Search results

During the past two years there have been a number of radical changes in the political, economic and social environment within which local authorities have had to operate. This has placed new pressures and demands both on managers and on local authority organisations which have inevitably affected the attitude towards management development. It is significant that for a period of many years most local authorities have been allowed to evolve a management structure and style within a relatively stable and predictable environment. Then two years ago, the major reorganisation of local government created 422 new local authority organisations (with the exception of London) creating changes in function, boundaries and personnel which were manifest in reorganised structures, policies, management styles, working groups, roles and relationships. Since the reorganisation there has been a series of significant changes in the environment which seems to be part of a continuing trend placing greater emphasis and demand on the individual's ability to manage change at all levels within the organisation.

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that knowledge about the nature of Self is both an educational entitlement and learning process. Such understanding is generally thwarted by the impact of scientific materialism and behaviorism on educational orthodoxy, which instead promulgate a separate sense of self with destructive individual and collective consequences. Moving from philosophical theorization to application to teacher education, I will argue that a massive program of deconditioning and unlearning is necessary within education and show how a module I teach, “Responding Mindfully to Challenging Behavior,” attempts to do some of this work via a focus on “discipline.” The focus of the module invites us to question the nature of Self when difficulties arise. As explored, this is often a conditioned self with automatic reactions that can shift toward a “witnessing consciousness” when experiential learning and contemplative practices are integrated with theories of human flourishing.

The purpose of this paper is to sensitize researchers to qualitative citation patterns that characterize original research, contribute toward the growth of knowledge and, ultimately, promote scientific progress.

This study describes how ideas are intertextually inserted into citing works to create new concepts and theories, thereby contributing to the growth of knowledge. By combining existing perspectives and dimensions of citations with Foucauldian theory, this study develops a typology of qualitative citation patterns for the growth of knowledge and uses examples from two classic works to illustrate how these citation patterns can be identified and applied.

A clearer understanding of the motivations behind citations becomes possible by focusing on the qualitative patterns of citations rather than on their quantitative features. The proposed typology includes the following patterns: original, conceptual, organic, juxtapositional, peripheral, persuasive, acknowledgment, perfunctory, inconsistent and plagiaristic.

In contrast to quantitative evaluations of the role and value of citations, this study focuses on the qualitative characteristics of citations, in the form of specific patterns of citations that engender original and novel research and those that may not. By integrating Foucauldian analysis of discourse with existing theories of citations, this study offers a more nuanced and refined typology of citations that can be used by researchers to gain a deeper semantic understanding of citations.

The purpose of this paper is to define optimal behavioral characteristics for members in digital social networks (DSNs). To this end, an assumption was tested that DSN members behave similarly to autonomous agents in a complex adaptive system (CAS) by maintaining a process of self‐branding.

Online questionnaires were presented to 94 DSN users. Their answers were used to assess: different parameters of their behavior on the DSN; and their perception of the DSN's effectiveness. Statistical analyses were conducted to examine possible correlations between these parameters and the optimal behavioral characteristics of individual agents in the CAS model.

Subjects who reported a higher degree of functional autonomy and self‐branding on the DSN also reported a higher degree of DSN effectiveness. A significant positive linear correlation was found between the degree of self‐branding and optimal behavioral characteristics described previously for individual agents in a CAS.

The study provides first empirical evidence that the CAS model parameters can be used to explain DSN‐related phenomena in general, and the perception of DSN effectiveness in particular. This suggests that individual DSN members should generate and maintain a powerful self‐brand through autonomous activities to increase DSN effectiveness. Such activities can be manifested through behavioral processes characterizing individuals in CAS, and especially through maximizing situational sensitivity and integration of information.

This is the first study to empirically test the CAS theoretical model on DSNs. It specifies behavioral characteristics, which individual DSN members should incorporate to increase the perceived DSN effectiveness.

The purpose of this research is to enable the examination of sensemaking mechanisms, inherent in the discourse of organizational spirituality (OS), which embed meanings this discourse creates. In order to achieve this goal the paper explores the pivotal notion of “spirituality” in OS, examines the conditions of emergence of its main characteristics, and inquires into OS participants' mental processes which help to sustain it. Thus, the conceptual space is critically explored in which organizational actors make their commitments to attain goals by spiritual means and in which the alleged causal mechanisms operate.

The approach taken is a critical analysis of literature and empirical material.

The logic of OS conceptual framework is vastly inconsistent with rationalism, which underpins typical functionalist assertions of OS proponents. The central OS notion – spirituality – lacks concrete and independent characteristics. It can be perceived as a mere classification tool which groups together certain “positive” phenomena, perspectives or outcomes. The legitimacy of this operation within the discourse is guaranteed by its episteme – the set of rules, which makes certain moves possible and excludes some others. It may easily enforce or preclude the particular interpretations of organizational reality or validity of certain initiatives. The latter hints at the political dimension of OS.

Potential researchers should be sensitive to the issues of logical circularity of OS discourse and its degree of incoherence with rationalist assumptions. The design of research on OS should attempt to delve into meanings created by OS discourse profiting from proximity to research subjects ensured by careful application of qualitative methods. Research could focus more on the political dimension: issues of power relations; methods of exerting influence; gaining support, etc., instead of contemplating more vague territories which OS studies seem inclined to explore. These results refer to a limited number of participants and organizations and are not fully generalizable, which is inevitable in qualitative research. The geographical concentration of the research sample might have affected the results to some extent, however this fact is innocuous to the overall validity of this study.

Beyond the scope of many recent papers that emphasize the positive role of organizational spirituality as a means of attaining particular objectives, the paper offers an alternative approach in which OS makes such calculations very difficult, and yet creates conditions which are conducive to advancing OS participants' political agendas.

This paper aims to analyze the leadership role of first‐line managers in self‐managed production units, particularly the existence, relevance and closability of competence gaps.

Self‐assessments on competence and other variables shed light on the first‐line managers' situation; a quasi‐experiment investigates the effects of a leadership development programme. The sample consisted of 38 lower‐level managers in a typical manufacturing plant in Germany that had recently introduced a teamwork structure.

Results indicate that the production unit managers report difficulties with their new leadership‐related tasks. Higher levels of leadership competence are found to be associated with better perceived acceptance as a manager by superiors, but not by subordinates, better interaction with both subordinates and superiors, and with higher job satisfaction. Finally, a quasi‐experiment shows that a combination of workshops and individual coaching has measurable positive effects on reported leadership competencies and partly improves identification with the managerial role.

The causality of the relationships requires further research, ideally with larger samples, as does the partner‐oriented leadership style that tends to be practiced by the first‐line managers.

The findings imply that it is advisable to improve front‐line managers' leadership competencies and identity, and that leadership development can contribute to closing the competence gaps.

This paper closes a research gap regarding a key position in modern work organizations by using a new format of self‐assessments for a more valid measurement of competencies.

Epistemology of organizations denotes how we can gain knowledge of organizations. A critical, postmodernistic analysis suggests that the only knowledge we can gain from our traditional concepts of organization is emptiness. A proposed solution is to increase the understanding of individual and group consciousness. Individual consciousness is categorized in materialistic, dualistic and transcendent views, and group consciousness in interactive – defined in terms of its content and dependence on spatial and symbolic interaction – and collective, dependent on a subliminal transcendent consciousness. The last category is further divided into logically deduced and experiential sub‐categories. It is argued that the present understanding of organizations is based on interactive consciousness and needs to move beyond that level in order to progress. An alternative transcendent epistemology of organizations is introduced, based on transcendent experience, and a model of organization based on the transcendent epistemology is suggested. This model features a transcendent transition – transcition – as a basis for organizational change, and two cases are analyzed. It is concluded that a new paradigm based on a new science of consciousness is needed in order to do justice to the vast potential of human consciousness.

This paper aims to examine unexpected arrivals of adult-oriented digital media in the playful storied environments of Grades 1 and 2 classrooms and the possibilities such unsettling literacies may offer.

Posthuman perspectives provide this study’s theoretical grounding and methodological approach. Actor-network-theory and thinking with theory are used to examine school play with two video games and the literacies entangled in children’s same game machinima productions.

Explorations of transmediascapes animate entangled meaning-making practices across virtual and material childhood spaces. They provide openings for educators to understand their students’ literate world-making and consider how those unsettling literacies might have a place in the classroom as generative rather than to-be-avoided contaminations.

The theoretical and methodological engagements of this paper offer opportunities to re-consider unsettling literacy encounters as generative contaminations rather than noxious intrusions. This paper shows how, in engaging with unsettling literacies, educators may participate with children in meaningful literacy practices responding to both the tantalizing and the troubling aspects of particular transmedia.

The purpose of this paper is to develop a new model for depicting organizational processes: the episodic spiral model (ESM).

On the basis of a strong process view as the orienting paradigm, the authors demonstrate the need for the ESM by discussing the shortcomings of two specific spiral types in the organizational literature – the knowledge creation spiral and the efficacy spiral.

A review of each spiral type through the lens of nonlinear assumptions reveals the treatment to date of organizational spirals as uni-directional and insufficient for understanding organizations. The authors propose that managers must undertake a paradigm shift in order to gain a greater awareness of both the environment in which they operate, as well as their process actions. To facilitate this shift, the ESM depicts choice points, chosen and rejected trajectories, and upward and downward environmental drafts, as well as a multi-dimensional environment, as a way of re-conceptualizing approaches to space, time, and change in organization studies.

The authors propose that the model provides a way for scholars to enhance the study of organizations by understanding that organizations exist in a more dynamic environment than previously studied; recognizing that the organization has a wider range of choices available, and acknowledging the long-lasting ramifications of both choices made and choices discarded; and obtaining a more comprehensive look at the way the organization moves through space and time at any given moment. Taken together, the authors hope that these contributions allow organizational scholars a new approach to theorizing, exploring, and writing about the organizations they study.

Management is what managers do, and managers do a multitude of different things, at a number of different levels and in a variety of different ways. It is not surprising, therefore, that there is no general consensus as to a definition of management, and that there exists no precise concept of what constitutes a good manager. A pessimist might see this as a problem; management education programmes presumably seek to produce “good managers” by teaching “management”, and if one does not know what either is, it is difficult even to start to devise an educational plan, let alone to assess whether that plan is effective or not. The managers of management education programmes are not, it seems, given to pessimism. In general terms, at least, it is possible to identify the areas in which a manager requires competence. In turn it is possible to specify the skills that are necessary, and the appropriate levels of competence, in those areas.