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In the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.

This active interview study enrolled a cohort of academics (n = 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.

In addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.

Faculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.

Thematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

The purpose of this case study is to demonstrate how a liberal arts college library has reimagined its spaces in response to the changes in higher education, particularly integration of educational technology into research, teaching, and learning; changes in students’ information-seeking behaviors; and an increasingly important role of local special collections as a means to preserve and reinforce unique institutional identity.

This case study is built on the first-hand experience, as all contributors directly participated in each phase of the process, from formulating ideas to completion of the current stage.

Meaningful and high-impact space adjustments do not necessarily entail extensive budgetary investments. They do entail, however, developing comprehensive goals and directions and a level of collaboration among library departments and relevant academic units in order to deliver cohesive services, programming, and a creative, nimble response to the constantly changing needs of the patron.

We believe that these high-impact, cost-conscious improvements provide a useful model for other small academic libraries preparing to reconfigure or renovate their spaces. We offer a model for creating a dynamic, service-centered space on a limited budget.

The overwhelming majority of the literature related to library spaces focuses on large universities, and the treatment of space topics in small undergraduate colleges, and liberal arts colleges in particular, is strikingly negligent. This case study of a small liberal arts college will help fill the void by adding to the rare voices commenting on library spaces in liberal arts colleges.

The purpose of this paper is to clarify the role of organizational culture in governing the dynamics of resistance and facilitation of change by explicating the operational mechanisms underlying the Model of Organizational Change in Cultural Context (OC3 Model).

A conceptual definition of facilitation is introduced that parallels the psychosocial construction of resistance, while departing from traditional views that cast these constructs as polar opposites. Within the context of the OC3 Model, a multifaceted perspective on organizational change is advanced in which facilitation takes place alongside of, rather than in the absence of, resistance.

Two sources of resistance and facilitation are delineated, both stemming from the degree of cultural alignment of the content (strategic initiatives) and process (implementation strategies) elements of strategic change. The dynamic interplay of these independent sources of resistance and facilitation is explored within the context of the OC3 Model where the consequences of cultural alignment or misalignment are considered with respect to change implementation and linked to established theory and empirical evidence. Four interaction effects emerge from this analysis: augmentation, undermining, prevailing and immunity. A visual model illuminating the countervailing effects of facilitation on resistance is provided, along with illustrative examples derived from multiple ethnographic field studies.

Theoretical and practical implications of these interaction effects for advancing scholarship and leading organizational change are explored.

Articulating this theoretical extension of the OC3 Model provides a valuable corrective to extant theories of change that afford equal importance to all culturally embedded sources of resistance and fail to account for the counter balancing effects of facilitation.

The purpose of this paper is to help introduce the empirical study of emotion within an institutional framework by examining shame and shaming as drivers of institutional stability and change, respectively.

The author conducted a qualitative study of 101 US print media articles generated by major US news publications and trade magazines from 1999 to 2011 in the wake of the Institute of Medicine’s (IOM) 1999 report To Err is Human: Building a Safer Health System.

This study resulted in two major findings. First, this research found that the institutions constituting the collective professional identity of physicians persisted via institutionalized shame inculcated in physicians during their extensive socialization into the medical profession. Potential shame over medical error served to reinforce institutionalized cultures which exacerbated medicine’s problems with error reporting. Second, this study reveals that field-level actors engage in shaming to affect institutional change. This research suggests that the IOM report was in effect a shaming effort directed at physicians and the institutions constituting their collective identity.

This study provides some verification of recent theoretical works incorporating emotion into institutional theory and also illustrates how shame can be incorporated into collective identity as an institutional imperative.

This study provides a rare empirical investigation of emotion within an institutional framework, and illuminates ways in which the emotion of shame interacts with institutional processes. This research also focusses on collective identity and institutional stability, two topics which are largely ignored by contemporary institutional researchers but are integral aspects of social life.

Building strong human brands inscribed in social and symbolic recognition is a strategic issue for branded individuals. In the context of film director human brands, this study aims to examine the respective influences of the economic and critical performance of films, on the one hand, and the professional legitimacy bestowed by internal stakeholders, on the other, on changes in human brand identity. Contrary to what is generally believed, it shows that the specific legitimacy bestowed by producers and the institutional legitimacy bestowed by elite peers mediate the effects of performance on changes in human brand identity. Brand extension (i.e. new films) incongruence and initial human brand identity moderate the effect of performance on legitimacy.

This study is applied to film director human brands and to their extensions through the films they make. Data were collected for 81 films, including information before and after the brand extension occurs, to capture changes in human brand identity and extension effects.

The results show that economic performance influences both specific and institutional legitimacy, whereas critical performance only impacts institutional legitimacy. These relationships are moderated by initial human brand identity and congruence. Both types of professional legitimacies also help reinforce human brand identity.

The study challenges the role of performance on the building of human brand identity and shows that the latter is co-constructed by the branded individual and internal stakeholders. It also enhances the key roles of global incongruence and genre incongruence in the model.

Multi-supplier project networks represent a large part of the business-to-business (B2B) sector as the scope of many projects requires that different providers participate in their development and delivery. This raises the question of how the integration of the resources of the various partners can be shaped successfully. Specifically, the different organizational identities provide institutional frames of reference to the resource-integrating firms. As the organizational identities are typically not harmonious with each other, at least partial misalignments of the institutional setting that shapes the resource integration processes may emerge. The purpose of this paper is to empirically investigate the impact of various organizational identities on the course and outcome of resource integration in project networks.

The paper makes use of interpretive phenomenology in conjunction with a qualitative case study approach to access the lived experience of actors of different professional service firms having experienced changes in resource integration in a B2B project network.

A conceptualization of organizational identity as an institutional context for resource integration is developed and empirically investigated. The findings show a strong impact on the firms’ organizational identities and the actors’ resource integration experience and evaluation. Moreover, the findings provide evidence that, if unmanaged, at least partial misalignment of the institutional arrangements of multi-organizational B2B project network represents a normal and also a stable condition.

As a first conceptualization and empirical analysis of the interplay between organizational identity and resource integration, this paper advances the current understanding of the institutional context for resource integration. It argues for the wider relevance of organizational identity constructs and paves the way for future development.

The institutional logics perspective highlights how organizations are embedded within broader systems of meaning and how this embeddedness activates salient institutional logics in organizations that can enable or constrain organizational decisions, practices, and actions. We investigate a core premise of the institutional logics perspective, that of the alignment of institutional logics and organizational practices and design, in the organizational adoption of Corporate Social Responsibility (CSR) practices. We hypothesize that, in the adoption of practices, organizations will house those practices in structural units that align with the logic emphasized by the practice: when adopting practices reflecting a market logic, organizations will locate them in mainline business units, such as marketing; conversely, when adopting practices reflecting a community logic, organizations will locate them in non-mainline business units, such as corporate or philanthropic foundations. Using survey and archival data from 161 Fortune 500 (F500) firms, we find support for our hypotheses. Our findings reveal how institutional logics serve as underlying lynchpins, connecting organizational practices to organizational design so as to reinforce and enable each other.

The institutional logics perspective highlights how organizations are embedded within broader systems of meaning and how this embeddedness activates salient institutional logics in organizations that can enable or constrain organizational decisions, practices, and actions. We investigate a core premise of the institutional logics perspective, that of the alignment of institutional logics and organizational practices and design, in the organizational adoption of Corporate Social Responsibility (CSR) practices. We hypothesize that, in the adoption of practices, organizations will house those practices in structural units that align with the logic emphasized by the practice: when adopting practices reflecting a market logic, organizations will locate them in mainline business units, such as marketing; conversely, when adopting practices reflecting a community logic, organizations will locate them in non-mainline business units, such as corporate or philanthropic foundations. Using survey and archival data from 161 Fortune 500 (F500) firms, we find support for our hypotheses. Our findings reveal how institutional logics serve as underlying lynchpins, connecting organizational practices to organizational design so as to reinforce and enable each other.

This study aims to analyse the impacts of an institutional change process on a specific higher education institution in Europe and the trade-offs between the faculty perceptions of success and the organization image during this process, in light of the identity institutional theory.

The impacts of this institutional change are analysed and discussed based on in-depth interviews conducted with faculty members of the accounting department in which they reflected upon academic success vis-a-vis the career assessment system adopted, followed up by those faculty members’ answering an electronic questionnaire about organizational identity and image perception (Gioia et al., 2000).

Considering the individual perspectives, faculty are concerned about their vocations and aspirations, with feelings of apprehension and insecurity, perceiving the institutional goals as too high and potentially unattainable. By shifting the priority towards research, costs in terms of losing the institutional excellence in teaching might arise, which has been traditionally keen to the institute’s organizational identity and consistent with faculty’s perceptions of academic success.

As in any research endeavour, some limitations might emerge. First, the authors addressed the context of a specific business school, in a European country. It is certainly true that culture plays a role in terms of both organizational and national levels. The authors acknowledge this as a limitation. Nevertheless, this research takes a “local” stance, the logic of academic evaluation and its impacts on institutional and individual identity formation processes is a worldwide phenomenon. Second, in defining the authors’ selection criteria, the authors excluded the possibility of other voices to be heard, both in the department itself and in the business school. Regarding the department, the authors argue that those are the ones who could influence future decisions, considering that they are the only ones eligible for the governing bodies under the institute’s regulations. Regarding the business school, adding other department(s) means adding other discipline(s) to the authors’ analysis with specific and different dynamics of researching, publishing and teaching, which also impacts the expectations regarding career and academic success.

First, before beginning an institutional change process, it is necessary to assess the vocations and aspirations of its members. The solution requires to reanalyse academic career premises and to reconsider the weights given to each academic activity, or furthermore, to offer more than one career path, so as to make it flexible for each faculty to follow their vocations and aspirations or to adapt to life demands. Second, in terms of organizational identity and image, the challenge is to minimize the gap between the construed external image and the internal identity, striving to achieve a balance between teaching, research, outreach and service.

Because of the nature of the academic work, the authors propose that the application of the theory should be preceded by a careful consideration of what is academic success. The misalignments studied and reported here reveal a multilevel phenomenon, wherein individual academic identities are often in conflict with the institutional image. The authors’ study entails a contribution to the application of the identity institutional theory to academic institutions.