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Abstract
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Abstract
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Abstract
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Abstract
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Lorenzo Skade, Sarah Stanske, Matthias Wenzel and Jochen Koch
‘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…
Abstract
‘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.
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A. Erin Bass, Ivana Milosevic and Sarah DeArmond
A growing body of literature suggests that unpredictable, resource-depleting shocks – ranging from natural disasters to public health crises and beyond – require the firm to…
Abstract
A growing body of literature suggests that unpredictable, resource-depleting shocks – ranging from natural disasters to public health crises and beyond – require the firm to respond adaptively. However, how firms do so remains largely undertheorized. To contribute to this line of literature, the authors borrow from the conservation of resources (COR) theory of stress and the dynamic capabilities perspective to introduce the concept of firm stress – a state of reduced and irregular readiness firms enter into following unpredictable, resource-depleting shocks. Our theoretical model illustrates that firms must punctuate the stress state to adapt by first deploying a retrenchment response, thereby conserving resources and allowing the firm to consider how to best redeploy its dynamic capabilities to adapt. Subsequently, the firm can redeploy its capabilities and adaptively respond in one of three ways: exiting (reconfiguring resources for alternative use), persevering (reconfiguring resources for better use), or innovating (developing new resources). Overall, the authors offer a process model of firm stress and adaptive responses following an unpredictable, resource-depleting shock that paves the way for future research on stress in the strategy literature.
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Shim Lew, Tugce Gul and John L. Pecore
Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for…
Abstract
Purpose
Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students.
Design/methodology/approach
Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed.
Findings
This study found PST participants made meaningful connections between theory and practices of culturally and linguistically responsive teaching, particularly by connecting academic concepts to students’ life experiences, promoting cultural diversity, using instructional scaffolding and creating a safe environment. Nevertheless, they needed further improvement in incorporating cultural diversity into content lessons, creating a challenging and supportive classroom and developing interactional scaffolding for ELs’ language development. The findings also show that while PST participants perceived simulation technology as very beneficial, expanding the range of technological affordances could provide PSTs an opportunity to undertake a full range of critical teaching strategies for ELs.
Originality/value
This research contributes to broadening the realm of mixed-reality technology by applying it to ESOL teacher education and has implications for both ESOL teacher educators and simulation technology researchers.
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Amanda Koontz, Linda Walters and Sarah Edkin
The purpose of this paper is to explore the ways in which an innovative higher education women’s faculty mentoring community model fosters supportive networking and career-life…
Abstract
Purpose
The purpose of this paper is to explore the ways in which an innovative higher education women’s faculty mentoring community model fosters supportive networking and career-life balance. The secondary goal is to better understand the factors that both promote and limit retention of women faculty at a large, metropolitan university.
Design/methodology/approach
The paper examines data from the survey component of an applied research project on understanding and supporting the complex processes of women faculty’s pathways toward self-defined success. Adopting a mixed method research approach, this manuscript focuses on the survey questions related to four key issues related to retention: mentor experiences, gender-based obstacles, a sense of support and community, and goal attainment. In addition to quantitatively examining shifts in perceptions between pre- and post-survey Likert scale questions, the authors performed a qualitative analysis of the supplemental open-ended questions, utilizing a social constructionist lens to further understand perceived influences of the mentoring community on these issues.
Findings
The findings revealed qualitatively important shifts in increased awareness surrounding mentoring, gender-based obstacles, interpersonal support, and career-life choices, offering critical insight into the intangible, and thus often difficult to capture, forms of support a mentoring community model can offer women faculty. Findings also reveal how definitions of success can be integrated into community mentoring models to support retention and empowering women faculty.
Research limitations/implications
This study is limited by its exploratory nature with one mentoring community cohort. Ongoing implementations are in place to increase the participant size and further test the mentoring model, while future research is encouraged to implement and expand the research to additional higher education institutions.
Practical implications
This research offers a model that can be implemented across higher education institutions for all faculty, along with offering insight into particular points that can be emphasized to increase perceptions of support, offering concrete mentoring options.
Originality/value
This paper contributes to the advancement of mentoring models, helping to address concerns for better supporting and advancing women faculty, with implications for further supporting marginalized faculty. It offers insight into the ways in which a mentoring model can help to address key issues of retention. Additionally, analyzing quantitative and qualitative findings concurrently allowed for insight into areas that may otherwise be overlooked due to seemingly contradictory or non-significant statistical findings.