Invited commentary on the 2021 Journal of Management Education Lasting Impact Award for Dr. David Whetten 2007 article Principles of Effective Course Design: What I Wish I Had Known about ...Learning-centered Teaching 30 Years Ago.
Based on an in-depth analysis of a field-wide high-tech conference held in Israel after the dot-com crash of 2000, I examine the role and usage of stories in the discursive dynamics of institutional ...entrepreneurship. Actors who represented different groups in the field were engaged in constructing a shared story of the crisis that reflected and further strengthened the established institutional order. Concurrently, the same actors were also each telling a counter-story of indictment, blaming other groups for the crisis and calling for changes in the institutional order. Institutional entrepreneurship, then, centered on efforts of sense-making through the narration of stories. The three accounts of the high-tech 2000 fall reflected simultaneous efforts of both collaboration in maintaining the institutional order and contestation that could potentially disrupt it. The delicate balance between these contradictory orientations was carried out by the skillful manipulation of explicit and implicit meanings, which was made possible by the use of stories as the medium of, and resource for, institutional entrepreneurship.
Purpose
This study aims to illuminate the field conditions under which social entrepreneurship can become institutionalized and transform the existing institutional fields.
...Design/methodology/approach
A comparative case study was conducted among three social enterprises, within different regional institutional fields, following a most different systems design: OTELO, in Mühlviertel, ADC MOURA, in Baixo Alentejo and STEVIA HELLAS in Phthiotis.
Findings
The results indicate some of the field conditions under which an institutionalization of social entrepreneurship can thrive, namely, a high civil approval, a highly institutionalized and decentralized institutional field that allows the social enterprise to remain autonomous, as well the anchoring of the venture to a pre-existing counter-hegemonic narrative or/and to an embedded network that drives the dissemination a new institutional logic forward.
Research limitations/implications
The institutionalization of the voluntary collective action that social entrepreneurship embodies has significant limitations. The same is true for innovation, which tends to lose its innovative spirit as it becomes institutionalized. Future research has to explore if institutionalized social entrepreneurship can maintain a voluntary perspective and an innovative drift.
Originality/value
Most studies on institutional entrepreneurship deploy in-depth case studies while multi-case comparative research remains rare. The current comparative study adds significantly to the understanding of institutional entrepreneurship, as it compares different degrees of institutionalization and successful institutional entrepreneurs to non-successful ones.
In response to a need for improved training of business school teaching, this research explores US doctoral programs in management and finds a need to purposefully embed scaffolding—the process of ...gradually enabling the doctoral student to take on more challenging aspects of teaching—into doctoral program design. We also recommend a more influential role to be played by professional organizations to address doctoral educator development. As we followed a grounded theory approach, our methodology started with an analysis of program marketing documents and materials followed by behavioral event interviews (BEIs) and perceptual interviews (PIs) with doctoral students in management. Following coding, we reviewed the literature on doctoral education to explore how our emergent data mapped against prior research. By also taking into consideration the lived experience of students, the study data provides evidence that doctoral programs are not properly designed to support educator development. We discuss our findings related to what programs do to support students and what students do to support themselves. Theorizing from our data, we present our model that illustrates how programs could embed scaffolding to support programs’ commitment to develop future educators.
Post-truth poses deep challenges for educators and learners as classrooms are disrupted by the erosion of the status of facts, technologically driven information sourcing, and increasing incivility ...in the public sphere. These disruptions manifest behaviorally and conceptually and, we argue, can potentially radically realign learning and decision-making landscapes at local classroom levels as well as societal levels, conditioning learners to knowledge systems controlled and curated by powerful interests, threatening students’ ability to function as citizens in a democracy. We analyze these disruptions using the work of Theodor Adorno and Jurgen Habermas and highlight Habermas’s focus on communication and Adorno’s elucidation of cultural production via the culture industry. Using these perspectives, we underline the urgency of responding to post-truth shifts and suggest a framework of practices for educators to consider as they confront these post-truth disruptions.
To address deficiencies in STEM and sustainability in business management and intra-university curricula, we developed and implemented an interdisciplinary STEM-based sustainability curriculum at a ...university in the Western United States. Six classes participated in curricular efforts including in-person and online sections of a business management course, in-person and online sections of a general elective STEM course, and a matched control course for each (n = 214). We systematically designed, developed, and implemented curricular interventions—multi-week STEM-based business sustainability modules—using the case teaching method. A comprehensive evaluation with pre- and post-tests was conducted to assess student sustainability cognition and affect. Significant results emerged for sustainability cognition including the environmental, social, and economic dimensions of sustainability. Counterintuitively, student sustainability affect did not improve. However, sustainability cognition and affect were significantly correlated on the post-test for treatment students, an indication that cognitive and affective changes share the same directionality. Discussion, implications, limitations, and future research directions are provided.
•This paper examines the politicised debate surrounding the adoption of IFRS 8, Operating Segments•Examines the process which saw the European Union (EU) contesting the authority of the International ...Accounting Standards Board (IASB).•The paper draws on interviews with preparers, legislators, regulators, auditors and users.•The debate led to the EU implementing a structure more aligned to the European tradition of State involvement in the regulatory process.
This paper presents an analysis of the struggle for power within the international accounting arena by examining a highly politicised debate surrounding the adoption of International Financial Reporting Standard (IFRS) 8, Operating Segments, which saw the European Union (EU) attempting to contest the authority of the International Accounting Standards Board (IASB). Informed by a broadly institutional approach, the paper reports the results of interviews with preparers, legislators, regulators, auditors and users about the introduction of IFRS 8 and focuses on how the European Parliament (EP) required the European Commission (EC) to initiate its own consultation procedures as part of a new endorsement process. Findings from this study highlight how the debate over the adoption of IFRS 8 led to the EU implementing a structure that is arguably more aligned to the European tradition of State involvement in the regulatory process. In this sense, while the EU's position vis-à-vis the IASB remains relatively weak, they have, however, initiated a forum whereby the pronouncements of the IASB can be contested.
This article describes the authors’ experience at The New School’s Research in Management Learning and Education UnConference and presents five Business and Management Education (BME)–related ...actionable scholarship themes that originated at the UnConference: journal equivalency in BME scholarship, evolution of BME rankings, gender and BME scholarship productivity, timing of BME scholarship, and editor networks in BME scholarship. It is our hope that these themes will continue to generate provocative conversations between existing and new BME scholars and provide actionable research ideas to readers of the Journal of Management Education.
Following the 1978 political and economic reforms, China has undergone a significant transformation on the intellectual property rights (IPR) front. In this paper, we use neo-institutional theory to ...examine the institutionalization of IPR in China. Specifically, we examine the perceptions of national elites and the public regarding IPR as well as IPR related pressures facing these actors, their negotiation with other actors and their responses. Regulative, normative and cognitive institutions formed around the IPR field in China are analyzed.
In this paper we define local social policy as an institutional field, thereby limiting our analysis to the democratic entities possessing a decentralised mode of governance and implementing the ...principles of welfare pluralism in their social policy. The paper presents different dimensions that can be utilised to characterise institutional fi elds, which were drawn from the research based on the theory of central conflation. It discusses the benefits and shortcomings of using the concept of field to describe institutional diversity in mesosocietal interactions.
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