This paper focuses on the dynamics and interplay of meaning, emotions, and power in institutional work. Based on an empirical study, we explore and elaborate on the rhetorical strategies of emotion work that institutional actors employ to mobilize emotions for discursive institutional work. In an empirical context where a powerful institutional actor is tasked with creating support and acceptance for a new political and economic institution, we identify three rhetorical strategies of emotion work: eclipsing, diverting and evoking emotions. These strategies are employed to arouse, regulate, and organize emotions that underpin legitimacy judgments and drive resistance among field constituents. We find that actors exercise influence and engage in overt forms of emotion work by evoking shame and pride to sanction and reward particular expedient ways of thinking and feeling about the new institutional arrangements. More importantly, however, the study shows that they also engage in strategies of discursive institutional work that seek to exert power-force and influence-in more subtle ways by eclipsing and diverting the collective fears, anxieties, and moral indignation that drive resistance and breed negative legitimacy evaluations. Overall, the study suggests that emotions play an important role in institutional work associated with creating institutions, not only via "pathos appeals" but also as tools of discursive, cultural-cognitive meaning work and in the exercise of power in the field.

This paper marks a departure from the focus on external stakeholders in much research on legitimacy and Multinational Corporations, adopting a social psychological approach to study how MNCs build internal legitimacy for controversial decisions with their subsidiaries. We explore this through a longitudinal, real-time qualitative case study of a regional office relocation, since office relocations represent rare yet significant strategic decisions. We analyze the interplay between the legitimation strategies of senior managers and subsidiary legitimacy judgments, based in instrumental, relational, and moral considerations, and how the relationship between the two develops over time. From this analysis we derive inductively a process model that reveals the dynamics of building internal legitimacy with subsidiaries, and how an MNC moves on even in the absence of full legitimacy, when dealing with controversial MNC decisions. The model highlights two important dynamics. The first is a dynamic between legitimation strategies and legitimacy judgments and how this is influenced by local subsidiary contexts. The second is a temporal dynamic in how both the legitimation strategies and legitimacy judgments evolve over time. Our model contributes to research on legitimacy in MNCs, what we know about tensions that characterize MNC sub-unit relationships, and research on headquarters relocation.

This article attends to the call for research on the often neglected spatial and temporal dynamics of organizational life. In particular, we examine the ways in which aspects of space and time facilitate or hinder learning and knowledge sharing in organizations. We draw on conceptual tools derived from work influenced largely by Henri Lefebvre to illustrate how a spatial-temporal lens throws new light on the problem of learning and knowledge sharing across organizational communities. We examine these dynamics in a qualitative study with four high-technology engineering companies in the energy conversion and automation and aerospace sectors. Building on a situated learning perspective, we argue that a spatial and temporal perspective contributes to our understanding of processes of identity construction and the power relations that influence access to forms of participation and learning across organizational communities.

Situated learning theory posits that learning in organizations arises in the contexts and conditions of practical engagement, and time is an important dimension of activity and context of learning. However, time has primarily been conceptualized as an internal property of communities, buffered from social and organizational temporalities that shape rhythms of working and learning. This article examines how external temporalities affect situated learning through case studies of technical after-sales services. A situated learning perspective posits how new understandings are constructed from a broad assemblage of resources and relations. These resources and relationships are to a large extent governed by external temporalities that influence opportunities for learning through everyday work. We highlight temporal structures as an important mechanism guiding or obstructing the development of new understandings, and we conclude that a temporal perspective on situated learning holds important implications for practice and further research.

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