This article explores the influence of avant-garde composer John Cage (1912–1992) on organizational studies, proposing that his work provides a rich source for understanding organizational theory. Cage’s concepts – such as indeterminacy, silence, process orientation, experimentation, active involvement, and feedback – offer alternative methods for studying organizations, indicating that the sources of organizational knowledge can extend beyond economics and management to incorporate ancient disciplines like music and philosophy. Rather than metaphorically applying musical principles, the article directly examines how Cage’s aesthetic principles that guide both his music compositions and his conference lectures can serve as a foundation for organizational dynamics. By treating sound and silence as organizational tools, Cage’s work encourages a shift from traditional structures toward embracing indeterminacy and uncertainty within organizations. In doing so, it highlights that the organizational dimension lacks any predetermined objective but rather happens. Concluding with an “open mic” view of organizational theory, the study advocates for a broader, more experimental approach to organizational knowledge and emphasizes an evolving, responsive practice that mirrors Cage’s own innovative legacy.

Article based on lecture at the Kraków University of Economics on receiving an honorary doctorate by Professor Andrzej K. Koźmiński, December 11, 2024.

This paper contributes to the current debate on the societal relevance of social sciences in general and management studies in particular. Using a narrative framework, we critique what we view an oversimplified discussion of Modes 1 or 2 knowledge production and provide a more complex depiction of various professional academic identities, along with their relation to cer-tain institutional structures and discourses. We show how different narratives relate to – and produce – different forms of professional identities and societal relevance. Drawing on the work of Zygmunt Bauman, we explore three main narratives for defining and creating societal rele-vance in management studies, each with its specific scholarly identities and institutional pre­re quisites: a modernist narrative in which societal relevance is defined by powerful external stakeholders; an interpretive narrative tied to local concerns and interests; and a consumption­ ­oriented narrative in which demand and the will to pay for academic services regulate what is considered relevant. We conclude that societal relevance presents itself to the social sciences in various shapes and forms. This leads to a multiplicity of narratives informing a variety of complementary professional academic identities.

In a world where sociologists routinely call ours a `knowledge society' and `Chief Knowledge Officers' (`CKOs') occupy top posts in universities, corporations and public sector agencies, it may come as a shock to learn that the pursuit of knowledge is becoming an endangered species of human endeavour. A sign of the times is that `knowledge management' — `KM' to its followers — sounds less like a contradiction in terms than a potentially lucrative career path. The very idea that knowledge is something that needs to be `managed' suggests that its growth should not be left in a wild state: at best it remains unused and at worst it wastes resources. Yet, this managerial mindset goes against the grain of the last 2500 years of Western thought, which has valorised the pursuit of knowledge `for its own sake', regardless of its costs and benefits. What has changed in the interim? Has it been for the better? And if not, what can be done about it?

The TAMARA MANIFESTO defines how various knowledge areas intermingle in the dialogs of Tamara; in my editorial I explain how Tamara is the Mansion of Science with many rooms. Here I provide one founding story.

Understanding the parameters of modernism and the characteristics of postmodernism has been the goal of specialists and thinkers in the modern world. In recent years, the development of these epistemological modern and postmodern parameters and characteristics has attracted the attention of educational philosophers. In this article, an effort is made to analyze the educational ideas of some very influential thinkers such as Lyotard (1979), Frazer(1989) Penely (1989)), Hirsch (1987), Rortri(2002) and Curren (2003)as the foundations of modern and postmodern eras through a descriptive method. To this end, the relevant educational epistemological approach is scrutinized by dint of concepts such as definitions, principles, aims of education, parameters of critical and 'boundary' education, curriculum development and methodologies of modernism as well as postmodernism. The findings of this article elucidated the fact that paying attention to educational pluralism, multicultural conventions, creation of probable rather than absolute and certain knowledge are the outstanding features of postmodern educations. These features can illustrate the claim for fostering active and critical citizenship in the local, national and international arenas. Moreover, the findings of this study show that the rejection of all generalization and homogeneous perceptions and appreciations of social critical discourses are the essential building blocks and important aims of postmodern education. This leads to the practice of democracy based on interdisciplinary fields rather than on separate subjects(in the postmodern era). This aim is obtainable through the interrelated networks of group learning 'at school', and the 'university of life' as a 'small community' in critical education. Such a postmodern curriculum produces rather than consumes knowledge and it is iconoclastic not conformist and structuralism. The other result gained from postmodern education is the application of hermeneutic not dilectic modernist model. Based on the post modern criteria, the system of education must distance itself from the mere utilitarian, and instrumental criteria and embrace the postmodern touchstones of the citizen's critical and democratic attitudes, and mentalities

Before delving into the issue of women in combat which this essay is about, I would like to first name my social location. I am a young, middle-class, heterosexual, Greek-Hispanic, educated female and disabled veteran. Having served six years in the Army National Guard, I acknowledge both the contributions I can offer and the limitations I have when engaging in this particular topic. With that said, I would like to offer the following to my reader: what I write is written with my voice and my particular experiences in mind. I use a combination of rational theory, emotions, rhetoric, my lived experiences, and a particular theological perspective to compose this essay. I do not claim to be objective, nor do I consider this a flaw on my part. I believe it is not possible for any author to be fully objective on any subject matter, no matter how much an author might claim to be. We all hold particular political interests informed by our culture and environment which subconsciously and consciously operate through our language and actions.

The purpose of this paper is to understand the senses that people give to the machines used in their daily work with special emphasis on new technoiogies. The present essay is based on the constructionist methodological theoretical referential, which considers knowledge - the product ofinteractions between people - as the analysis object and tries to understand the senses that are constructed by people through the discursive practices of daily life.

This work is focused on the connection that people establish with technologies - especially, the computer - at work. Since the computer is a machine that allows velocity at work, our interest also turns to the meanings that people attribute to rhythm, to the velocity and to the acceleration resulting from the use ofmachines in daiiy professional activities. In this way, more specifically, this essay tries to interpret the senses that people attribute to the velocity and to the acceleration of daily life, from the connections that they establish with new technologies.

In this article we argue that, to date, the knowledge management literature has insufficiently addressed the construct of power. The power literature is reviewed using three categories: power-asentity, power-as-strategy and power-is-knowledge. We find that much of the knowledge management literature, while not directly addressing power, aspires to the dictum "knowledge is power", which corresponds to the power-as-entity approach. Drawing on the work of Foucault we go on to show that, while the power-as-entity approach is important, it is not sufficient. Foucault's work demonstrates how our understanding of knowledge management can be enriched by adopting a power-as-strategy approach. Further, the work of post-Foucauldian power theorists, especially Flyvbjerg (1998), shows that while knowledge is power, "power is also knowledge"— and thus the nature and context of power shapes organizational knowledge. We argue that Foucault's inseparability of knowledge and power provides a foundation from which it can be shown that the inversion of the "knowledge is power" dictum to "power is knowledge" has significant implications for the theory and practice of knowledge management.

Digital technology and software networks enable large numbers of knowledge workers to incorporate themselves wherever and whenever they wish and to choose between a sedentary or nomadic lifestyle. One way of configuring these new circumstances is as the extensive power of people, products and markets to speedily overcome obstacles and span distances. However, we increasingly see nonrepresentative corporations accelerating human pace and swallowing open spaces within the rational administrative control of a new supranational “Empire”. Intensive movement, on the other hand, reconfigures the human condition in ways that politically and ethically engage with universalizing global processes. Like the traditional nomads of the steppe or the desert, for example, the movement in question is a complex, dynamic relation characterized by its immediacy and continuous variation of alliance and resistance, that remains difficult to locate, difficult to control, and even more difficult to defeat. The paper argues that nomadism can be a starting point for an opposing strategy to the global knowledge economy.

In this paper I wish to make, or perhaps force a link between three very distinct sets of debates in organization studies. The first concerns the status of 'memory' in organizational terms, and how to best preserve shared knowledge, as defined by Walsh & Ungson (1991). The second deals with the repression and expression of emotion in organized settings, as exemplified in the classic work of Arlie Hochschild (2003). The third is a less well known methodological debate about the politics of 'giving voice' and 'remaining silent' (Morrison & Milliken, 2003). At first glance all three debates - concerning memory, emotion, voice - seem to share a common social psychological orientation. But exploring the character of this common thread is not primary what I want to set out to achieve. I wish instead to demonstrate that what is at stake in all three debates is how organization studies 'thinks with' and 'thinks against' its participants. I want to propose that what makes for the difference between these two strategies is taking seriously the temporal structuring of human action. To illustrate this claim I will work through an extended example - the use of public collective silence as a commemorative practice.

Boje feminism is an alternative to Foucault feminism. One difference is Foucault feminism is discursability formation, whereas Boje feminism is storyability formation of the body, its discipline, and the power/knowledge relationship. A second difference is where as Foucault Feminism is about micropolitics of power/knowledge, Boje Feminism is far wider focus on macropolitics, even global sociopolitics of late modern capitalism. This parallel storytelling develops the differentiation between collective memory groups (gender, race, socioeconomic, class, etc) construct out of direct experience, and what Hirsch (1999) calls 'postmemory,' such as the trauma children of survivors of Holocaust live with. My feminism enters into investigation of trauma events women endure in sweatshops is possible for me, because of its resonance with my own trauma as a soldier in the Vietnam War. I explore here why this is so for me. This article is presented in left and right column, my column and her columns. After a bit of standard introduction. the columns are meant to intervibrate, to resonate, to interpenetrate, one another, as two voices, as many voices within me and her

In recent years, feminist scholars have made substantial inroads toward a better understanding of the intricacies and complexities of organizing. Through the metatheoretical lens of a “feminist communicology of organization,” gender is seen as a dynamic principle of organizing, and organizations are seen as fundamentally gendered. By looking at both the macro- and micro-level activities of gendered organizing, we obtain a much richer, organic understanding of the processes inherent in creating and sustaining organizations. Such an approach helps us to understand one of the newest forms of organization-the virtual one-that exists both discursively and materially only in the virtual world. To better understand how organizing is accomplished in the virtual world, we have chosen to focus on the postings to a “renegade” web site called “Teamster.net.” This site was established by and for members of the International Brotherhood of Teamsters but is not sanctioned by The Teamsters. Through content analysis, we studied the ongoing discussions concerning if, and how, this site should be moderated, and by whom. We found that these chat room dialogues exhibit the key characteristics of multiple discourses occurring simultaneously. Contributors are both social actors and the objects of multiple discourses that seek to normalize and control these actors, often occurring in disjunctive and contradictory ways. While contributors acknowledge the need for both social equality and respect, their mechanisms for dealing with these contradictions are most often unconscious; in psychoanalytic terms, compromise formations. Thus we offer this deeper understanding of virtual organizations through the metatheoretical lens of feminist communicology and the theoretical lens of compromise formations.

This article is a critical presentation of the discourse on US imperialism, covering the work of both pro- and anti- imperialists. It presents the contrasting theory of Michael Hardt and Antonio Negri, to who "U.S imperialism" is far from an accurate description of the current from of sovereign power . Despite the popularization of the notion of a new American imperialism our reality is becoming one of a single network of various forms of sovereignty, novel in scope and intensity, not only colonizing territory, but controlling communication, freedom of movement, knowledge and truth.

A recent debate in identity studies is about gender of health care professions arguing that the feminization of health care professions will diminish diversity as well as status in the field. The paper argues that even in health care professions of many females, such as within public rehabilitation, there is still diversity in the creation of professional identity. This paper argues that the fundamental part the identity of rehabilitation professionals is not formed by educational values, gender and knowledge, but is created in the everyday work with patients and other professionals. Drawing on narrative interviews with rehabilitation professionals, the paper illustrates how rehabilitation professionals construct their identities and what kind of identity work is emerging. The findings illustrate hybrid identities and tensions in the attempts of becoming identities in the interaction with patients and colleagues.

This article grows out of a feeling that, over the past ten years or so, the concept of story has become distinctly too comfortable. Ideas that once seemed crisp and provocative (e.g. "The truth of a story lies in its meaning, not in its accuracy", "We are all storytelling animals", "Stories are repositories of knowledge" etc.) have assumed the standing of unquestioned truths, almost ‘facts’, in Latour’s view. Moreover, I have come to view some of the current ‘controversies’, notably over performance versus text, as diversions from more problematic aspects of the use of stories in organizational research. The purpose here to reproblematize the idea of narrative, to recover its recalcitrant and even dangerous qualities once more and point out some consequences of their seductive powers. In particular, I would like to argue that stories can be vehicles of contestation and opposition but also of oppression, easily slipping into hegemonic discourses; furthermore, that they can be vehicles to enlightenment and understanding but also to dissimulation and lying; and finally, that they do not obliterate or deny the existence of facts but allow facts to be re-interpreted and embellished – this makes stories particularly dangerous devices in the hands of image-makers, hoaxers and spin doctors. Stories have recently emerged as criticism-free zones, affording their authors an immunity from many requirements that apply to other narratives and texts. It is time, in my view, to withdraw this immunity. Neither stories, nor experiences are above academic criticism, challenge and contestation.

Learners of English as a Second Language (ESL) in Australia appear to suffer from impoverished understandings of first and second language acquisition. In the name of accountability they are also caught up in arguable procedures for assessing literacy in classrooms widely characterised by linguistic, social and cultural diversity. Further, an alleged ‘Literacy Crisis’ exacerbates the facile model of literacy presented in policy. An examination of discourse in language and literacy policies suggests that a focus on ‘teaching the basics’ maintains existing distributions of power and knowledge within society. A regime of testing primarily aimed at accountability ultimately subjects education to market forces. Reporting the results of mass testing inevitably leads to comparison between schools, and hence enacts key doctrines of neo-liberalism: competition and individual choice. Neither of these doctrines serves indigenous Australians or immigrant and refugee families who are in the process of settling and have little voice. In such a context, is it possible to right policy wrongs and to write language rights into Australian policies that can satisfy the needs of all learners?

This paper contends that knowledge-making is a political act. In reflecting on the nature of personal narrative and its uses for refugee research, three insights emerge: first, just as the personal is political, so too, the political is personal; next, any storytelling is political in its attention to audience, and is inflected by the discourses available at the time; and finally, researchers must understand that if storying is to grapple with the richness and complexity of lived experience, it will probably be chaotic and messy, as well as clear and straightforward. Researchers wanting to investigate the sociology of refugee experiences might be well advised to ensure that the stories they gather from research participants are not too neat, too straightforward, too much reduced to bare essentials in their telling, lest the chance to allow the stories to become personally and politically resonant be lost. Further, researchers who are conscious of the political resonance of narrative are advised to ensure that they draw attention to the narrative element embedded in their research reports and papers by finding ways to communicate the narratives directly to the commissioning policy makers and politicians through verbal and pictorial seminar presentations, as well as through the reports themselves. These insights have implications for research processes (the gathering and analysis of data) and for the presentation and writing up of research documents.