Strategic Management in an Enacted World

Smircich, Linda; Stubbart, Charles I.

doi:10.5465/amr.1985.4279096

Cited by 691 publications

(343 citation statements)

References 17 publications

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“…From a social-constructivist perspective (Berger and Luckmann, 1966;Smircich and Stubbart, 1985;Weick, 1979), it is expected that cultural and structural adaptations lower the risk of a legitimacy crisis. Nike, for instance, adapted sourcing policies and founded the Fair Labor Association (Zadek, 2004).…”

Section: The Analysis Of Moral Argumentsmentioning

confidence: 99%

Organizational Moral Learning: What, If Anything, Do Corporations Learn from NGO Critique?

Spitzeck

2009

J Bus Ethics

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Section: The Analysis Of Moral Argumentsmentioning

confidence: 99%

Organizational Moral Learning: What, If Anything, Do Corporations Learn from NGO Critique?

Spitzeck

2009

J Bus Ethics

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“…Differing and complimentary theories exist around the mechanisms for ''sensemaking'' (Gergen & Gergen, 1984;Kelly, 1955;Smircich, 1985;Weick, 1995), with much of the efforts of educators being focused on improving efficiency (Adler, 1982;Csikszentmihali, 1982) and the teaching structured puzzle-solving skills (Turkle & Papert, 1990). However, emerging schools of thought are acknowledging that as people interact with their constructed environment as detailed above, students can ''relate'' and ''negotiate'' with computers on a personal level (Nass et al, 1995;Turkle & Papert, 1990).…”

Section: Philosophies On Learningmentioning

confidence: 98%

“…The philosophies held by the author are those of the post-modernist, where humankind operates in an enacted (Smircich, 1985) and socially constructed (Gergen, 1999;Gergen & Gergen, 1984) world. An individual will define their own realities, and seek to make sense of what is seen around them (Weick, 1995) in ways that are consistent with their own understanding (Kelly, 1955).…”

Section: Philosophies On Learningmentioning

confidence: 99%

Programming for the Internet and Experiential Learning: a New Approach Incorporating a Constructed World

Taylor

2006

Int J Technol Des Educ

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This paper reports on a novel approach taken by the author to the teaching of an Internet programming course targeted at final year diploma and second year degree students. The uniqueness of engineers and their identity is discussed, as is the self-constructed world and ways of knowing in which humankind operates. The novel approach to teaching a software-coding course, and this course's underlying philosophies of learning, the approach taken in class-contact time, and the methods of interaction with the students are presented, along with the conventional structure, quantitative measures, outline, and assessment of the course. The effects and observations of approaches employed are discussed, and the quantitative outputs achieved are presented alongside the unquantifiable impressions, comments and positive feedback.

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“…We pose the ethical question within organizations in terms of inter-situational coherence: the work must ''make sense'' to all who collaborate (Allard-Poesi 2003;Weick 1995), and enacting coherence is thus the process of ''tinkering with'' the environment through the actions undertaken and the attempts to make sense of these actions (Smircich and Stubbart 1985). Ethics is a series of actions which put together define in fine what is ''ethical practice'' built on mediation.…”

Section: Taking Responsibility In Paradoxant Systemsmentioning

confidence: 99%

Serving Two Masters: The Contradictory Organization as an Ethical Challenge for Managerial Responsibility

Pérezts¹,

Bouilloud²,

Gauléjac³

2011

J Bus Ethics

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No one can serve two masters.'' This Bible quotation highlights an irreducible contradiction, which echoes numerous organizational settings. This article considers the under-explored ethical implications of paradoxical injunctions created by such a contradiction at the managerial level. Contradictory organizational constraints turn into paradoxant systems, where the organization structurally settles paradoxical injunctions which challenge managerial ethics in practice. We then ask what managerial responsibility means in such contexts and find that managers have then to reshape their practice as a situated construction through constant mediation between different ''masters'' and bricolage (i.e., tinkering with concepts). An ethnographic case study of an anti-money laundering service in an investment bank illuminates this phenomenon from a practice perspective. The possibility to enact an actual ethical practice within the contradictory organization relies on a new role of the manager. This implies drawing on an approach of responsible management as an enactment of ethics in practice which is situated within the framework of a new conception of both the organization, as a structurally ''paradoxant system,'' and the manager as a mediator in charge of enacting coherence.

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Strategic Management in an Enacted World

Cited by 691 publications

References 17 publications

Organizational Moral Learning: What, If Anything, Do Corporations Learn from NGO Critique?

Organizational Moral Learning: What, If Anything, Do Corporations Learn from NGO Critique?

Programming for the Internet and Experiential Learning: a New Approach Incorporating a Constructed World

Serving Two Masters: The Contradictory Organization as an Ethical Challenge for Managerial Responsibility

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