Agency, Authority, and Epideictic Rhetoric: A Case Study of Bottom-Up Organizational Change

2019 ◽  
Vol 33 (3) ◽  
pp. 338-369
Author(s):  
Matthew R. Sharp
Author(s):  
Burak Pak

This paper aims at discussing the potentials of bottom-up design practices in relation to the latest developments in Information and Communication Technologies (ICT) by making an in-depth review of inaugural cases. The first part of the study involves a literature study and the elaboration of basic strategies from the case study. The second part reframes the existing ICT tools and strategies and elaborates on their potentials to support the modes of participation performed in these cases. As a result, by distilling the created knowledge, the study reveals the potentials of novel modes of ICT-enabled design participation which exploit a set of collective action tools to support sustainable ways of self-organization and bottom-up design. The final part explains the relevance of these with solid examples and presents a hypothetical case for future implementation. The paper concludes with a brief reflection on the implications of the findings for the future of architectural design education.


2021 ◽  
pp. 019251212110192
Author(s):  
Trix van Mierlo

Oftentimes, democracy is not spread out evenly over the territory of a country. Instead, pockets of authoritarianism can persist within a democratic system. A growing body of literature questions how such subnational authoritarian enclaves can be democratized. Despite fascinating insights, all existing pathways rely on the actions of elites and are therefore top-down. This article seeks to kick-start the discussion on a bottom-up pathway to subnational democratization, by proposing the attrition mechanism. This mechanism consists of four parts and is the product of abductive inference through theory-building causal process tracing. The building blocks consist of subnational democratization literature, social movement theory, and original empirical data gathered during extensive field research. This case study focuses on the ‘Dynasty Slayer’ in the province of Isabela, the Philippines, where civil society actors used the attrition mechanism to facilitate subnational democratization. This study implies that civil society actors in subnational authoritarian enclaves have agency.


2021 ◽  
pp. 089124322110003
Author(s):  
Laura K. NelsoN ◽  
Kathrin Zippel

Implicit bias is one of the most successful cases in recent memory of an academic concept being translated into practice. Its use in the National Science Foundation ADVANCE program—which seeks to promote gender equality in STEM (science, technology, engineering, mathematics) careers through institutional transformation—has raised fundamental questions about organizational change. How do advocates translate theories into practice? What makes some concepts more tractable than others? What happens to theories through this translation process? We explore these questions using the ADVANCE program as a case study. Using an inductive, theory-building approach and combination of computational and qualitative methods, we investigate how the concept of implicit bias was translated into practice through the ADVANCE program and identify five key features that made implicit bias useful as a change framework in the academic STEM setting. We find that the concept of implicit bias works programmatically because it is (1) demonstrable, (2) relatable, (3) versatile, (4) actionable, and (5) impartial. While enabling the concept’s diffusion, these characteristics also limit its scope. We reflect on implications for gender theories of organizational change and for practitioners.


Organization ◽  
2009 ◽  
Vol 16 (3) ◽  
pp. 425-442 ◽  
Author(s):  
Andrea Whittle ◽  
Frank Mueller ◽  
Anita Mangan

In this article we examine the role of stories in the temporal development of images of the self at work. Drawing on an in-depth case study of technological change in a UK public-private partnership, we highlight the role of stories in the construction, maintenance and defence of actors' moral status and organizational reputation. The analysis focuses on the development of one `character' as he shifted from the role of innocent victim to implied villain to heroic survivor within the stories constructed during routine work conversations. We argue that stories are intimately linked to the forms of `moral accounting' that serve to deal with the challenges to `face' and social positioning that accompany `failed' organizational change. Stories, we suggest, are likely to be invoked when an interactional encounter threatens the participants' sense of social worth. Stories in which we present ourselves in a positive light—for instance as virtuous, honourable, courageous, caring, committed, competent— comprise a key component of face-saving strategies designed to maintain our social positioning: processes that are often intensified during periods of organizational change.


2021 ◽  
Vol 7 (3) ◽  
pp. 339-369
Author(s):  
Alireza Jazini

Abstract The translation policy model by González Núñez (2013, 475) comprises three elements, namely “translation management”, “translation practices”, and “translation beliefs”. While the first two elements of this model are straightforward and easy to study in top-down approaches, translation beliefs can relate both to policymakers and policy receivers. However, the distinction has not been clearly made in this model and the element of translation beliefs has been chiefly treated in the literature as though it comes from the top levels of policymaking, hence overlooking the bottom-up aspects of it (see González Núñez 2014, 2016; Li et al. 2017). In order to improve this model, the present paper draws on the audience reception theory (Hall 1973), and shows that the current translation policy model requires a fourth element that I would call ‘translation reception’. The paper draws on the findings of a reception-oriented case study on translation policies in provincial broadcasting in Iran. This study argues that a more inclusive model of translation policy should not only include the authority-level elements of translation management, translation practices, and translation beliefs, but also the element of translation reception on the part of policy receivers. This way, I hope, the end users’ involvement in and contribution to the translation policy network will not be overlooked in subsequent research.


2021 ◽  
Vol 22 (3) ◽  
pp. 497-515
Author(s):  
Vanessa R. Levesque ◽  
Cameron P. Wake

Purpose The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.


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