In this paper we contribute to the body of work on agency and institutional transmission by proposing two new concepts: distributed agency and dialogue. "Distributed agency" is a companion concept to "institutional entrepreneurship". Whilst institutional entrepreneurship emphasizes the deliberate institution-building by a select few, distributed agency highlights the emergent institution-building that involves all organizational members. In turn, "dialogue" supplements the models of institutional diffusion by drawing attention to the situated interactions between the "champions" and the "recipients" of institutional innovations. We analyze the micro-discursive processes during a crucial event in the institutionalization of a new organizational template in a UK public-private partnership. We found that institutional transmission hinged upon enabling the recipients to act as agents (hence, distributed agency) through dialogue around the audience"s identity, interests and local concerns vis-à-vis coercive institutional pressures. promote an institutional innovation requires an institutional entrepreneur, but to embed it in and turn it into a taken-for-granted element of organizational reality, we suggest, calls for the participation of all actors expected to enact the innovation. To capture this collective property of institutionalization, we offer the term "distributed agency". Secondly, we contribute to the understanding of institutional transmission by highlighting the role of "interpreters" in modifying the innovation in dialogue with its recipients. Constructing "buy in" on the part of recipients, we suggest, requires engaging in a dialogue that re-constructs the innovation as congruent with the audience"s interests, identity and local conditions. To reflect this relational/interactive property of institutionalization, we employ the notion of "dialogue".
KEY WORDSIn our theorizing we build on the literatures on institutional work, distributed organizational phenomena (e.g., distributed cognition, distributed leadership) and dialogical organizational processes (e.g., dialogical learning).