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Although drawing from neoinstitutional theoretical apparatus and ontology, management fashion theory is understood as a theory that explains the transitory nature of popular ideas and practices while institutional theory explains their stabilization, persistence and further institutionalization. In a nutshell, it seems that being opposed to each other, these two theories describe and predict different, incommensurable diffusion trajectories and organizational behaviour patterns. The purpose of this paper is to unify these two competing perspectives.

This paper makes an attempt toward further unification of management fashion theory with new institutionalism by offering an alternative understanding and conceptualization of institutional change and deinstitutionalization and by distinguishing emerging concepts from already popular fashions.

Most emerging concepts never achieve popularity and disappear while few of them achieve massive media attention and diffuse widely becoming new management fashions. Once these concepts have achieved a wide popularity institutional forces would favor them and lead to further institutionalization. Institutional change is understood not as a deinstitutionalization of existing management fashion in terms of erosion, discontinuity or disappearance but as a decline in its media coverage while media attention focuses on new fashionable concept. The former management fashion gets institutionalized, institutional change occurs in terms of shifting attention toward new fashion and diffusion and institutionalization cycle restarts. Institutional prediction of isomorphism and institutionalization as irreversible tendencies thus can be unified with MF prediction about the bell-shaped curves in fashions’ popularity. Therefore, postulates and predictions of management fashion theory can be derived from new institutionalism and vice versa.

The paper aims to cover, generalize and explain different trajectories of various management and organizational concepts, deducing theoretical propositions from both institutional theory and management fashion theory. Theoretical and methodological ideas offered in this paper can be helpful in future research on management fashions and diffusion. Studies on the evolution of management concept can benefit from proposed categorization and causal relationships between different stages of the life cycle.

Unifying seemingly conflicting and disparate perspectives and views allows making organization theory more coherent in terms of both explanatory power and ontological commensurability. Following other mature sciences, we share the same notion of progress, namely, the aim of achieving unification and demonstrating that different organizational theories still describe the same reality.

The purpose of this paper is to describe co-devolutionary processes of multinational enterprise (MNE)/emerging economy institutional relationships utilizing concepts from “old” institutional theory as well as the institutional aspects of socially constructed realities.

The authors develop a set of propositions that explore the new concept of a co-devolutionary relationship between MNEs and emerging economy institutions. Guided by prior research, the paper investigates MNE/emerging economy institutional co-devolution at the macro-(MNE home and host countries), meso-(MNE industry/host country regulative and normative institutions) and micro-(MNE and host country institutional actors) levels.

MNE/emerging economy institutional co-devolution occurs at the macro-level via negative public communications in the MNE’s home and host countries, at the meso-level via host country corruption and MNE adaptation, and at the micro-level via pressures for individual actors to cognitively “take for granted” emerging economy corruption, leading to MNE divestment and a reduction in new MNE investment.

By characterizing co-devolutionary processes within MNE/emerging economy institutional relationships, the research augments co-evolutionary theory. It also assists in developing more accurate specification and measurement methods for the organizational co-evolution construct by using institutional theory’s foundational processes to discuss MNE/emerging economy institutional co-devolution.

The research suggests the use of enhanced regulation, bilateral investment treaties and MNE/local institution partnerships to stabilize MNE/emerging economy institutional relationships, leading to more robust progress in building emerging economy institutions.

The research posits that using the concepts of institutional theory as a foundation provides useful insights into the “stickiness” of institutional instability and corruption in emerging economies and into the resulting co-devolutionary MNE/emerging economy institutional relationships.

This paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications.

The study’s approach is to purposefully unsettle taken-for-granted assumptions implicit within 44 influential articles which have been said to reveal EE's Invisible College. The authors utilise three heuristic tools offered by problematisation – identifying paradigmatic assumptions, (re)conceptualising subject matter and making a reversal – to explore the implications of the meta-theoretical underpinnings of this body of work. The goal of this paper is not to find a definitive answer to the question “what is EE's underlying philosophy?” but rather ask, “what can we learn about philosophical assumptions by reconsidering this particular set of influential articles at a deep level?”

With some notable expectations, EE's Invisible College is a place where ideas about an external social reality accessible to the dispassionate researcher are implicitly accepted, where assumptions about the possibility of objective knowledge and the superiority of scientific methodology dominate and where functionalist research products reproduce the social status quo. Thus, whilst the EE research studied might appear diverse at a surface level (topics, research design, inter-disciplinary perspective), diversity is less apparent when considering the deeper, philosophical assumptions which underpin this body of work.

Revealing assumptions which are embodied within research products may prompt critical thinking about the practical implications of research philosophies in the field of EE. In considering the implications of philosophical assumptions, a connection is made between problems that are observed at surface level – from lack of legitimacy, criticality and taken for grantedness of the field – to the deeper hidden system of ideas which lies beneath. Having highlighted potential problems of these deeper assumptions, the paper concludes by posing questions in relation to the type of research that is pursued and legitimised in the field of EE, the socialisation of researchers and the implications for criticality in the field. Such issues illustrate that, far from philosophical assumptions being an abstract or unimportant concern, they are highly practical and have the power to constrain or empower action and the social impact of research.

This paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it is pracademics who are well suited and attuned to questioning, challenging, and disrupting the ordinariness of the everyday, to envision new possibilities, and who take responsibility for mobilizing the educational community to undertake meaningful social change within an education system. A case is provided to illustrate wide-awakeness and praxis in practice. A case is provide to illustrate how wide-awakeness and praxis present themselves in practice.

This paper considers the work of pracademics from Galileo Educational Network, located within a research-intensive university, who research and lead design-based professional learning. Drawing upon a design-based approach to guide design-based professional learning and design-based research, I highlight the ways in which wide-awakeness and praxis work themselves out in practice.

Drawing upon the two aspects of wide-awakeness and praxis, creates a liminal space for pracademics to engage with practitioners to undertake stubborn and persistent problems of practice to create important educational improvements. A key to engaging in transformational change through collaborative professionalism is to engage in sustained design-based professional learning led by pracademics.

This thinking piece offers the perspective of one Canadian pracademic who shows how pracademics are uniquely positioned to take on the work of transformation, agency, and social change.

To explore the contributions made by two strands of institutional research that have been applied to the study of management accounting change: “old institutional economics” and “new institutional sociology”. To propose ways of developing these theories, and in general to develop an institutional understanding of management accounting change.

Analysis of the literature on management accounting change, with a special emphasis on the literature drawing on institutional theory. Theoretical discussion based on the concept of the “circuits of power”. Illustration with observations made during a case study of an organisation in which attempts to promote change in management accounting were conducted in recent years.

Identification of some complementarities between these two strands of institutional theorising, and suggestions of how they can be developed by drawing on insights from the “circuits of power” framework.

The case study analysis is limited to an illustration of the theoretical discussion. A building of bridges between the various developments in institutional approaches to management accounting change is necessary.

The paper is of value to researchers studying management accounting change. It clarifies the theoretical underpinnings of the institutional frameworks and suggests areas for institutional research into management accounting change.

The purpose of this paper is to report on findings from research into the role of language and discourse in shaping responses to older people at risk of abuse in England. Critical discourse analysis is used in this research to deconstruct policy to identify hidden meaning.

The study comprised of a critical discourse analysis (CDA) of the coalition governments underpinning policy statement outlining its approach to safeguarding adults in “A Vision for Adult Social Care: Capable Communities and Active Citizens.”

This paper analyses the policy statement in some detail to explore its ability to guide practice in supporting older people at risk of harm. The results suggest ideological, philosophical and economic discourses underpinning policy may promote “Big Society” rather than address the abuse of older people, and that this might leave some older people vulnerable and at risk.

It is acknowledged the qualitative approach of CDA has its limitations as issues of subjectivity and interpretation exist. Fallibility is always present and no research can give a “complete” view of the world.

Drawing on this analysis may provide a heightened awareness of the use of discourse to expose potentially hidden motivations in others, and ourselves, by seeking out the ideological, philosophical and theoretical hiding places which enable specific discourses to become taken for granted.

By identifying the taken for grantedness of some discourses in everyday life, the author can gain a better understanding of how to challenge the status quo.

This paper explores practice in safeguarding adults from an ideological, economic and philosophical perspective.

The purpose of this paper is to explore the ways in which notions of space, constituted by management accounting and operations, interact, conflict and are understood by operations managers in a variety of situations within the context of iron ore mining. The authors address a dual question: How do accounting space and production space relate to each other? And what does it mean for operations managers to reside in both those spaces at once?

The paper is based on field studies at a mining company involving operations managers who experience tensions between accounting and production responsibilities and must prioritize between different courses of action to create value.

In contrast to the view that management accounting poses a problem for operations managers in production environments, the authors show how especially discursive tensions foster reflection and choice. Operations managers prioritize their actions in accordance with management accounting or operations based on how they experience and reflect upon the tensions they encounter, dominating artifacts and their experienced relation to space. Operations managers are not tied to specific spaces, but they prioritize their responsibility to management accounting or operations depending on the space to which they feel a sense of belongingness.

Drawing upon a conceptualization of tensions between management accounting and operations as a spatial phenomenon, it is possible to understand the dilemmas experienced by operations managers in a dynamic and relational way. The authors propose that viewing tensions between management accounting and production as spatial phenomena enables a novel understanding of how such tensions can create reflexivity in responsibility with operations managers.

The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning.

Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies.

The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor‐supervisee relationships, and the taken‐for‐grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

The purpose of this study is to propose a model of knowledge legitimation in organizational learning focusing on the relationship between power politics and legitimacy.

This study adopts the approach of a conceptual discussion.

This study developed an organizational learning model that explains how actors exercise their power and how knowledge is legitimated through politics. The author identified various factors that shape the politics; these factors trigger, enhance, facilitate and inhibit power exercise. This study also identified which type of power (influence, force, domination and discipline) leads to which type of legitimacy (pragmatic, moral and cognitive). Furthermore, this study found that power politics and organizational learning are interrelated; actors’ powers bestow legitimacy on knowledge, and knowledge enhances the power of related actors.

This study identified the set of factors that shape actors’ power exercise in organizational learning as well as their associated mechanism and illustrated how they lead to knowledge legitimation. The author also revealed the relationships between actors’ power and legitimacy of knowledge. Finally, this study elaborated on the findings of prior studies concerning politics of organizational learning.

The purpose of this study is to explore the franchise relationship in China, focusing on the relational constructs of power, control, support and conflict in this developing franchise environment. Agency theory has dominated franchise research. A more rounded theoretical interpretation of the franchising relationship is offered by employing both agency theory and institutional theory perspectives.

The study adopts an interpretive approach, employing in-depth interviews with franchisors and franchisees in nine franchise organisations operating in the retail sector in China. It contributes a fuller understanding of how to manage the research process in China.

The study reveals how the relational constructs of power, control, support and conflict are manifest in the franchise relationship in China. The explanatory power of agency theory is apparent when viewed in terms of the vertical agency problem. However, free-riding outside the franchise system, in the form of counterfeiting, mitigates against the occurrence of free-riding within it. With regard to institutional theory, we demonstrate that the regulatory institutional pillar is a crucial foundation for the franchise relationship.

The study offers insights for franchisors and franchisees considering franchise relationships in China.

For the first time in the literature, this study offers insights into key elements of the franchise relationship in China. Employing both agency and institutional theories facilitates a rounded explanation of the developing franchise environment in China.