The Third Mission of the university: A systematic literature review on potentials and constraints

Women Men And Language A Sociolinguistic Account Of Gender Differences In Language

ABSTRACT We conduct a comprehensive review of embeddedness in entrepreneurship research. Although the term “embeddedness” is frequently used in this field of study, less is known about the ways in which it is operationalized and applied. Using criterion sampling, we analyse 198 articles in order to investigate how embeddedness is conceptualized and what role it plays in the extant entrepreneurship literature. We categorize our findings based on different phases of the entrepreneurial process (early, mature and exit) and outline the dominant focus and the main conceptualization of embeddedness for each phase. We highlight important learnings for each of the three phases and identify potential areas for conceptual development. Across the phases, we find that embeddedness and context are often used interchangeably. We thus call for construct clarity in the field. In the existing literature, entrepreneurs are generally portrayed as reactive to embeddedness, resulting in a loss of entrepreneurial agency. To remedy this, we introduce the term agencement, which takes into account the relationship between the entrepreneurship and embeddedness. Further, entrepreneurs are found to be embedded in multiple contexts at the same time, and embeddedness can be understood at different levels and to different degrees. To address this complexity, it is relevant to focus on the embedding process itself, acknowledging that it takes place in social interactions including cultural, cognitive, and emotional aspects between contexts and across levels. While the extant literature supports the notion that embeddedness is important for understanding entrepreneurship and entrepreneurs, it does not necessarily support our understanding of how embeddedness takes form or why it takes certain forms. We therefore include a call for future research to turn to process and practice theories.

https://www.tandfonline.com/doi/pdf/10.1080/08985626.2021.2021298?needAccess=true

Rethinking embeddedness: a review and research agenda

This paper aims to investigate how the relationship between leadership and organizational learning culture (OLC)/learning organization (LO)/organizational learning (OL) is measured in the literature.,This systematic literature review analyzes published peer-reviewed English articles that examine the relationship between leadership and OLC/LO/OL empirically. A total of 58 articles has been found in 42 journals.,This paper provides a holistic view of the types of leaderships that have been connected with OLC/LO/OL in various countries and industries. Research methods from the literature are also examined.,It is among the first studies to review the literature about the connection between leadership and OLC/LO/OL. This review offers constructive future research directions.

Leadership and organizational learning culture: a systematic literature review

Entrepreneurial universities contribute directly and indirectly to supporting all stages of entrepreneurship. The challenge for entrepreneurial universities is how they can best support academic entrepreneurs through these stages of entrepreneurship. This has led to the creation of different and often ad hoc organizational units within an entrepreneurial university. The organizational challenge for entrepreneurial universities is the selection of the appropriate formal organizational architecture to support the stages of entrepreneurship. The purpose of this paper is to examine the organizational architecture of entrepreneurial universities and how it supports the stages of entrepreneurship — latent, emergent, launch, and growth. Our conceptual organizational framework conflates the stages of entrepreneurship with the actual needs of university-based entrepreneurs and how these needs are supported through different formal organizational units within the organizational architecture of entrepreneurial universities. Therein, we categorize three types of formal organizational units — those that focus on exploration stages of entrepreneurship, those that straddle exploration and exploitation stages of entrepreneurship, and those that boundary span all stages of entrepreneurship. We conclude by discussing the resultant organizational tensions for entrepreneurial universities and highlight future avenues of research. One of the challenges that managers of entrepreneurial universities face relates to the necessary formal organizational structures that are needed to be put in place to support university-based entrepreneurs and meet their actual needs across the stages of entrepreneurship (latent, emergent, launch, and growth). We categorize three types of formal organizational units — those that have an exclusive focus on exploration stages of entrepreneurship, those that have a selective focus on exploration and exploitation stages of entrepreneurship, and those that have an overarching focus on all exploration and exploitation stages of entrepreneurship. We further highlight some organizational tensions as a result of these configurations that entrepreneurial university managers have to handle. Such tensions relate to resource, skill, and competence synergies, seamless organizational support for university-based entrepreneurs across the different stages of entrepreneurship, appropriate governance structures, alignment of organizational units with the wider entrepreneurship context, and the appropriate configuration and mix of organizational units to support the stages of entrepreneurship.

/pdf/the-organizational-architecture-of-entrepreneurial-apcdu9nj8g.pdf

The organizational architecture of entrepreneurial universities across the stages of entrepreneurship: a conceptual framework

This study considers academic identity and the performance of identity work in the context of the design and delivery of new degree apprenticeships. Recent UK Policies have driven many changes in U...

/pdf/juggling-hats-academic-roles-identity-work-and-new-degree-2u2qzp4wr3.pdf

Juggling hats: academic roles, identity work and new degree apprenticeships

Abstract This article reports a longitudinal study exploring talent management, through narratives provided by a group of managers of doctoral programmes in eight UK universities during the 2020 coronavirus outbreak. These managers were also academics, researchers and doctoral supervisors and their perspectives were gathered before and during “lockdown,” and then into the subsequent confused period of semi‐lockdown / second lockdown, as cases of Coronavirus increased again in late 2020. Changing socio‐economic circumstances, together with the added pressures of family responsibilities, impacted on participants' perceptions of changing roles and relationships during the pandemic. Over 12 months, six semi‐structured online interviews (each lasting between 50 and 120 minutes) were conducted, using available platforms, with intervening emails. The narratives showed both formal and informal “talent management methods” and emphasized the need to use both to attract and retain international students.

/pdf/talent-management-in-english-universities-during-the-1h274r0l.pdf

Talent management in English universities during the coronavirus pandemic

Debates about technology theorising ‘the social’ solely on dyadic and fixed positional terms fail to grasp important ways that new financial technologies participate in work organisations. As an alternative, we build on the work of Michel Serres to propose that these technologies already inhabit triadic and relational parasitic universes in which they introduce interruptions that do much more than mediate between degrees of technological and social determinism. To understand the forms of agency this affords, we analyse two contrasting studies of workplaces where financial technologies were introduced. In a UK non-profit social care organisation, relations of care were fundamentally disrupted by disorderly, dysfunctional forms of agency, whereas in UK retail banking, management used disorder to strategically obscure their own agency. Technological innovation and ‘future of work’ narratives are shown to feed each other, in service to interests that benefit from the repurposing of technologies, people and organisations. 

/pdf/parasitic-universes-organisational-and-technological-294adzyf.pdf

Parasitic universes: Organisational and technological meddling in the social

/pdf/a-new-history-of-management-by-stephen-cummings-todd-2nky6rcgo2.pdf

A New History of Management, by Stephen Cummings, Todd Bridgman, John Hassard, and Michael Rowlinson. New York: Cambridge University Press, 2017, 380 pages, paperback

This article reports a longitudinal study exploring talent management, through narratives provided by a group of managers of doctoral programmes in eight UK universities during the 2020 coronavirus outbreak. These managers were also academics, researchers and doctoral supervisors and their perspectives were gathered before and during “ lockdown, ” and then into the subsequent confused period of semi-lockdown / second lockdown, as cases of Coronavirus increased again in late 2020. Changing socio-economic circumstances, together with the added pressures of family responsibilities, impacted on participants' perceptions of changing roles and relationships during the pandemic. Over 12 months, six semi-structured online interviews (each lasting between 50 and 120 minutes) were conducted, using available platforms, with intervening emails. The narratives showed both formal and informal “ talent management methods ” and emphasized the need to use both to attract and retain international students.

Open Research Online Talent management in English universities during the coronavirus pandemic

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