From Borrowing to Blending: Rethinking the Processes of Organizational Theory Building

Oswick, Cliff; Fleming, Peter; Hanlon, Gerard

doi:10.5465/amr.2009.0155

Cited by 123 publications

(110 citation statements)

References 57 publications

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“…As pointed out recently by scholars of organization and management theory, 'theory borrowing' from other disciplines may not be done blindly (Oswick, Fleming, and Hanlon 2011). With our blended approach, we apply a well-acknowledge theory (Krueger, Reilly, and Carsrud 2000) which has originally been developed to study voluntary behavior (Ajzen and Fishbein 1977;Fishbein and Ajzen 1975), and adapt it to the new domain of social entrepreneurship research.…”

Section: Introductionmentioning

confidence: 99%

Social Entrepreneurial Intention Formation of Corporate Volunteers

Förster

Grichnik

2013

Journal of Social Entrepreneurship

128

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The current paper aims to identify the antecedents of social entrepreneurial intention formation. Applying the theory of planned behavior on an international sample of 159 entrepreneurial volunteers in a corporate framework, we find positive relationships between empathy, perceived social norms, self-efficacy, perceived collective efficacy, and social entrepreneurial intentions with mediation by perceived desirability and perceived feasibility. Overall, we contribute to the upcoming domain of social entrepreneurship research by investigating the individual and environmental antecedents of social entrepreneurial action in a corporate setting.

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Section: Introductionmentioning

confidence: 99%

Social Entrepreneurial Intention Formation of Corporate Volunteers

Förster

Grichnik

2013

Journal of Social Entrepreneurship

128

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“…Hamilton (2012) has identified the HR region as having significant weaknesses in its distance from sources of conceptual disciplinary knowledge, which may leave it prone to the use of forms of potentially outdated 'inert' knowledge, in addition to fads and popular techniques that are not subjected to the ongoing review and iteration that is customary for disciplinary knowledge (Muller 2009). This has some parallels with the experiences of the field of management studies, where there are criticisms of the persistence of 'static' forms of knowledge that are being 'appropriated' from disciplines without attention to the context of that discipline or the necessary transformation to meet the requirements of the region and therefore management practice (Oswick, Fleming, and Hanlon 2011;Hordern 2014d).…”

Section: Human Resource Management Higher Apprenticeshipmentioning

confidence: 94%

Higher apprenticeships and the shaping of vocational knowledge

Hordern

2015

Research in Post-Compulsory Education

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Higher apprenticeships are celebrated in current policy discourses as an alternative to traditional higher education, with the claim that they will prepare higher apprentices for their future careers and enhance industrial productivity through higher skill levels. This paper aims to scrutinise these claims using notions developed by Bernstein and related work in the sociology of educational knowledge, identifying how the formulation of higher vocational knowledge will affect how apprentices work, learn and access knowledge. It is suggested that the socio-epistemic processes through which 'regions' of professional and vocational knowledge are constituted, and the manner in which knowledge is recontextualised, give rise to specific knowledge articulations and curriculum decisions. Drawing on an analysis of the structure of apprenticeship frameworks and their associated qualifications, as well as interviews with professional bodies, the research will demonstrate how certain types of knowledge are foregrounded as a result of sectoral and professional dynamics and the imperatives of knowledge structure. In some sectors and professions, key concepts associated with disciplinary knowledge may be downplayed or obscured, reducing what Wheelahan and others have described as 'epistemic access', with a potential impact on progression opportunities for apprentices and the ability to provide valuable input in the workplace. In others, higher apprenticeships may continue longstanding traditions of higher vocational formation, involving educational institutions, employers and practitioners in constituting productive vocational knowledge and practice, albeit within a macro-context that may not promote practitioner influence over the circumstances of formation.

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“…Thus, the concept is an intellectual and abstract representation, and not the object/phenomenon itself. Weick (1999) argues that there are studies published today in sufficient quantity to describe the main conceptual problems present in the area's research: (a) stretching or combination -concepts that have inflated to include more than one construct in their definition (Osigweh, 1989); (b) overlap -concepts that refer to the same phenomenon or parts of a single phenomenon (Martinko, Harvey, & Mackey, 2014); (c) tautology -an unfalsifiable conceptual proposition, since it includes as an attribute a redundancy of the concept (Martinko et al, 2014); (d) borrowing and domestication -concepts brought from other areas and, in the process of domestication, losing their original meaning (Oswick, Fleming, & Hanlon, 2011).…”

Section: Theoretical Fragmentation In Wop Arising From Conceptual Promentioning

confidence: 99%

“…While these tendencies are especially observed in organizational and management theory (Oswick et al, 2011), the interdisciplinary nature of WOP in itself also leads to the importation or borrowing of theories originating from other fields of knowledge. Anthropology, Sociology, Critical Theory, Ergonomics, and many other fields have contributed greatly to the theoretical construction of WOP.…”

Section: Borrowing and Domesticationmentioning

confidence: 99%

Theoretical fragmentation: Origins and repercussions in Work and Organizational Psychology

Rodrigues

Carvalho‐Freitas

2016

Rev. Psicol., Organ. Trab

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The fragmentation problem has been a concern in WOP for jeopardizing the construction of good theories and the establishment of a solid theoretical field. In this article, we describe the theoretical fragmentation in WOP and map the main types and origins. We discuss the main conceptual problems currently observed in WOP. Then we discuss the role of political and ideological issues and structural factors of scientific development within the fragmentation process. If features of WOP, like splits and internal divisions, favor the emergence of fragmentation, we should also consider broader factors that permeate different fields of humanities and applied social sciences and reverberate on WOP in the same manner. Finally, we seek to differentiate two mainstreams: the fragmentation that weakens the field; and the multiplicity of approaches and concepts that constitute the scientific process. We reflect on the challenge of differentiating them, and on steps to reduce fragmentation. Fragmentação teórica: Suas origens e desdobramentos na Psicologia Organizacional e do TrabalhoResumo Os problemas de fragmentação vêm sendo uma preocupação na POT por ameaçar a construção de boas teorias e a constituição de um campo teórico sólido. Neste artigo, descrevemos a fragmentação teórica em POT e buscamos mapear seus principais tipos e origens. Discutimos o que é um conceito e os principais problemas conceituais atualmente observados na POT. Em seguida, debatemos o papel das questões políticas e ideológicas e dos fatores estruturais do desenvolvimento científico no processo de fragmentação. Se de um lado a própria constituição da POT favorece a emergência de fragmentações, por outro devemos considerar fatores mais amplos, que atravessam diferentes campos e reverberam do mesmo modo na POT. Buscamos, por fim, diferenciar dois quadros: as fragmentações que fragilizam o campo; e a multiplicidade de abordagens e conceitos que compõem o fazer científico. Refletimos sobre o desafio de diferenciá-los, e sobre etapas necessárias para a redução da fragmentação. La fragmentación teórica: Sus orígenes y desarrollos en Psicología Organizacional y del TrabajoResumen El problema de la fragmentación ha sido una preocupación para la POT por amenazar a la construcción de las buenas teorías y el establecimiento de un campo teórico sólido. En este artículo, se describe la fragmentación teórica en POT y se busca mapear sus principales tipos y orígenes. Discutimos respecto de lo que es un concepto y los principales problemas conceptuales que se observan actualmente en el POT. A continuación, debatimos acerca del papel de las cuestiones políticas e ideológicas y de los factores estructurales del desarrollo científico en el proceso de fragmentación. Si, por un lado, la constitución de la POT favorece la aparición de fragmentación, por otro, hay que tener en cuenta factores que abarcan diferentes campos, que repercuten del mismo modo en la POT. Finalmente, se pretende diferenciar dos cuadros: las fragmentaciones que debilitan el campo; y la multipli...

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From Borrowing to Blending: Rethinking the Processes of Organizational Theory Building

Cited by 123 publications

References 57 publications

Social Entrepreneurial Intention Formation of Corporate Volunteers

Social Entrepreneurial Intention Formation of Corporate Volunteers

Higher apprenticeships and the shaping of vocational knowledge

Theoretical fragmentation: Origins and repercussions in Work and Organizational Psychology

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