What Is Agency?

Emirbayer, Mustafa; Mische, Ann

doi:10.1086/231294

Cited by 4,408 publications

(3,607 citation statements)

References 60 publications

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“…A focus on post-adoption use of IOS would inevitably draw from studies of work practice and related sociological theories of practice (Bourdieu, 1977), structuration (Giddens, 1984), and human agency (Emirbayer & Mische, 1998). In some cases, studies of practice report the failure of innovations to transform work practices and explain why past practices persist (Kvasny, 2006;Richardson & Howcroft, 2006;Schultze & Boland, 2000).…”

Section: Consequences Of Iosmentioning

confidence: 99%

Theoretical Foundations of Empirical Research on Interorganizational Systems: Assessing Past Contributions and Guiding Future Directions

Robey¹,

Im²,

Wareham³

2008

JAIS

171

196

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This paper guides the theoretical development of future research on interorganizational systems (IOS). We first assess past IOS research by reviewing and summarizing the findings of 51 empirical studies of IOS published in 11 IS journals between 1990 and 2003. This literature addresses three primary issues: (1) factors influencing organizational decisions to adopt IOS; (2) the impact of IOS on governance over economic transactions; and (3) the organizational consequences of IOS adoption. From our assessment of the findings and theoretical approaches taken in past research, we offer three recommendations for future research. First, the theoretical foundations of IOS research during this period are diverse, representing 17 different yet complementary theories. We recommend that researchers continue to diversify their theoretical approaches in order to address new research challenges. Second, we recommend that IOS researchers move beyond mere descriptions of IOS artifacts by engaging with IOS artifacts on theoretical grounds. Third, we identify and describe new theoretical directions for future IOS research in each of the main issue areas.

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Section: Consequences Of Iosmentioning

confidence: 99%

Theoretical Foundations of Empirical Research on Interorganizational Systems: Assessing Past Contributions and Guiding Future Directions

Robey¹,

Im²,

Wareham³

2008

JAIS

171

196

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“…Professional roles, such as the teacher's role, may even have more room for negotiation than some other kinds of roles, such as gender. 'Agency', then, refers to possibilities for choosing, making judgements, and acting upon one's decisions (Emirbayer & Mische, 1998). In relation to role enactment, agentic actions mean that vocational teachers can negotiate what is included and not included in their role as teachers, impact on how they perform their role, and modify their role towards what they consider purposeful.…”

Section: Introductionmentioning

confidence: 99%

Vocational Teachers between Educational Institutions and Workplaces

Isopahkala-Bouret

2010

European Educational Research Journal

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The aim of this study is to analyze discursively how the relationship between educational institutions and workplaces materializes in the position of a vocational teacher. Several studies have pointed out that the role of vocational teachers is changing as a result of current educational reforms, which can be understood in terms of bringing education and work closer together. Along these lines, the author focuses particularly on the requirement of vocational teachers to work in close collaboration with industry and workplaces, and to serve economic interests. Vocational teachers are asked, for instance, to be networkers outside of educational institutions and to coach students who enter work life in order to enable favourable 'learning at work' experiences. Students' on-the-job learning is a normatively regulated, goal-oriented, guided, and evaluated study practice. The pedagogical responsibility for what happens to students at work remains with vocational teachers; however, the success of educational programmes depends on the willingness of employees to offer learning opportunities to students, and to guide and evaluate student learning according to the rules set by the educational curricula. How do these new practices challenge the traditional position of vocational teachers? How do vocational teachers negotiate and enact their agency in these circumstances?

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“…Critical realists have argued that this ability to respond to change depends on how the institution is structured, the cultural processes inherent in the institution and how these influence each other, and whether the teacher educators find the need to change (Latour, 2004)-as well as their drive for change and agency (Archer, 1995;Bhaskar, 1979). If they find the need to change, it also depends on whether they have the agency to implement changes to their practice (Archer, 1995;Emirbayer & Mische, 1998). This paper provides insight into these processes in a teacher education context.…”

Section: Rethinking Education In Practicementioning

confidence: 99%

Emergence of environment and sustainability education (ESE) in teacher education contexts in Southern Africa: A common good concern

Mandikonza¹,

Lotz‐Sisitka²

2016

Educ. res. soc. change.

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Environmental and sustainability issues prevail in modern society. Southern Africa, where this study is based, is one of the regions most at risk from intersecting issues of climate health risk, and poverty-related ills. Education has the potential to facilitate catalytic transformation of society through development of understandings of these intersecting environment and sustainability concerns, and to support engagements in more sustainable social practices oriented towards the common good. This requires a rethinking of education within a wider common good frame. It also has implications for how quality education is considered. However, little is said of how this could be done, especially in teacher education. The paper shares two cases of teacher educators' change project experiences, as they emerged via professional development support and the mediatory processes applied in courses conducted by the Southern African Development Community Regional Environmental Education Programme (SADC REEP) aimed at enhancing professional capacity of teacher educators and other environmental educators for mainstreaming environment and sustainability education (ESE) 1 . These courses are framed using a change project approach, and involve teacher educators as main participants. In-depth data were generated from interviews with two teacher educators, their assignment write-ups, and observations of their teacher education practice. Realist social theory, particularly the principle of emergence, was used to trace the emergence of change in teacher education practice. Sociocultural learning theory was used to explain mediation of learning-oriented changes in teacher education practice. We illustrate how the change project model and approach contributed to mediating change in practice, showing emergent attributes of capacity for mainstreaming ESE and elements of a concept of quality education among course participants oriented towards the common good. In conclusion, we argue that ESE seems to be a sensitising construct for initiating and sustaining change for ESE in teacher education. In addition, the change project has proved to be a potential vehicle for mainstreaming the notion and practice of ESE into social systems and teacher education 1 In this paper we use the term, environment and sustainability education (ESE), to indicate that it includes an emphasis on environmental education(EE), and education for sustainable development (ESD). ESE, as used in this paper, includes a strong focus on the interrelated nature of environmental, societal, political, and economic concerns, and the way in which this term is used is oriented towards the wider common good. practices. We argue that reflexive ESE praxis provides a sensitising focus, initiating quality education with humanising properties necessary for the common good.

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What Is Agency?

Cited by 4,408 publications

References 60 publications

Theoretical Foundations of Empirical Research on Interorganizational Systems: Assessing Past Contributions and Guiding Future Directions

Theoretical Foundations of Empirical Research on Interorganizational Systems: Assessing Past Contributions and Guiding Future Directions

Vocational Teachers between Educational Institutions and Workplaces

Emergence of environment and sustainability education (ESE) in teacher education contexts in Southern Africa: A common good concern

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