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The literature on the past triggering learning in strategy practice is scant. To fill this gap, this study aims to examine the meaning of the past to learning in strategy practice and expands on the strategy-as-practice (SAP) literature. Understanding the relationship between the past and learning in strategy practice is important because learning is what keeps strategy practice in motion and remains in place, even if organizations and strategy practitioners change.

The authors used a longitudinal case study design combined with historical methods to examine how the past is embedded in present strategy practice. To capture learning in strategy practice over time, the authors applied a four-stage methodology in our analysis of document and interview data.

The authors identified four dimensions of the past embedded in the present strategy practice. These dimensions emerged from the analysis of the interviews and document data. The study’s results showed that the past appears in structures and routines, materiality, positioning and reflecting over repeated rounds of strategic planning. According to the study’s results, reflecting on strategy practice draws on past structures and routines, positioning and materiality. The past facilitates reflecting and reflecting on the past enables learning in strategy practice.

The authors constructed a conceptual model and showed that in strategy practice, reflection triggers learning. The authors contributed to theory development by demonstrating how the past is embedded in present strategy practice and is available for use by strategy practitioners. The authors showed that strategy practice is a continuous learning process.

Implementing a new organizational strategy effectively nowadays is said to require open strategizing practices. The purpose of this paper is to examine the adoption of three intertwined open strategizing practices in conjunction with a transformational leadership style towards effective strategy implementation.

The study was conducted within 37 geographically dispersed locations of a Dutch governmental organization. The top managers and senior managers were surveyed at two points in time (n T1 = 548; n T2 = 414) and group interviewed at T2. Exploratory factor and linear regression analyses were performed. The qualitative data pertaining to the specific way in which leaders can impact the relationship between open strategizing practices and strategy implementation was analyzed using the Gioia methodology.

As hypothesized, transformational leadership moderates the positive relationship between open strategizing practices and effective strategy implementation. This moderating effect was corroborated through the interview data in which the managers stressed the need for “intrinsically motivated” and “empowering” leaders to effectively support the adoption of their own locally-developed location strategy, as part of the overall strategy.

Despite the timely focus on the three intertwined open strategizing practices, the findings are only based on the perceptions of the various top and senior managers employed by one Western public sector organization.

Top and senior managers who need to improve their organization's strategy implementation can apply the here tested three open strategizing practices. They should also be aware of the key role of transformational leadership.

The authors contribute to the “open” strategy-as-practice domain by showing how top and senior managers' transformational leadership style supports the beneficial effects of adopting the three practices.

In this study, we applied the strategy-as-practice (SAP) framework to analyse strategic communication practices. SAP implies approaching strategy as something that organisational members do and is useful for understanding the tensions between emergence and formalisation and between planning and improvisation that characterise the everyday communication work of communication practitioners.

The paper is based on an ethnographic study of a record company and on qualitative interviews with various actors from the music industry.

Tensions exist between the emergence of inputs from active consumers that require flexibility and attempts to strategically formalise and continuously adapt plans and encourage consumers to act in anticipated ways. The findings revealed five strategic communication practices—meetings, working in the office, gathering and analysing consumer engagement and related data, collaboration and storytelling—that practitioners used to conduct strategic communication and navigate the tensions.

The study contributes to understanding the role of strategic communication practices in contemporary organisations and how practitioners manage the tensions within them. The study shows that an SAP approach can account for improvisation and emergence, as well as planning and formalisation. It also shows how SAP resonates with emergent and agile strategic communication frameworks.

The purpose of this paper is to explore interactional and procedural practices in managing tensions of coopetition (simultaneous collaboration and competition between firms).

Through an in-depth literature review of prior research within coopetition and strategy-as-practice fields, and by using two illustrative empirical examples, the authors develop a framework for preventing and managing coopetitive tensions through combinations of procedural and interactional practices.

The authors identify tensions related to strategizing, task and resource allocation, as well as knowledge sharing. Furthermore, they demonstrate potential ways of how these tensions can be prevented, resolved and managed.

The findings show that the analysis of tensions in coopetition would benefit from a holistic, multilevel approach that recognizes practices that are interactional (i.e. face-to-face interactions) as well as procedural (i.e. organizational routines). Coopetitive tensions and their resolution are related to the use or neglect of both types of practices. Furthermore, interactional and procedural practices are mutually interdependent and can complement each other in tension management in various ways.

The findings of this study shed light on the roles and activities of actual practitioners involved in coopetition, and shows how their work and practices in-use contribute to coopetition, related tensions and their resolution.

By adopting the strategy-as-practice approach, this study generates valuable insights into the practices and tensions in coopetition, as well as illuminates the roles of the practitioners involved in managing coopetition relationships.

The study aims to investigate the concept of strategy-as-practice in construction management literature has been investigated. The focus is on the link between strategizing practices and project management.

An exploratory literature review is carried out based on fifteen journal articles on strategizing practices in the construction industry.

The analysis shows how strategy-as-practice questions and contradicts project management practices as depicted in the dominant deterministic perspective. Strategy-as-practice has a focus on reacting and adapting to a chaotic and changing environment, while project management is concerned with creating and maintaining a stable working environment. The findings point to the necessity of considering the organizational and institutional context of project management practices, and hence the values the strategy-as-practice lens, when considering new avenues for improving the industry.

As the study is based on an exploratory literature review of only 15 articles, generalizations should be made with caution. The identified literature is restricted by search words and choice of database.

The differences between strategizing and project management practices are very clear, and a focus on both may offer insights into how the construction industry could improve its productivity by developing more robust management practices.

The paper illustrates the benefit of applying a strategizing perspective, which hitherto has been under-investigated in construction management research.

The Ethiopian economy is mainly based on the rain-fed agriculture practiced by smallholder farmers. The sector is highly vulnerable to climate change impacts. This study aims to examine the determinants of adaptation strategies to climate change among the smallholder farmers in Adama District, Ethiopia.

A cross-sectional survey design was used to collect quantitative data using questionnaire with 351 randomly selected smallholder farmers. To collect qualitative data focus group discussions, key informant interviews and field observations were also used. Triangulated with thematic analysis, descriptive statistics and binary logistic regression model were used for the analysis.

The result indicated that the majority of the smallholder farmers use at least one climate change adaptation strategy in their local areas though the strategy is generally weak. In this regard, some of the dominant climate change adaptation activities identified in the study area are using improved crop varieties, planting trees, watershed management, adjusting planting date and terracing. The result from binary logistic regression model showed that age and sex of household head, as well as their education, family size, access to agricultural extension services and training on climate change significantly influence the practices of adaptation measures.

This study would help the practitioners to modify the existing weak adaptation activities by introducing advanced and technological-based adaptation strategies to the rural farming communities.

Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this paper is to investigate a university faculty’s understanding and perceptions of SCL, along with current instructional practices in Qatar.

A mixed-method research design was employed including quantitative data from a survey of faculty reporting their current instructional practices and qualitative data on how these instructors define SCL and perceive their current practices via interviews with 12 instructors. Participants of the study are mainly from science, technology, engineering and mathematics (STEM) field.

Study results show that these instructors have rather inclusive definitions of SCL, which range from lectures to student interactions via problem-based teamwork. However, a gap between the instructors’ perceptions and their actual practices was identified. Although student activities are generally perceived as effective teaching strategies, the interactions observed were mainly in the form of student–content or student-teacher, while student–student interactions were limited. Prevailing assessment methods are summative, while formative assessment is rarely practiced. Faculty attributed this lack of alignment between how SCL could and should be practiced and the reality to external factors, including students’ lack of maturity and motivation due to the Middle Eastern culture, and institutional constraints such as class time and size.

The study is limited in a few ways. First regarding methodological justification the data methods chosen in this study were mainly focused on the faculty’s self-reporting. Second the limited number of participants restricts this study’s generalizability because the survey was administered in a volunteer-based manner and the limited number of interview participants makes it difficult to establish clear patterns. Third, researching faculty members raises concerns in the given context wherein extensive faculty assessments are regularly conducted.

A list of recommendations is provided here as inspiration for institutional support and faculty development activities. First, faculty need deep understanding of SCL through experiences as learners so that they can become true believers and implementers. Second, autonomy is needed for faculty to adopt appropriate assessment methods that are aligned with their pedagogical objectives and delivery methods. Input on how faculty can adapt instructional innovation to tailor it to the local context is very important for its long-term effectiveness (Hora and Ferrare, 2014). Third, an inclusive approach to faculty evaluation by encouraging faculty from STEM backgrounds to be engaged in research on their instructional practice will not only sustain the practice of innovative pedagogy but will also enrich the research profiles of STEM faculty and their institutes.

The faculty’s understanding and perceptions of implementing student-centered approaches were closely linked to their prior experiences – experiencing SCL as a learner may better shape the understanding and guide the practice of SCL as an instructor.

SCL is not a new topic; however, the reality of its practice is constrained to certain social and cultural contexts. This study contributes with original and valuable insights into the gap between ideology and reality in implementation of SCL in a Middle Eastern context.

The purpose of this study is to apply the concept of organizational ambidexterity as a conceptual lens to increase the understanding of tensions between exploitation (continuity) and exploration (change) in Agile software development (ASD) project teams, and particularly the balancing (ambidextrous) strategies utilized.

A conceptual framework was constructed from interdisciplinary sources on ambidexterity. A literature review of publications on ambidexterity in ASD was then performed, and the results from the selected publications were classified according to an extension of the conceptual framework.

Contextual ambidexterity in ASD is affected by the four basic coherent concepts: time, task, team and transition. The study found that most ambidextrous factors and strategies were task and team-related. In addition, a mixture of hard (performance) strategies and soft (social) strategies is needed in order for people/teams to (be able to) become ambidextrous.

To provide a better understanding of ASD, it is important to identify a broader set of ambidextrous factors and strategies that can impact ASD project teams. The expanded conceptual framework can serve as a basis for future empirical research and provide insights to practitioners on how to strengthen ambidexterity in ASD projects.

The contribution is of great importance for ASD research and practice, as ASD methods are a popular method for managing projects within ASD and in other nonsoftware organizations. In addition, as more and more organizations struggle to deal with rapidly changing environments, interest in the phenomena of paradoxical tensions and the strategy (ambidexterity) to deal with these tensions increase.

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Case study methods, including interviews, observations and document analysis, were employed.

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Smallholder farmers have always been profoundly the first to be impacted by climate change, and therefore, farmers understanding of climate change and accessibility to alternative adaptation strategies are crucial for reducing the effect of climate change. The purpose of this study is to assess the perception of farmers to climate change, adaptation strategies and determinants of adaptation choice in central Ethiopia.

The study used data from randomly selected 240 farm households. Descriptive statistics were used to describe farmers’ perceptions of climate change and adaptation strategies. Also, a multivariate probit model was used to identify the major factors affecting farmers’ choice of adaptation strategies to climate change in central Ethiopia.

Smallholder farmers perceive climate change in the past two decades in response; the majority (91.47%) of farmers used adaptation options. Improved crop varieties and input intensity, crop diversification, planting date adjustment, soil and water conservation activities and changing of the crop type were used as adaptation options in the study area. A few of these strategies were significantly confirmed a complementary and supplementary relationship. The study identified sex, family size, agroecology, climate information, crop-fail history and formal extension service as significant determinants for farmers’ adaptation choices as these variables significantly affected more than two farmers’ adaptation strategies simultaneously.

Farmers’ choice of adaptation was highly constrained by institutional factors and all these identified factors can be possibly addressed through a better institutional service provision system. It is, therefore, recommended that local administrators should explore the institutional service provision system for a better farm-level adaptation while considering demographic characteristics as well.

This study identified factors affecting farmers’ several adaptation strategies at a time and provides information for the policymaker to make cost-effective interventions for better farm-level adaptation practices.