities).

The research conducted in this article contributes to the debates that have sought to define the scholastic character of management and organizational history. The authors build on recent calls to take part in creating dialogue between and among each other, building on the collective efforts that advance history in both theory and practice.

The purpose of this project is to test and, if necessary, refine a model of the public sphere known as the circulation of power model. The model faces several criticisms and was applied in a case study only once. It has not yet been applied to an American context.

This study uses the circulation of power model as a framework in a historical case study of a regional public library system in the United States. The temporal boundaries of the case are from 1924 to 2016.

This study resulted in a new and modified model called the tessellation model. New concepts in the tessellation model include circuits, tessellations, formal decisions and decision cycles. New distinctions in the model include narrowcast/broadcast and coalesced public/diffuse public.

The tessellation model and its associated concepts offer a new way to describe and analyze deliberative systems over time. The model requires further testing in other contexts.

The tessellation model is a new and validated way to describe the public sphere in an American political context.

Today, about 30 per cent of European existing buildings can be entitled as “historical buildings”. Nowadays, their energy retrofit is important to reach the ambitious European CO₂ emissions’ reduction objectives. The purpose of this paper is to outline a methodology to investigate the potential energy savings and the enhancement of historical buildings’ liveability by acting only on their operation, so that the building fabric could be maintained as much as possible as the original evidence.

The paper describes the framework’s theoretical phases and their application in two real case studies. The methodology was conceived with a pre-test and post-test design approach.

The research demonstrated that the elaborated methodology is flexible and allows the adoption of different energy retrofit strategies for the different cases.

Limitations arise out of the circumstance that the methodology is based on occupants and technicians willingness to engage in the strategies, so it is not possible to quantify its efficacy ex ante.

Practical implications can be found in the way of addressing energy retrofit strategies through a user-centric approach with minimum impact on the building itself.

At the same time, the methodology has a strong social aspect with its potential to change people’s attitudes towards energy usage and behaviour.

This study not only represents the first attempt of applying a systematic energy retrofit strategy based on occupants and technicians behavioural change in historic buildings, but also is one of the first studies dedicated to occupants’ comfort and behaviour assessment in this context.

This paper aims to present a historical case study of Norwegian transnational entrepreneurs (1880s–1930s) and the ecosystems that they founded in Russia’s Arctic periphery. Drawing from the contemporary transnational entrepreneurship and entrepreneurial ecosystem literature, and inspired by AnnaLee Saxenian’s concept of “brain circulation,” this study explores the journey and impact of these entrepreneurs in a time of evolving political turbulence.

This study applies a mixed-methodology approach, drawing from nine qualitative interviews held in 2021 and secondary material, including historical books, a podcast, videos and archival data.

The Norwegian entrepreneurs were both “pulled” by and “pushed” to the Russian region, their “New America,” where they could apply their personal skills and exploit their rich social and financial capital to establish a local entrepreneurial ecosystem. However, radical political change altered the context, which led many of the entrepreneurs to re-migrate to Norway.

This paper demonstrates the role of the political context for contemporary entrepreneurship and management research, as transnational entrepreneurs and international expatriates remain vulnerable to political change.

Public-policy actors and managers in companies need to support highly-skilled transnational entrepreneurs, including expatriates, in a setting with turbulence, crisis and even war, to foster the sustainable contribution of entrepreneurial migrants to regional economic development across different countries.

This paper presents an original, novel case study on the historical role of transnational entrepreneurs across different cultural settings, their impact on a foreign peripheral location, including social-network building and evolving political change in the historical context. The findings are relevant for contemporary management literature.

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

Recurrent “methodological disputes” have haunted the social sciences, again and again polarizing the case-oriented quest for specification against the natural science inspired quest for general, high-level theory. As a consequence, too much social science research is captured in either one of two vicious circles: ever more highly specified monographic case studies or preoccupation with periodically shifting general theories. The interaction of these two circles increases the risk of widespread amnesia: as social scientists are either bogged down in a stream of cases or flying high with the most recent grand (meta-)theories, social science forgets the actual empirical knowledge that is being meticulously created, maintained and revised in the daily handicraft carried out by a growing mass of researchers.