Institutional Logics, Risk and Extreme Events: Insights from and for Management Education

IF 4.5 2区 管理学 Q1 BUSINESS
April L. Wright, Sandra Pereira, Catherine Berrington, David Felstead, Jonathan Staggs
{"title":"Institutional Logics, Risk and Extreme Events: Insights from and for Management Education","authors":"April L. Wright,&nbsp;Sandra Pereira,&nbsp;Catherine Berrington,&nbsp;David Felstead,&nbsp;Jonathan Staggs","doi":"10.1111/1467-8551.12813","DOIUrl":null,"url":null,"abstract":"<p>To shed light on the interrelationship between risk and logics, we explore how multiple institutional logics shape management educators’ experiences of risk in classroom teaching. Using a two-case research design, we analyse an empirical case study of management educators in a UK business school during the COVID-19 pandemic and a case study of emergency physicians during the Ebola epidemic. Comparing these two focal cases of different types of frontline professional work during global health crises, we develop a model of how perceptions of risks and their mitigation shape, and are shaped by, experiences of compatibility, contestation and rejection among multiple logics. Our study extends the literatures on institutional logics and risk by providing insight into the role of multiple logics in the social construction of risk. We also contribute to the management education literature by focusing attention on the risks of physical harm in classroom teaching and by theorizing when, how and why management educators apprehend these risks as ordinary or extraordinary to their normal professional role. Finally, our study has practical implications for risk mitigation at individual and organizational levels and for creatively and safely adapting teaching and learning practices with students during extreme events.</p>","PeriodicalId":48342,"journal":{"name":"British Journal of Management","volume":null,"pages":null},"PeriodicalIF":4.5000,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8551.12813","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Management","FirstCategoryId":"91","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-8551.12813","RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0

Abstract

To shed light on the interrelationship between risk and logics, we explore how multiple institutional logics shape management educators’ experiences of risk in classroom teaching. Using a two-case research design, we analyse an empirical case study of management educators in a UK business school during the COVID-19 pandemic and a case study of emergency physicians during the Ebola epidemic. Comparing these two focal cases of different types of frontline professional work during global health crises, we develop a model of how perceptions of risks and their mitigation shape, and are shaped by, experiences of compatibility, contestation and rejection among multiple logics. Our study extends the literatures on institutional logics and risk by providing insight into the role of multiple logics in the social construction of risk. We also contribute to the management education literature by focusing attention on the risks of physical harm in classroom teaching and by theorizing when, how and why management educators apprehend these risks as ordinary or extraordinary to their normal professional role. Finally, our study has practical implications for risk mitigation at individual and organizational levels and for creatively and safely adapting teaching and learning practices with students during extreme events.

Abstract Image

制度逻辑、风险和极端事件:管理教育的启示
为了揭示风险与逻辑之间的相互关系,我们探讨了多种机构逻辑如何塑造管理教育工作者在课堂教学中的风险体验。我们采用双案例研究设计,分析了 COVID-19 大流行期间英国商学院管理教育工作者的实证案例研究和埃博拉疫情期间急诊医生的案例研究。通过比较全球卫生危机期间不同类型一线专业工作的这两个重点案例,我们建立了一个模型,说明对风险及其缓解的认识如何形成并被多种逻辑之间的兼容、竞争和排斥的经验所塑造。我们的研究深入探讨了多重逻辑在风险的社会建构中的作用,从而扩展了有关制度逻辑和风险的文献。我们还关注了课堂教学中的人身伤害风险,并从理论上探讨了管理教育工作者何时、如何以及为何将这些风险视为其正常职业角色中的普通风险或特殊风险,从而为管理教育文献做出了贡献。最后,我们的研究对个人和组织层面的风险缓解,以及在极端事件中与学生一起创造性地、安全地调整教学实践具有实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
10.00
自引率
12.50%
发文量
87
期刊介绍: The British Journal of Management provides a valuable outlet for research and scholarship on management-orientated themes and topics. It publishes articles of a multi-disciplinary and interdisciplinary nature as well as empirical research from within traditional disciplines and managerial functions. With contributions from around the globe, the journal includes articles across the full range of business and management disciplines. A subscription to British Journal of Management includes International Journal of Management Reviews, also published on behalf of the British Academy of Management.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信