Wiley-Blackwell: British Journal of Management最新文献

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Resist or Comply: The Power Dynamics of Organizational Routines During Mergers 抗拒或服从:合并过程中组织惯例的权力动力学
Wiley-Blackwell: British Journal of Management Pub Date : 2016-07-01 DOI: 10.1111/1467-8551.12167
M. Safavi, O. Omidvar
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引用次数: 13
Making the Business School More ‘Critical’: Reflexive Critique Based on Phronesis as a Foundation for Impact 使商学院更加“批判性”:基于实践的反思性批评作为影响的基础
Wiley-Blackwell: British Journal of Management Pub Date : 2010-02-08 DOI: 10.1111/j.1467-8551.2009.00679.x
E. Antonacopoulou
{"title":"Making the Business School More ‘Critical’: Reflexive Critique Based on Phronesis as a Foundation for Impact","authors":"E. Antonacopoulou","doi":"10.1111/j.1467-8551.2009.00679.x","DOIUrl":"https://doi.org/10.1111/j.1467-8551.2009.00679.x","url":null,"abstract":"This paper explores how the business school can become more critical by advancing the notion of reflexive critique. Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of ‘what it is to be critical’ and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled ‘Critical Thinking’ offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners.","PeriodicalId":173579,"journal":{"name":"Wiley-Blackwell: British Journal of Management","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119967984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 199
Beyond Text: Constructing Organizational Identity Multimodally 超越文本:多模态的组织认同建构
Wiley-Blackwell: British Journal of Management Pub Date : 2007-11-18 DOI: 10.1111/j.1467-8551.2007.00516.x
David Oliver, J. Roos
{"title":"Beyond Text: Constructing Organizational Identity Multimodally","authors":"David Oliver, J. Roos","doi":"10.1111/j.1467-8551.2007.00516.x","DOIUrl":"https://doi.org/10.1111/j.1467-8551.2007.00516.x","url":null,"abstract":"Organizational scholars have proposed a broad range of theoretical approaches to the study of organizational identity. However, empirical studies on the construct have relied on text-based organizational identity descriptions, with little exploration of multiple intelligences, emotions and individual/collective identity representations. In this paper, we briefly review the empirical literature on organizational identity, and propose a novel method for empirical study involving structured interventions in which management teams develop representations of the identities of their organizations using three-dimensional construction toy materials. Our study has five main implications. By engaging in a method that draws on multiple intelligences, participants in this study generated multifaceted and innovative representations of the identities of their organizations. The object-mediated, playful nature of the method provided a safe context for emotional expression. Because it involved the collection of both individual and collective-level data, the technique led to collective constructions of highly varying degrees of sharedness. Finally, the organizational identity representations integrated unconscious or tacit understandings, which led to the enactment of organizational change.","PeriodicalId":173579,"journal":{"name":"Wiley-Blackwell: British Journal of Management","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119259115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 68
Unraveling Learning Within Multinational Corporations 跨国公司内部的学习
Wiley-Blackwell: British Journal of Management Pub Date : 2007-08-27 DOI: 10.1111/j.1467-8551.2007.00513.x
A. Saka‐Helmhout
{"title":"Unraveling Learning Within Multinational Corporations","authors":"A. Saka‐Helmhout","doi":"10.1111/j.1467-8551.2007.00513.x","DOIUrl":"https://doi.org/10.1111/j.1467-8551.2007.00513.x","url":null,"abstract":"This article explores the impact of institutional variation on the extent to which subsidiary firms learn from multinational corporations. Learning is conceptualized here as consisting of two aspects: knowledge flow and reinforcement of or change in routines to incorporate the behaviourist assumptions of learning into the international business field. The research is based on in-depth case studies that systematically compare the ways in which parent company knowledge diffuses to Polish, Turkish, Italian and German subsidiary firms in the chemical industry. The findings show that even though firms face the same global pressure to integrate and pursue the same international strategy, their learning outcomes are not the same. There is heterogeneous learning as a result of differences in the institutional context of home countries. Where institutional structures are not favourable to learning, the proactive or reactive orientation of actors to identifying future needs and modifying existing schemata which highlight the importance of human agency is significant in explaining learning.","PeriodicalId":173579,"journal":{"name":"Wiley-Blackwell: British Journal of Management","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120454982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
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