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The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university.

The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.

The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools.

This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes.

The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.

The purpose of this paper is to examine principals’ experience and sensemaking of collaboration with private companies, focussing on leadership and school improvement.

This paper is set against the backdrop of a project where three public Swedish schools collaborated with private companies within their communities. Data were collected over three years and consisted of semi-structured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.

The study shows that important sensemaking for the principals in this collaboration between schools and private companies is related to the sense of collective responsibility and involvement, development of improvement culture and trust between key actors, and common improvement initiatives based on mutual interest. Challenges in the collaboration are related to principal changes, a lack of implementation of the collaboration, and that there was no clear vision of external collaboration in two out of three schools. In terms of possibilities, the collaboration was based on the needs of the school, a collaborative culture was developed, and the development/activities were undertaken between involved schools and private companies during the collaboration.

Inevitably, there are limitations that need to be identified and recognised in this study. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibility of generalising the findings. Second, the study was not independently selected, and the findings and analyses are linked to national and local contexts, which can be seen as a limitation and strength. Notwithstanding, this study contributes with in-depth information about how a beyond-school collaboration with private companies is practised as well as how involved principals made sense of the collaboration from the perspective of school improvement.

The originality is the collaboration between schools and private companies. The paper contributes with new knowledge about how principals experience and make sense of this collaboration as a vehicle for school improvement.

The aim of this paper is to report how Swedish upper secondary schools involved in a European Union‐financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT.

The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system.

Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high – authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role.

The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes.

The geographically bounded community is explored as a political jurisdiction. Jurisdictions are important sites as local factors determine which political party is in power and because different professionals work within them. Jurisdictions are, thus, arenas for the expression of public policies, which have significant societal consequences. Specifically, we analyse 18 Danish municipalities and the local constructions of a new health-care organisation's focus either upon citizens in general or upon specific groups of patients. The study shows little evidence of specifically local translations. Instead, the study suggests the choice of focus – and underlying institutional logic – is influenced by the local actors' relationships with an external institutional context. Members of local political parties adopt the ideological position of the national party. Similarly, professionals employed locally push the ideology of their profession.

In contrast to the dominant accounts in post-Soviet studies that see public and private as two spheres existing in parallel, the purpose of this paper is to argue that in Armenia the public-private dichotomy can be better understood as a spectrum of different kinds of interactions between the state and private actors/social groups representing different sets of socio-cultural values, which are mirrored in Yerevan’s city planning and housing.

The data derives from long-term ethnographic fieldwork in Yerevan. To analyse the data set the author used methods common in social and cultural anthropology. The theoretical background derives from urban anthropology (Liu), theories on housing (Carsten and Hugh-Jones), the anthropology of values (Dumont), and the anthropology of states (Herzfeld) linked to the debate on modernity.

The author demonstrates that basic cultural concepts, norms, expectations, rules, beliefs, and values currently take effect on both sides (public and private/state and people), and that personal networks in Armenia are no longer used to trick an alien state, but also used by the state elites to gain advantage. The degree of intimacy of social relations thereby structures urban space and behaviour.

The paper looks at the public-private dichotomy in post-Soviet states from a new perspective, which is inspired by the anthropology of (socio-cultural) values, and argues that cultural intimacy (Herzfeld) is – simultaneously – a unifying and a separating fact in the relationship of states and people.

This paper aims to examine how CEO talk of sustainability in CEO letters evolves in a period of increased expectations from society for companies to increase their transition towards becoming more sustainable and to better account for progress and performance within the sustainability areas.

By adopting an interpretive textual approach, the paper provides a careful analysis of how CEO talk of sustainability in CEO letters of large listed Swedish companies developed during 2008–2017.

The talk of sustainability is successively becoming more elaborated, proactive and multidimensional. CEOs frame their talk by adopting different perspectives: the distinct environmental, the performance and meso, the product-market-oriented and the sustainability embeddedness and value creation. The shift towards an embeddedness and value-creation perspective in the later letters implies that the alleged capitalistic and short-sighted focus on shareholder value maximisation might be changing towards a greater focus on sustainability embeddedness as an important goal for succeeding with the transition towards a sustainable business.

The findings are relevant for policymakers and government bodies when developing policies and regulations aimed at improving the positive impact of companies on global sustainable development. Findings are also useful for management teams when structuring their sustainability talk as a response to external pressure.

The findings provide relevant input on how social norms, values and expectations are shaping the corporate discourse on sustainability.

The findings of this study contribute to an increased understanding of the rhetorical response in influential CEO letters to the surrounding sustainability context, including new national and international policies as well as sociopolitical events and discourses related to sustainability. This offers a unique frame of reference for further interpretational work on how CEOs frame, engage in and shape the sustainability discourse.

By drawing on previous research on mechanism-based explanations and business-to-business engagement, the purpose of this study is to identify and define mechanisms that enhance Internet of Things (IoT) engagement.

By positioning the study within the paradigm of critical realism (CR), this paper used multiple case study research. This paper applied 12 in-depth, semi-structured interviews, an observation and firm documents as data-gathering tools.

This paper argues that the higher-level phenomenon (Institutional logic of the IoT ecosystem) leads to a higher-level outcome (IoT engagement). As lower-level situational mechanisms, this paper found IoT readiness and transparency in the ecosystem. Action-formation mechanisms were acknowledged as communication, availability of an IoT interface, and support. Commitment, trust, satisfaction and software maintenance and updates were recognized as transformational mechanisms.

The findings will help managers to understand which mechanisms to focus on when forming engagement strategies for onboarding new actors and strengthening relationships with existing actors. Furthermore, this paper suggests considering the IoT readiness of new actors more critically, as this mechanism was found to be the most crucial one for an early stage of engagement in an IoT ecosystem.

This study helps understand the causal structures behind engagement and enhances the theoretical and practical domain of IoT engagement. In addition, this study demonstrates the value of applying CR for generating knowledge about a phenomenon through causal explanations.

In this paper, I compare Theodore Schatzki’s practice theory, the existential phenomenology of Martin Heidegger upon whom Schatzki drew in its formation, and my own theory of institutional logics which I have sought to develop as a religious sociology of institution. I examine how Schatzki and I both differently locate our thinking at the level of practice. In this essay I also explore the possibility of appropriating Heidegger’s religious ontology of worldhood, which Schatzki rejects, in that project. My institutional logical position is an atheological religious one, poly-onto-teleological. Institutional logics are grounded in ultimate goods which are praiseworthy “objects” of striving and practice, signifieds to which elements of an institutional logic have a non-arbitrary relation, sources of and references for practical norms about how one should have, make, do or be that good, and a basis of knowing the world of practice as ordered around such goods. Institutional logics are constellations co-constituted by substances, not fields animated by values, interests or powers.

Because we are speaking against “values,” people are horrified at a philosophy that ostensibly dares to despise humanity’s best qualities. For what is more “logical” than that a thinking that denies values must necessarily pronounce everything valueless? Martin Heidegger, “Letter on Humanism” (2008a, p. 249).

The purpose of this paper is to clarify the relationship of highly skilled work and (collective) power. It develops an institutional logics perspective and argues that highly skilled workers’ propensity to join trade unions varies by institutional order.

Data from two occupational fields in Austria, university professors and management consultants, representing two different institutional orders were collected via questionnaires. Stepwise logistic regression analysis was employed to test the hypotheses.

The results show that over and above organisational level variables, individual's background and employee power variables institutional logics significantly add to explaining trade union membership of highly skilled workers. Prevalence of a professional logic in a field makes collective action more likely than market logic.

Highly skilled workers are overall described as identifying themselves more with the goals of their employer or client and with their professional peers than with other corporate employees or organised labour. They are thus expected to develop consent rather than conflict orientation vis-á-vis their employers and clients. This paper supports a differentiated view and shows that within highly skilled work there are groups engaging in collective action. By developing an institutional logics perspective it provides a useful approach to explain heterogeneity within the world of highly skilled work.

We build on the concept of “constellations of logics” (Goodrick & Reay, 2011) to further our understanding of the relationship between institutional logics and action. We do so through a comparative case study of similar primary health care initiatives in Denmark and Canada. We draw on micro- and macro-level data to show how both the arrangement and relationship among logics impacted the design and accomplishment of the initiatives in each country. Based on our data, we theorize five different mechanisms through which logics can simultaneously constrain and enable action.