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Adapting a concept from the biological sciences, organizational researchers have proposed a life cycle of organizational development from birth to death. Several distinct models have been postulated, ranging from three to ten stages. This paper proposes a five‐stage model and tests it empirically to assess the specific stage of the life cycle of any organization. Results of a twenty‐item scale that captures managers' perceptions of their firms' position in the life cycle are discussed. Knowledge of an organization's present position or stage of development can aid top managers in understanding the relationships between organizational life cycle, competitive strategy, and performance.

This paper aims to present the results of an exploratory study of the organizational life cycle. Rather than approaching the construct from a small‐ or large‐ firm perspective, a model appropriate for all organizations is employed.

A survey was administered to 107 practicing managers to determine life cycle stage of their organizations and environmental scanning pursuits.

The study revealed that small firms are not only found in the first two life cycle stages – existence and survival – but also in the decline stage. In addition, support was not found for environmental scanning patterns previously postulated in the literature.

Managers of SMEs who wish to grow their organizations must understand the Gestalt changes necessary for successful progression to a large organization.

One life cycle model is appropriate for all organizations and can be utilized as a transition guide for strategic managers who recognize that their decisions are the real determinants of life cycle stage.

This exploratory study seeks to bridge a gap in the literature by exploring the life cycle‐strategy relationship to discover the preferred strategy for high and low performing firms in four of the five stages of the organizational life cycle.

In total, 600 managers randomly chosen from chamber of commerce membership lists in the southern USA were mailed an extensive scale that included items to measure life cycle stage, generic strategy, industry attractiveness and stability, size, and satisfaction with performance. The instrument included 20 life‐cycle items, four items for each of the five stages.

Partial support was found for the expected relationship between strategy and performance as firms move through the organizational life cycle. New, high‐performing organizations that were satisfied with their performance preferred first mover strategies, while renewing organizations categorized as high performers also emphasized the first mover strategic approach. Mature high performers preferred a uniqueness strategy over one based on efficiency.

The fifth proposition, concerning declining firms, could not be adequately tested. Other limitations of this study include the limited sample size, the limited size variance of participating firms, and the cross‐industry nature of the sample. Combining the research stream of organizational life cycle with generic strategies and satisfaction with performance complicated the project.

Life cycle and performance research provides managers with a snapshot of high and low performing firms and an understanding of how their situation, decision‐making style, strategy and structure fit. High performers focus on proactive, first mover strategies.

The organizational life cycle is operationalized, demonstrating characteristics for high and low performing firms in each stage except decline.

The purpose of this paper is to document how a doctoral research team applied an action research process to improve communication and collaboration strategies among rural Midwestern school district stakeholders.

An appreciative inquiry (AI) action research methodology framed as a qualitative case study using the AI 4‐D cycle over four consecutive weeks was facilitated with nine purposively selected stakeholders.

Findings suggest that the AI 4‐D cycle promoted greater respect and value of participants' strengths/assets through shared personal narratives; participants transformed their rural school district's culture from defensive, isolationist, and reactive to one that embraced internal and external collaboration, greater levels of trust, and hope; and participants increased social capital between the school district and community agencies as well as in the relationship among school district stakeholders.

Participants entered the process with strong expressions of powerlessness focused on school district and stakeholder deficits. They left the process empowered, with a plan to improve stakeholder communication, form district and community partnerships at many levels, and act immediately to initiate transformation projects. Participants became conduits of hope for their rural community and viewed themselves as assuming leadership roles to bring groups together to build generative capacity.

The paper highlights the importance of the highly participatory nature of school organizations as democratic institutions, and it demonstrates that educators are empowered when their focus is on a co‐constructed imagined future.

This paper seeks to explore the relationship between learning, strategy and growth in small food producing firms using Ansoff’s strategy matrix as a framework and explores the usefulness of Greiner’s life cycle model. The complexity of this interaction is examined and it is concluded that the growth process is much more complex than that suggested by the Greiner model.

This study aims to explore corporate governance (CG) practices that can lead to firms’ better performance in different organizational life cycles. The authors propose a configurational approach to explore how a set of CG practices combine in bundles to achieve high performance outcomes for firms across their corporate life cycles.

Fuzzy-set qualitative comparative analysis was used to analyze a sample of data of 21 countries and 9 industries. Data referred to the period of 9 years extending from the year 2005 to the year 2013.

This study reveals that there are multiple CG practices that exist through firms that can achieve high firm performance. Moreover, CG practices combine in different ways for firms in their growth, maturity and declining stages.

This study demonstrates the value of using a configurational analytical approach to explore both the firm and country-specific CG practices (together) that engage firms to achieve the desired level of performance across the corporate life cycles.

The current study draws attention to the policymakers’ need to assess the current level of regulatory and competitive development of their countries and form policy accordingly. The approach used in the current research study not only offers the linkages between CG and performance to managers as incentives to comply with regulation but also to view CG-related activity as a strategic move.

The approach used in the current research study not only offers the linkages between CG and performance to managers as incentives to comply with regulation but also to view CG-related activity as a strategic move.

This study broadening the focus of CG studies to include a rigorous explanation of the global CG phenomena and to provide effective solutions for the practitioners.

This study demonstrates the value of using a configurational analytical approach to explore both the firm and country-specific CG practices (together) that engage firms to achieve the desired level of performance across the corporate life cycles.

To investigate the factors that supported inquiry and professional learning for teacher educators in a summer virtual reading retreat.

Positioned within the frame of intimate scholarship, this qualitative interview study was similar to a phenomenological approach (Bogdan & Biklen, 2003; Koro-Ljungberg et al., 2009) and designed to foreground the perceptions of the virtual summer reading retreat participants.

This study found that the following factors supported inquiry and professional learning for teacher educators: voluntary participation, an absence of a required end product, grouping participants with similar interests and values who came from different contexts and responsibilities shared among members of the group.

This study provides insight into the benefits of an innovative form of professional learning and the factors that contributed to its success.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study.

A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources.

The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks.

This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion.

The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).

The aim of this paper is to investigate the effects of environmental dynamism on different EO dimensions in family firms. The authors also examine the moderating role of national culture (uncertainty avoidance and in-group collectivism) and the level of family control and influence in fostering/hindering this relationship.

A survey was conducted among 1,143 family firms from twenty-eight countries. The authors developed and tested hypotheses through a fixed-effects regression analysis.

The findings suggest that environmental dynamism has a positive effect on all three EO dimensions. Analysis reveals a positive moderating role of family control and influence and negative moderating roles of in-group collectivism and uncertainty avoidance.

The findings imply that family firm managers should carefully interpret the influence of their national culture on family firm behavior. More specifically, family firms in dynamic environments should consider the importance of the national culture in which they are embedded. Those operating in high uncertainty avoidant and highly collectivist cultures should take proactive steps to cultivate a corporate entrepreneurial culture. On the other hand, the family should not undermine the effect of its control and influence. In dynamic environments, family control and influence may be a competitive advantage in reinforcing entrepreneurial orientation.

The study contributes to the literature on EO in family firms by expanding the previous research on the antecedents of EO and examining moderation effects of culture and family control and influence across a broad multi-country sample. In contrast with the common findings regarding the effect of family logic on EO, the study shows the strengthening role of family control and influence in the relationship between environmental dynamism and EO. The authors show that culture as an informal institution may also play a critical role in hindering/strengthening the relationship between environmental dynamism and EO.