Marginalization and Organizational Tensions: The Case of Indigenous Entrepreneurs of Wendake

PurposeThis paper aims to address the notion that the relationship between being indigenous and business success is inconclusive because there are tensions between indigenous values and business success. The research questions are: How do indigenous entrepreneurs define success? Does the third space create a different meaning of success in the indigenous context?Design/methodology/approachA qualitative approach was adopted for this study because the ability to define success requires subjective meanings. Participants’ lived experiences and stories were the main sources of information. Open conversational-style interviews were used because they allow participants to freely share their stories.FindingsA defining line is that not all indigenous entrepreneurs have the same view of success. The homogeneity that emanates from sharing indigeneity does not equal unity in views, but shows that people from the same group can view success differently. However, the meaning and views formed are also connected to the wider community, relationships and predominant values that characterise the social cultural context of the entrepreneur.Research limitations/implicationsThis study focuses on one indigenous group; more studies need to be conducted to gain wider variation on the meaning of success in indigenous entrepreneurship and how indigenous subculture alters these meanings.Practical implicationsThe findings of this study show that success for indigenous entrepreneurs should be defined based on individual philosophy. Hence, practitioners should endeavour to clarify what success means from the initial stage of the business to avoid misconception and make this clear to others that are connected to the business.Originality/valueThis paper suggests a different view of success in an indigenous context using the hybridity viewpoint to explain why success can be perceived using the in-between space without opposite binary.

Download Full-text

Paradoxical nature of dynamic capabilities research: a content analysis of literature

Baltic Journal of Management ◽

10.1108/bjm-08-2019-0289 ◽

2020 ◽

Vol 15 (5) ◽

pp. 727-755

Author(s):

Piotr Wójcik

Keyword(s):

Organizational Change ◽

Content Analysis ◽

Literature Review ◽

Design Methodology ◽

Dynamic Capabilities ◽

Web Of Science ◽

Science Knowledge ◽

Content Type ◽

Organizational Tensions

PurposeThe purpose of the current study is to identify the nature, scope and locus of and to systematize, the conceptual contradictions existing in dynamic capabilities research.Design/methodology/approachThis paper employs a content analysis literature review of 86 papers on dynamic capabilities published between 1997 and 2019, using two databases – EBSCO and Web of Science/Knowledge databases. To structure the review, Smith and Lewis's (2011) categorization of organizational tensions is adopted.FindingsFirst, the findings of this study suggest that DCs not only are shaped by a tension between efficiency and flexibility but also are built upon a large number of contradictory aspects, represented by organizing, performing, belonging and learning paradoxes. Second, the analysis identifies defensive and active responses to these tensions, with the former prevailing in the dynamic capabilities view literature. Both kinds of responses may facilitate or hinder organizational change. Third, it was found that while the literature has focused predominantly on organizing and learning paradoxes, the linkage between these categories remains under-researched.Originality/valueThis study makes three contributions. First, it identifies the scope (i.e. number), locus (analytical level) and nature (paradox categories and sub-categories) of DC-related paradoxes and responses to paradoxical tensions. Second, it shows that the nature and locus of conceptual contradictions are more complex than conceptualized in prior studies, going beyond the contingency and ambidexterity argument of how to deal with DC-related paradoxes. Third, it seeks to extend Di Stefano et al.'s (2014) proposition of integrating paradoxical views on different DC-related aspects. The idea of “audio console” introduced in this study highlights the interrelation of paradoxes between the categories and across analytical levels.

Download Full-text

Integrating andragogical philosophy with Indigenous teaching and learning

Management Learning ◽

10.1177/1350507620972528 ◽

2020 ◽

pp. 135050762097252

Author(s):

Annette Gainsford ◽

Michelle Evans

Keyword(s):

Learning Environment ◽

Business Education ◽

Teaching And Learning ◽

Indigenous Australian ◽

Effective Learning ◽

Business Acumen ◽

Indigenous Entrepreneurs ◽

Learning Principles ◽

Evidence Based Model ◽

Education Business

Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual’s cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices.

Download Full-text