Culture and Organization最新文献

{"title":"Dirtying bank work: when taint is reinforced by the organisation","authors":"L. Carollo, S. Gilardi","doi":"10.1080/14759551.2022.2055027","DOIUrl":"https://doi.org/10.1080/14759551.2022.2055027","url":null,"abstract":"ABSTRACT While researchers have to date mainly focused on the coping strategies employed by dirty workers to normalise taint, the organisational and managerial roots of dirty work have been little explored. The article contributes to filling this gap by means of a single case study conducted in a big Italian banking company. In the research context investigated, branch-level bank employees felt themselves tainted from the moral (as ‘vendors’) and social (as ‘servants of customers’) points of view. These perceptions were directly associated with organisational strategies and managerial practices intended to fulfil demanding sales targets or to create more space and freedom for customers. Although the literature assumes that occupational taint is generated by external societal attributions, by introducing the concept of ‘organisationally-reinforced taint’ this study shows that internal organisational strategies and managerial practices can contribute to dirtying an occupation, even a relatively prestigious one like bank work.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching what is not there","authors":"M. Kostera, Anke Strauss","doi":"10.1080/14759551.2022.2036922","DOIUrl":"https://doi.org/10.1080/14759551.2022.2036922","url":null,"abstract":"When we started talking about the idea of a special issue on teaching and what might be missing in business school education, we were not sure how much resonance we would receive in an academic environment that was obsessed with the metrics of research activities manifested in paper writing and third-party funding applications. Yet, we found that this overemphasis on publishing and funding applications did more than render unacknowledged the importance of teaching as part of academics’ service to the public. Making a business case out of education by standardizing knowledge that can be mass-delivered to student-customers devalues students and teachers in equal measure. We found that, in conversations with colleagues, teaching tended to be framed as a space of suffering or a necessary evil of an academic’s existence. In such an environment it is difficult to maintain a sense of care for students, who cease being students and become customers demanding ‘value for money’ service. It is even more difficult to care for the subject one is teaching, as it turns into a standard product that has to be ‘delivered’ in a standardized way. And above all it is easy to lose sight of the political potential of teaching that empowers upcoming generations to participate in shaping the future. We felt that, due to the predominance of metrics and the alignment to the demands of employability, management education was turned into a means of maintaining a status quo instead of enabling students to shape their and all our future. We felt that something essential was missing in teaching regarding content and that reducing education to delivering knowledge was entirely missing the point of teaching. In a world that is marked by increasingly unstable conditions,social and environmental, teaching reductive thinking and abstract principles of control that are based on the assumption that the future is an extrapolation of the past is not only meaningless but also dangerous. And we were not alone in this opinion. We have to admit that we had not expected such a surge of personal, careful and considerate contributions from authors and reviewers engaging in intellectual labour on the question of how to coor re-create with students an educational home. Since the first round of reviews, however, all of us have been overtaken by the events – and their social repercussions of the last two years: global lock-downs, precarious existences, pending planetary crisis. These events pushed teaching out into the flatness of the virtual space. And now it seems like this special issue contributes not just to something essential but rather vital of academic work. In their bestselling book Howmuch is enough? Robert and Edward Skidelsky (2012) call for a return to the idea of the good life and drop the current relentless focus on growth in politics, the economy and management. We seem to have collectively run into a fateful wall by the obsession with ‘progress’. The sociologist Zygmunt Bauman (2","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flânerie as a methodological practice for explorative re-search in digital worlds","authors":"Jeremy Aroles, Wendelin Küpers","doi":"10.1080/14759551.2022.2042538","DOIUrl":"https://doi.org/10.1080/14759551.2022.2042538","url":null,"abstract":"ABSTRACT This paper focuses on the figure of the flâneur and sets out to explore how the practice of flânerie might offer social researchers a different way of engaging with digital worlds. It is articulated around two main interests: the relationship of the flâneur to digital worlds and the theoretical and methodological implications of envisioning the practice of flânerie as a way of engaging with digital worlds. This paper contends that flânerie could inform and creatively enrich our practices as social researchers in two ways: enabling us to approach differently the exploration of digital worlds and leading us to investigate phenomena that might have remained concealed through more conventional methodologies. Flânerie, we argue, offers the possibility of a more open and explorative approach to digital research. Our paper outlines implications of positioning flânerie as a methodological practice and reflects on potential of flânerie in the exploration of digital worlds.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49209143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disalienation in the management classroom: lessons from Hermann Hesse’s The Glass Bead Game","authors":"M. Zawadzki, T. Lennerfors","doi":"10.1080/14759551.2022.2033976","DOIUrl":"https://doi.org/10.1080/14759551.2022.2033976","url":null,"abstract":"ABSTRACT In contemporary academia, education is often perceived as a supplement to an academic career or a tool to satisfy management through course evaluations and this can alienate academics from teaching. To create inspiration and deepen the understanding of teachers’ alienation as well as disalienation in the management classroom, we draw on Hermann Hesse’s last novel ‘The Glass Bead Game’. The story of Joseph Knecht who escapes an elitist pedagogical province to engage in personal teaching serves as an inspiration through which we discuss the act of resisting alienation in contemporary management education. Alienation, as we learn from Hesse, is not an unchangeable condition and it can be resisted through reinventing personal teaching, re-focusing attention from the demands of academic excellence to the imperfection of human beings, and acknowledging education as a history maker and teaching as a preparation for life and death.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response-able pedagogy: teaching through Shakespeare in a Higher Education (HE) transnational partnership","authors":"C. Mortimer, M. A. L. Escalante","doi":"10.1080/14759551.2022.2031198","DOIUrl":"https://doi.org/10.1080/14759551.2022.2031198","url":null,"abstract":"ABSTRACT What started as an idea of two subject disciplines collaborating to support students practicing their English outside the classroom, a theatrical production of Henry V by Shakespeare, became a case study from which to draw pedagogical principles on teaching and learning within a Higher Education Sino-British Transnational Educational (TNE) Partnership. Research into TNE activities focuses mainly on issues such as strategy, quality assurance and competitive advantage, and there is less on the lived experiences of students and lecturers, pedagogical clashes that occur within TNE partnerships and on the methodological discussions that should take place in interdisciplinary research. Through our story of facilitating a production of Henry V, we interrogate pedagogical issues we found in teaching, methodological challenges in interdisciplinary research and ultimately put forward a ‘response-able pedagogy’ that enables different voices to be heard and different knowledges to be recognised in coexistence.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In pursuit of ignorant university teachers and intellectually emancipated students","authors":"Mathias Karlsson","doi":"10.1080/14759551.2022.2026947","DOIUrl":"https://doi.org/10.1080/14759551.2022.2026947","url":null,"abstract":"ABSTRACT The current neo-liberalization of academia threatens the historical role of the university as a safe haven where critical thinking and intellectual emancipation can take place. Instead of educating questioning and independent knowledge seekers, much teaching centres on producing employable, efficient and uncritical workers who instrumentally solve problems within the given system. This essay considers the possibilities and limitations of contesting the neo-liberalization of academia through the teaching practice of not-knowing. This is done by drawing upon the work of Jacques Ranciére and by exploring how ignorant university teaching practices might lead to intellectually emancipated students. To push our imagination and understanding, the film Dead Poets Society is used as an empirical illustration.It is shown that ignorant (university) teachers can intellectually emancipated students through the practice of not-knowing by: (1) practising our own equality; (2) announcing the students’ inevitable equality; and (3) creating spaces for intellectual emancipation for our students.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45801425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interspace for empathy: engaging with work-related uncertainty through artistic intervention in management education","authors":"Ana Paula Lafaire, Ari Kuismin, J. Moisander, Leni Grünbaum","doi":"10.1080/14759551.2022.2029442","DOIUrl":"https://doi.org/10.1080/14759551.2022.2029442","url":null,"abstract":"ABSTRACT How can artistic intervention facilitate empathic engagement with work-related uncertainty in postgraduate management education? To examine this, we theorize artistic intervention as creating an interspace of temporarily suspended organizational norms through which empathy as relational knowing can emerge between participants. Drawing on an ethnographic study entitled Becoming in Academia, a nine-month artistic intervention conducted by a group of doctoral students in a Nordic business school (NBS), this paper highlights how an interspace for empathic engagement with work-related uncertainty was created by the participants through three intervention activities: aligning oneself to the other, narrating a collective validation, and acknowledging the agency of the other. In contributing to arts-based management education research, the paper theorizes and empirically elaborates on empathic knowing as emerging from activities of artistic intervention, opening an interspace, and providing new insight into arts-based methods as means for engaging with uncertainty within management education.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48558928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aesthetics and education for sustainability","authors":"B. Acevedo, Romas Malevicius, Hassiba Fadli, Carmen Lamberti","doi":"10.1080/14759551.2022.2028147","DOIUrl":"https://doi.org/10.1080/14759551.2022.2028147","url":null,"abstract":"ABSTRACT Although there have been important developments in the provision of education for sustainability, the focus remains on the transmission of knowledge, and analysis of case studies that seldom relate to the daily lives and concerns of higher education students. Scholars and educators have pointed to alternatives that engage with authentic aspects of learning, including critical thinking, socio-emotional aspects, creativity and a renewed focus on nurturing values and virtues, offering a meaningful alternative for education. In this paper, we draw upon our own experience of more than 10 years treading the path of education for sustainability in management studies and our integration of aesthetics through the use of art-based methods and beauty. We focus on three collaborative educational experiences, where we have aimed at integrating conversations following Heather Höpfl’s ideas on virtues and aesthetics in management education. We argue that knowledge alone is not enough to engage students to make durable changes, and we suggest exploring aesthetics in its different manifestations for meaningful transformations in education for sustainability.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42307773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The informal mode of management: neo-patriarchy and wasta in a Saudi organisation","authors":"Ayman Adham","doi":"10.1080/14759551.2022.2029443","DOIUrl":"https://doi.org/10.1080/14759551.2022.2029443","url":null,"abstract":"ABSTRACT Using the labour process theory as an analytical lens, this research revisits the concept of neo-patriarchy with the aim of exploring what it means for manager-worker relations in male-only workplaces. The empirical findings from the in-depth qualitative case study show that neo-patriarchal societal structure is reinforced at the workplace level as the firm deliberately excludes hiring females, eliminates most formal regulations, and managers rely on informal practices to recruit, reward and control labour. This has resulted in workers solidifying personal relationships ‘wasta’ to reduce effort and receive extra benefits. This article makes two contributions: first, it brings the capitalist logic of profit generation into the analysis of manager-worker relations in neo-patriarchal societies. Second, it contributes to the literature on workplace relations in the Arab Middle East by exploring the material base of excluding female labour (i.e. patriarchy) and the use of informal managerial tactics to subordinate male labour (i.e. neo-patriarchy).","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Theatre of War: leader development between personal identity and person-in-role","authors":"Kristian Firing, Rannveig Björk Thorkelsdóttir, Tatiana Chemi","doi":"10.1080/14759551.2022.2028146","DOIUrl":"https://doi.org/10.1080/14759551.2022.2028146","url":null,"abstract":"ABSTRACT The aim of this study was to develop new knowledge about theatre as a form of and platform for learning in leadership development. We asked: How is theatre perceived as learning in leadership development? The context of our study was leadership training at the Royal Norwegian Air Force Academy, where a group of 14 leaders was given the assignment The Theatre of War: Planning and performing a five-act show for an audience of 50 people at the city theatre. Eight in-depth interviews were conducted and participatory observations were documented in the educator’s logbook. Our data analysis developed five categories of findings. Our research points out at the ways in which theatre is perceived as learning in leadership development, broadening from the feeling of uncertainty and anxiety to the experience of community, holistic identity, empathy towards the other and oneself, and transformative learning.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}