Yes / As multinational enterprises (MNEs) increasingly disaggregate and disperse corporate headquarters (CHQ) activities, the allocation of regional management mandates (RMMs) to local operating subsidiaries is becoming more common. RMMs explicitly break with the traditional assumption of a clear separation between centralised and local decision-making. Yet we know little of how RMMs are enacted by the units involved, or how they evolve over time. Based on a case study of Unilever, we find that RMMs are inherently ambiguous, and identify circumstances under which ambiguity manifests and triggers cycles of sensemaking and sensegiving about the meaning of the mandate. These cycles result in the co-construction of the mandate by multiple units, with changes in RMM scope and governance over time. We also find that sensemaking and sensegiving are most intense among boundary-spanning middle managers. Our work challenges prevailing assumptions that mandates are largely unambiguous when assigned and are unilateral or dyadic accomplishments; demonstrates the importance of sub-unit level analysis in MNEs; and highlights the potential of structuration theory to enrich our understanding of sensemaking and sensegiving in organisations. / Funding from the Society for the Advancement of Management Studies (SAMS)

“We provide a solution that allows saving 15 to 20 euros per invoice...It is very important in a strategy of service and cost reductions for our customers and for us.” “For us, it is very important as we generally reduce our inventories by 30%, thus we recover cash flow. It is not negligible.” These quotes out of my case studies show that the primary goal of the implementation of Web-based applications is the achievement of transaction cost efficiencies: cost cutting, time saving, and information integration. But do they achieve such results? Sometimes they do sometime they don’t. In order to understand why, I consider it is necessary to take a different perspective from the one taken until now. Indeed, existing studies on interorganizational information systems focus on economical and strategic issues and consider organizations as opaque entities. First, issues at hand may not be economic or strategic but social or legal. Next, they neglect that inter-organizational relationships imply a number of long-standing social interactions between individuals of each organization. Moreover, these individuals interpret the mediation project and act taking decision, implementing, or using the mediating technology – that these individuals make sense of the IT mediation project. In the present research, I propose to open the black box of organizations and explore how people sensemaking conditions the achievement of transaction cost benefits and is conditioned by the interorganizational context. My overarching research question is: How do people make sense of the Internet mediation of long-standing interorganizational relationships?

This PhD study explores the transitional experiences of working class students between institutions of Further Education and Higher Education within the field of post-16 sports education. It draws its empirical illustration from the interview and ethnographic data collected over an 18 month period between October 2007 and July 2009 from a group of six students who had enrolled on a vocational FDSc Foundation Degree qualification. The study is comprised of two interrelated parts: Part I of the study illustrates the conceptual and methodological considerations which have driven the exploration of the student experience. The theoretical approach for investigating these experiences is informed by the structurationist perspective of Rob Stones (Stones, 2005). Stones conceptualises the relations between agent and structure four interlinked areas: External Structures, Internal Structures, Active Agency and Outcomes. Conceptualising transitional experience in this manner offers possibilities for a more contextually sensitive, refined, developed and ultimately adequate ontology of structuration. In further developing the framework, the study draws upon the sociological understanding of Basil Bernstein and Pierre Bourdieu. The incorporation of these two distinguishable but related perspectives allows the framework to inform an understanding of the interconnections between the sanctioned practices of a context, the role of agents within a context and the power capacities that are derived from these relations (Mouzelis, 1991; Morrison, 2005). In doing so, it provides a number of lenses in understanding the practices and relations between Further and Higher Education and the consequences of this for agents who enter this transition. Part II critically reflects on the participants experiences. Drawing upon data collected at three institutions: Hope Further Education College (HFEC), Fawlty University-College (FUC) and Ivory Tower University (ITU), the study discusses and explores in depth how the relations between the participants and the external structures of the institutions begin to form three identifiable and conceptually distinguishable transitional experiences which are seen to be either Empowering, Fragmented or Failed. In reflecting upon such relations and experiences, the study suggests that discourses of opportunity surrounding vocational qualifications forwarded to these students prior to, and during their course, is rather more complex than previously illustrated and for some functions as more of a myth than empowering discourse. Rather than providing equal possibility, the relations and transitional experiences that are currently produced only afford restricted opportunities to students choosing this vocational pathway within post-16 sports education. In conclusion, the study begins to discuss the implications of the relations and experiences highlighted for present and prospective relations and practices, asking whether change is possible, creating equal possibilities, not restricted opportunity.

In 2008, Women’s Studies in Communication released a special issue entitled “Conversations and Commentary on Redefining the Professor(iate): Valuing Commitments to Care and Career in Academe” where the authors discussed how a lack of support for multiple and competing roles related to care and career responsibilities negatively impacted the careers of women faculty members. Today, women faculty members still experience more challenges associated with advancement, tenure, and promotion compared to their male counterparts and are also more likely to leave academia as leaks in the pipeline. Previous research has demonstrated that these challenges are due to organizational barriers rather than individual choices and abilities (McMurtrie, 2013; Slaughter, 2012). As such, this study employs two theoretical frameworks to explore career challenges in more detail: structuration theory (Giddens 1979; 1984) and feminist intersectional theory (Crenshaw, 1988; 1989/1993; 1991). Coupled together, structuration theory and feminist intersectional theory enable the researcher to understand what structures enable and constrain tenure/promotion and care needs/responsibilities and to be critical of those structures and who they privilege along the way. Semi-structured interviews (n=49), in combination with document collection (n=433) and logging, were used to assess the organizational structure and the movement of participants through the structure. Analysis of the documents and interviews illustrate rules and resources that both enable and constrain tenure, promotion, and care work for female faculty.

This research focuses on how educators are using openly accessible sources of knowledge and open-source tools in ways that impact their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, I explore how open educational practices (OEP) are being actualized in formal higher education and impacting learning design. Specifically, I examine how educators are bringing elements of openness into their everyday teaching and learning practice using educational technologies. I draw upon Giddens (1986) structuration theory, further developed for use in technology adoption research most notably by DeSanctis and Poole (1994) and Orlikowski (2000). This approach positions technologies as being continually socially constructed, interpreted, and put into practice. In an organizational context, the use of technology is intrinsically linked with institutional properties, rules and norms, as well as individual perceptions and knowledge. The findings suggest that OEP represents an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy. Open technologies are being used to support and enable active learning experiences, presenting and sharing learners work in real-time, allowing for formative feedback, peer review, and ultimately, promoting community-engaged coursework. By designing learning in this way, faculty offer learners an opportunity to consider and practice developing themselves as public citizens and develop the knowledge and literacies for working with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity to engage with their community. Dataset available: https://doi.org/10.5683/SP2/CA77BB / Graduate

Doctor of Philosophy (PhD) / The overarching objective of this thesis is to investigate and examine several contemporary IC theories and how they are utilised in practice so that understandings of the IC concept can be developed, in order to answer in part the main research question of “How does IC in action influence organisations?” The content of the thesis is based on a review of IC from both a theory and practice perspective and four empirical papers that examines IC theory as it is implemented in practice. In combining these papers into a coherent piece of work, a critical research perspective, as outlined by Alvesson and Deetz (2000), has been utilised as the theoretical framework. The term ‘critical’ is used in this thesis not to find fault with contemporary theory and practice of IC but rather to examine and question the application of IC theory into practice. The end result of doing so is the narrowing of an identified gap between IC theory and practice. A ‘critical’ analysis of IC in action is justified because the development of the concept of IC parallels that of ‘critical’ theory in that both have evolved from changing conditions in society as technology and the proliferation of knowledge that have fundamentally altered the conditions under which organisations operate. The overarching findings of the thesis are based on three outcomes of critical research being insight, critique and transformative re-definitions. Insight into IC is developed by examining contemporary IC frameworks as they have been applied. Critique is developed by putting to the test the implications for organisations as a result of implementing these contemporary IC frameworks. Last, transformative re-definition is achieved by opening a discourse on the impact of implementing IC practices so that academics and practitioners can develop critical, relevant and practical understandings that begins the process of change and develops practical managerial skills. More importantly this thesis identifies how the development of tools to reduce ‘causal ambiguity’ about how intangible resource help create (or destroy) value has the potential to raise the profile of IC as a strategic management technology. But from the wider view of the critical perspective, it is not the intention of this thesis to prescribe specific formulae for the measuring, management and reporting of IC, nor does it intend to further develop theory. So while the individual papers may proffer that certain avenues proved productive in developing insights, critique and transformative re-definition, these avenues are not offered as the preferred way of investigating IC. More specifically the goal of a critical perspective is to open a discourse. The opprurtinity for academics and practitioners to engage in discourse is enabled by the thesis’ focus on the issues identified by highlighting the gap between IC theory and practice. Furthermore, each of the included papers offers the opportunity for further discourse by way of the opportunities that remain for future research. Additionally, the thesis achieves exemplifies a number of different approaches to conducting research into IC practice that puts to the test particular aspects of IC theory in order to develop insights and understandings of IC in practice. As the empirical material only examines a fraction of contemporary IC theory there is scope for further research and thus discourse into the implementation of IC theory into IC practice. This future research should not be constrained by a particular method of research as exemplified in the variety of methods employed to gather the empirical material for the papers which stretches along the continuum of qualitative and quantitative research. This too provides an avenue of for future discourse.

This study investigates the factors that influence appropriate use of audit support systems. Appropriate use is use of an audit support system in a manner consistent with how the audit firm expects the system to be used. Investigating appropriate use of audit support systems is important because the extent to which these systems can assist auditors achieve efficient and high quality audits depends on how auditors use them. Adaptive Structuration Theory (AST) (DeSanctis and Poole, 1994) and the Theory of Planned Behaviour (TPB) (Ajzen, 1991) are combined to model the relationship between constructs hypothesised to increase the probability that audit support systems are used appropriately. The theoretical model decomposes two TPB antecedents, perceived normative pressure (or subjective norms) and perceived behavioural control, into the exogenous constructs hypothesised to influence whether audit support systems are used appropriately. Perceived normative pressure is decomposed into two socio-ideological control mechanisms, team and firm consensus on appropriation. Perceived behavioural control is decomposed into self-efficacy and two technocratic control mechanisms, perceived system restrictiveness and perceived audit review effectiveness. (For complete abstract open document)

<p>This study addresses the question of change in household structure and the reproduction of “life from day to day”. It is based on structuration theory, time-geography and Allan Pred’s theory of place as historically contingent process. Large households are viewed as tokens of the early modern era, and the appearance of small households can therefore be seen as signs of modernisation. But the decline in size of the average household was not dramatic, it went from 3.53 people per household in 1760 to 3.31 people in 1830. By the composition of different occupational groups in the city in 1760 and 1830, it is evident that the decline of the textile industry, the low activity in the building trades and the decrease of residential sailors – and the subsequent rise of petty trade and traditional handicrafts – gave a strong influx of traditional elements to the evolution of the household. In contrast to this there were a number of “new” or more modern elements that can be seen as precursors to the structure of daily life in the modern era. One of these was a rising number of households which were small and headed by people who earlier in history would have been household members – and not heads of households. The structure of daily life and its reproduction from day-to-day is also analysed in the study. This pattern was both affected by certain changes in the overall household structure, and by two phenomena that directly had an impact on the recreation of life from day to day. The first of these was the “food money”, a substitution of money for the right to food in the employers house, and the second was a move from the right to lodgings in the employers’ home to the need of living quarters elsewhere. Both of these phenomena acted on the “structure of daily life”, and helped to alter the focus of daily life, that is to turn it away from the productive households and put more attention on the streets and on the households that only served as reproductive units.</p>

This study addresses the question of change in household structure and the reproduction of “life from day to day”. It is based on structuration theory, time-geography and Allan Pred’s theory of place as historically contingent process. Large households are viewed as tokens of the early modern era, and the appearance of small households can therefore be seen as signs of modernisation. But the decline in size of the average household was not dramatic, it went from 3.53 people per household in 1760 to 3.31 people in 1830. By the composition of different occupational groups in the city in 1760 and 1830, it is evident that the decline of the textile industry, the low activity in the building trades and the decrease of residential sailors – and the subsequent rise of petty trade and traditional handicrafts – gave a strong influx of traditional elements to the evolution of the household. In contrast to this there were a number of “new” or more modern elements that can be seen as precursors to the structure of daily life in the modern era. One of these was a rising number of households which were small and headed by people who earlier in history would have been household members – and not heads of households. The structure of daily life and its reproduction from day-to-day is also analysed in the study. This pattern was both affected by certain changes in the overall household structure, and by two phenomena that directly had an impact on the recreation of life from day to day. The first of these was the “food money”, a substitution of money for the right to food in the employers house, and the second was a move from the right to lodgings in the employers’ home to the need of living quarters elsewhere. Both of these phenomena acted on the “structure of daily life”, and helped to alter the focus of daily life, that is to turn it away from the productive households and put more attention on the streets and on the households that only served as reproductive units.

Enrollment management is an organizational phenomenon that emerged in the mid-1970s and has since developed into a pervasive structure and practice at colleges and universities. The purpose of this study is to identify and trace the development of the underlying organizing principles (enrollment logics) that institutionalize enrollment management practices and professionalize the chief enrollment manager position. This study focuses on how discourses among members of a prominent professional association establish, diffuse, and sustain knowledge that promotes certain expertise, assumptions, beliefs, and shared understandings of enrollment management. This is qualitative study that uses first-person accounts of 18 chief enrollment managers, authoethnographic reflections, and historical texts to reveal the regulative, normative, and cultural-cognitive elements (symbols, relations, routines, and artifacts) that signify enrollment management as an institutionalized and professionalized phenomenon. Crystallization is used as the analytical approach for discourse analysis. Institutional Theory and Structuration Theory form the theoretical and analytical frameworks for this study. Study results suggest that enrollment management is an institutionalized organizational field and an emerging profession.