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As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools. Though much of the discourse surrounding CE courses relates to quality control, the purpose of this paper is to argue for a reconsideration of the terms by which these courses are valued, calling for a shift from alignment to collaboration as the crucial work for participating English teachers.

This essay responds to scholarship and primary source documents related to CE programs in light of the author’s experience as liaison for a CE literature course at a Midwestern regional university in the USA.

An ethic of alignment pervades discourse about CE programs. The quality control promised by this “alignment story” presupposes a stable university course to be aligned with and the emulation of college faculty pedagogy as the high-priority intellectual labor. This alignment story is undermined by the variation within and between on-campus and high school iterations of the literature course. Rather than justifying an alignment ethic, this variation continually renews important questions about what constitutes college-level engagement with literature and how to best help students achieve it in a particular setting. These questions call for deliberation among a community of English teachers, not alignment of one constituency to another.

This essay builds on previous scholarship about the importance of alignment and the opportunity for collaboration in CE by exploring how an emphasis on the former misrecognizes the importance of the latter.

To examine the ways in which video supported an interdisciplinary literacy intervention for struggling high school students in re-engaging youth in school and developing academic literacy.

This chapter draws on an ongoing qualitative case study of the two classrooms that comprise the high school literacy intervention, presenting strong inductive themes as to the central goals of the program and the role of video in facilitating those goals.

Video was a crucial resource in a type of “spiral curriculum” (Bruner, 1996) that explored a relevant and engaging year-long theme by moving students from informal reflection and discussion to formal academic writing.

Video can be a crucial resource for helping teachers rethink what texts and topics “count” in the literacy classroom. For students positioned as “at risk,” this move can help a literacy classroom to reframe students’ academic identities and find relevant contexts for developing academic literacy.

In the long term, all organisations may be temporary. Some, however, are more temporary than others. Temporary organisations are designed not so much with an eye on enduring as on accomplishing a specific task. In this chapter, the authors explore paradoxes, understood as persistent mutually defining oppositions that occur at the intersection of ‘the temporary’ and ‘the enduring’. To do so, the authors discuss the concept of memory, which we use to explore the process of preserving and reproducing memories of people and events as a bridge between the temporalities of organising that are past and were never intended to endure, and those that are ongoing. By reconstructing one case of the European Capital of Culture initiative, the authors discuss memory as critical to temporary organisations in the sense that temporary organisations always have a memory that affords continuity: hence are enduring. The authors argue that there is endurance in the temporary and temporariness in endurance: expressing the paradoxical essence of organising.

‘Acceleration’, that is, the performance of activities in ever-shorter periods of time, is a distinctive feature of contemporary organizations and societies that is reflected in, and driven by startups’ attempts to scale up their businesses in ever-faster ways. Although prior research has highlighted that temporary organizing is a key way to accelerate the startup process, little is known about how actors do so. Based on a one-year ethnographic study at a startup accelerator, the authors explore how actors enact temporary organizing to attempt to accelerate the startup process. Their analysis shows that this process involves a plurality of partly conflicting temporal structures. As their study shows, such conflicts invoke tensions that actors live out in their daily activities. The authors identify three temporal practices – sequencing, freezing, and merging – through which actors engaged in temporary organizing enact acceleration in the startup process by reconciling these temporal structures. Their study has implications for understanding time in the expanding literature on temporary organizing and acceleration.

Management of inter-organizational projects focuses on the collective benefits of a group of organizations on a shared activity for a limited period and the coordination among them. However, how learning is facilitated in the inter-organizational project remains under-developed in the literature.

This research analyses the exploitative learning process in the longest tunnel project on land in the Netherlands realized in a densely populated area. Data were collected through archived documents, in-depth interviews, site visits in the ethnographic research to analyze the actors, the daily practices and social situations in projects.

The empirical findings indicate that exploitative learning is promoted positively between the owner and the contractor and internally within the contractor. The most significant change that the exploitative learning process has led to is the change in mindset toward the collaboration. Project culture is considered to be shaped by exploitative learning in the inter-organizational project. However, there is a gap between the transfer of knowledge from the inter-organizational project to the parent organization.

The findings have implications for understanding learning in the inter-organizational project setting.

How learning is facilitated in inter-organizational projects remains underdeveloped in the literature. The aim of this study is to focus on viewing the relationship between the multiple organizations in a project, from a perspective of the learning aspect.

This research analyses the learning trajectory that occurred in the largest tunnel project in the Netherlands. Data were collected through archival documents, in-depth interviews, and site visits. Answering the research question will be done through inductive research.

The results indicate that the most significant change that exploitative learning has led to is the change in mind-set. The learning paradox of projects does not play a factor in the learning trajectory present at the GSP project.

While the research was conducted in a Dutch context, it is suggested that the findings presented would align with the experiences of construction organizations in other parts of the world.

The findings have implications for understanding learning in practical project management. The organizations need to focus on learning initiatives on people, and not on the collection of data.

This research responds to the debate over the learning in projects. Learning stimulates openness and that this has positive impact om collaboration.

Portfolios of temporary organisations, particularly portfolios of R&D projects with different project partners, are a common yet understudied phenomenon. We know that these portfolios suffer from tensions inherent in project portfolio ambidexterity (e.g. portfolios balancing R&D projects with new and recurrent partners), yet our understanding of what might lessen these tensions remains limited. This study introduces the idea of project portfolio maturity and theorises how it can mitigate the negative effects of ambidextrous project portfolios. We test our hypotheses by combining proprietary survey and archival data on 136 R&D project portfolios in the German biotechnology industry covering project partnerships with both new and recurrent partners. Our results show that ambidextrous project portfolios hamper firm performance and that portfolio maturity mitigates these negative effects. By introducing a new perspective on project portfolios that accounts for overlooked temporal dimensions, this study provides a new contingency that has the potential to ease the tensions that result from projects with new and recurrent partners. We thereby add to the literatures on temporary organising, project portfolios, and ambidexterity.

In the context of organizational change, identifying, and organizing the various roles of change agents remains a challenge for practitioners and scholars alike. This chapter examines how different agents can enable an effective change process. Empirical evidence from three hospitals illustrates the process of transformation and its underlying arrangements to identify agents and their roles. The findings underline the importance of designing a coherent system of agents, determining where they come from, their role during the process, and how this may change throughout the change process. Managerial choices in the cases are discussed, leading to implications for theory and practice.

For at least three decades, inter-organizational collaboration (IOC) has attracted scholarly attention and many studies have unveiled its inner dynamics. More recently, new phenomena have appeared in the changing landscape of IOC, affecting the way in which organizations are open to interact with, and rely upon, other actors that may be standalone entities as well as representatives of other organizations. These actors operate “betwixt and between” the organizational core and its external environment(s), populating a liminal space located at the organization’s boundary in which activities take place according to non-proprietary and non-employment logics. The authors focus on the forms of collaboration, which blur the lines between organizations, calling into question the fundamental label of crowd-focused IOCs. The authors consider two forms: crowd-open and crowd-based organizations. The authors show the organizational design impact of openness spans from the mere scalability associated with organizational growth to the phenomena of reshaping formalization and standardization of roles and processes, and self-organizing over time.