In this paper, we examine the implications of ethnocentrism and paternalism in teaching approaches for the field of strategic international human resource management (SIHRM), as an example of management studies. We argue that the teaching of SIHRM has been approached in a colonizing fashion, joining and extending the territories of human resource management and organizational strategy through the definition and teaching of a new language and conceptual vocabulary. We explore philosophical approaches and processes involved in teaching SIHRM, and consider implications of pedagogical developments in this field of management education.

The relation between the development of theories of management and organization, on one hand, and the notion of time, on the other, is perhaps best characterised by the role taken by time researchers to develop and educate the research field of management and organization.

The ideas in this paper were initially explored at the Organisational Theatre summit, co- ordinated by learning Lab., Denmark at Lisegaarden near Copenhagen in March 2005. Working in collaboration with a group of actors and theatre practitioners; approaches to the phenomenon of rehearsal were discussed and a short play was devised and performed to communicate our findings to the rest of the conference. This paper arose from further reflection on those discussions and includes a transcript of the short play devised: The paper offers some reflections on the phenomenon of 'rehearsing' as practiced in theatre. It also represents our view on the usefulness of rehearsal as a model for the development of new products especially services and the possible value of this concept in the context of organizations, especially the management of professional service firms.

Written through the lens of the practitioner-scholar, this paper integrates first-hand experience with theory to explore the tension between positive scholarship and the Metamorphosis Model proposed by Boje (2005) in the context of the emerging workplace practice of systematically applying story/telling. In particular it examines the importance of shadow stories, potent stories from the liminal spaces of the organization, and their implication for organizational practitioners who are latching on to the emerging trend to formally or systematically integrate story/telling into their practice. It draws on the practical experience blended with the qualitative research of the author on the systematic use of stories in for-profit organizations. It does not problematize systematic, performer storytelling as a strategic process, but for the purposes of this paper accepts it as a popular contemporary trend. A preliminary set of reflective questions for practitioners who have chosen to participate in systematic storytelling are included with the intent of challenging practitioners to widen the angle of their listening lens and deepen their practice through an understanding and inclusion of liminal stories.

The Enron collapse highlights the need to study how corporations implement strategy. How was Enron so successful in this age of free information? Our thesis is that Enron dramaturgically implemented strategy through associative delusion. Enron used theatre in three ways we term "Metatheatrical": (1) as a technology to persuade, or associate, (2) a fagade to deceive, or delude, and (3) a metaphor in the important sense of Shakespeare's Life is Theatre. Their use of theatrical tools has implications for agency and transaction cost theories in how organizations can reduce transaction and production costs. Our synthesis contributes to the understanding of organizational boundaries through the development of winning scripts.

This paper takes up the themes of organization as dreamscape, the psychodynamics of everyday organizational performance and organizational rituals and the enactment of death and desire in the context of a longitudinal case study of an academic institution. This case study focuses on the various ways in which the organization has developed and continues to develop neurotic and dysfunctional tendencies. It looks at the ways in which those tendencies are expressed in the culture and structure of the organization and the ways in which the various constituencies of the college are complicit in the enactment of the neurosis of its leadership, as reflected in various dependent and counterdependent dynamics and performances. Of specific interest in this paper are the changes in neurotic patterns over time and the ways in which these changes relate to the changes in leadership. Using Kets de Vries' concepts related to organizational neurosis, we will discuss how the college moved from a compulsive organization to a dramatic organization.

The application of the rhizome to the study of organization is examined. A use of the rhizome which reflects its expansive and ephemeral nature, rather than one which forecloses its conceptual possibilities, is promoted. This nature is examined in relation to its development from Deleuzian concepts of desire and virtuality. Examples of the use of the rhizome in the study of organization are analyzed for the conceptual potential that they offer and critiqued where they close off this potential. It is suggested that an interplay – between the use and appropriation of the rhizome in the study of organization and the building of rhizomatic ontologies of flow – is desirable for maintaining the rhizome as an open and useful concept.

Recent theories of technology have argued that in order to take constructivism seriously we need to understand technologies as organizational texts, replacing the study of technological artefacts with an appreciation of the ways in which these ‘texts’ are read, or interpreted, in specific situations. Whilst such approaches offer an effective critique of determinism in explanations of technological change, they also raise some interesting questions around the nature of the human subject which have been given a less comprehensive treatment in the literature. This paper contributes to the development of a thoroughgoing antiessentialism in theories of technology and organization by considering Deleuze and Guattari’s radical constructionist critique of the subject. Placing the technocentric metaphor of ‘the machine’ at the heart of subjectivization, Deleuze and Guattari’s decentring of the human subject offers a fully symmetrical anti-essentialism, capable of accounting for the non-human forces at work in the constitution of human subjectivity.

A consultant and lead client discuss the rationale and process for an organization-wide diversity initiative in a national political organization. Approaches and models used to address systemic organization change for racial inclusion in a social justice framework are reviewed. Discussion of initial results, including emerging cultural change and ancillary benefits of the initiative follow. The authors conclude with challenges and expectations for expanding the change into programmatic work and for sustainability.

This article is based on a framework for assessing and working with mental models and utilizing the exploration of ‘dominant’ worldviews to increase individual and organizational competency to identify, assess and shift worldviews to foster social change. The author describes her methodology and results during the data collection, data analysis, data feedback, and intervention phases of a consultation with a client. She reviews literature on white privilege, mental models, power, and cultural competency. The author reflects on implications of the engagement for the client, herself and the discourse on the role of OD as a catalyst for social change.

Editorial paper

This article examines whether organization development and diversity consulting have the capacity to foster and sustain systemic change for social justice in organizations in the United States. In a number of her speeches and essays, Audre Lorde made the powerful statement that “the master’s tools will never dismantle the master’s house.” My premise is that systemic racism and oppression in organizations (the “master’s house) was built with and continues to be maintained by the ideologies of materialism and white supremacy. My conclusion is that to achieve sustained systemic change for social justice we need to replace these ideologies and return to pre-existing belief systems of spirituality and interdependence so as to bring about true justice and equity.

In this essay, the author discusses the importance of self-work for diversity and social justice practitioners. In fact, she asserts that it is not only important for practitioners to increase their self-awareness; it is paramount to the success of the initiatives they are leading within any client system. As many organizations are still gripped by their fear of diversity efforts, the call for practitioners to embark on this in-depth exploration is loud and clear. Given the changed landscape from overt discrimination to covert forms of discrimination, this call to action includes being well versed in personal values, biases, assumptions, privileges and pain. The author articulates her point of view regarding these challenges as a scholar practitioner, in an attempt to renew diversity consultant’s commitment to their own personal development.

This article studies how a political organization begins to experiment with its identity. By use of an empirical case of the Danish Ministry of Education, I examine how a political organization supplements its identity of a legislating power with identities of a supervisor, beacon and facilitator of reflection processes. I analyse how the Danish Ministry of Education observes that its initial attempts to strengthen evaluation in the Danish public schools did not have the wanted effects because the values and professional norms of public school teachers constitute a resistance towards interference from outside the educational system. The Ministry thus faces a dilemma: the more it tries to control evaluation in the public school, the less likely it is to produce a desired effect. This paradox contains destructive potential but also causes the Ministry to reflect upon its own role in the development of evaluation in public schools. Out of a paralysis emerge new innovative strategies of governing, aimed at the schools’ self-governing capacity. The identity of the political system thus emerges as oscillations between different roles of a legislating power and a supervising coach. The case study suggests that a society of experimentalism is emerging. Thus, the relevant object of study is no longer organizational identity, but the experiments with different identities that modern organizations are performing.

The paper advances two propositions. First, that organization theory (OT) comprises a heterogeneous body of knowledge which, in effect, is a history of the (on-going) power struggles that produce it. And, second, that OT harbours different concepts of power and associated value-orientations through which it is possible to interpret the diversity and development of OT. These propositions give priority to the politics and ethics of knowledge production, and not differences of ontology, epistemology or levels of analysis. Its pluralist stance accommodates value-orientations which prompt and justify knowledge oriented towards `rationalization’, `explication’ and `emancipation’.

This article presents the idea of mapping organizational learning as a way of doing organizational ethnography. It suggests that organizational learning is a (re)assemblage of human and non-human and material and immaterial forces that reverberate in networks of lived stories. Mapping is suggested as a process of collecting and writing about lived stories as they emerge in different historical, geographical and material conditions. It is seen as a way of capturing a dynamic, changing and unfolding network of stories that are tied together, but are still disparate from one another. The article ties the idea of mapping to regional development projects concerned with the actualization of the bio-economy.

Amid the disempowerment and marginalization faced by young girls, character development programs are being implemented to change the course for girls by fostering strong and empowered feminine identities. I explore the challenges of implementing one such program through my ethnographic and community engaged research with a character development program designed to equip 3rd through 5th grade girls with the skills and confidence they need to grow into empowered women. Through a qualitative analysis, I empirically demonstrate the importance of community engaged scholarship for uniting theory with practice. My analysis extends research exploring community engaged, empowerment programs by highlighting the ways empowerment is experienced differently by every girl. I point to the tension between empowerment in theory and in practice, specifically addressing the assumptions: 1) of girls’ uniform experience base, 2) about the influence of the GRL message among competing others, and 3) regarding the utility of certain strategies in diverse situations, all of which undermine the process of empowerment. I describe my experience working with the founder of the organization to revise the curriculum and offer a set of practical implications for this and similar organizations to productively respond to the tensions between the theory and practice of empowerment. Finally, I argue for a conceptual shift in the way we theorize empowerment as an ongoing and constantly negotiated state of engagement, rather than an endpoint or stable state of being.

Contemporary organizations feature absence of boundaries and are increasingly defined by loose couplings, pluri-vocality and network configurations. What Foucault (1995) addressed as a former society of discipline is transformed and replaced into what Deleuze (1995) refines as a society of control that incorporates its subjects into new and ever changing lines of subjectification. This transformation of dispositifs (Deleuze, 1992; Foucault, 1980) and authoritative discourses (Bakhtin, 1982) that compose (and is composed of) a contemporary way of living induces in other words new types of embodied organizational knowledge and ways of organizing, which have consequences for how subject positions are (re)configured in everyday corporate lives. Such identity work is rarely studied in local discursive practices of today’s modern and emergent corporations. The aspiration in the present article is to scrutinize local practices in a dialogue based leadership development forum in university settings. This provides insights into the lived lives and identity work in Aalborg University representing a temporary, polyphonic and cross-disciplinary research project in a modern corporation. The project was an example of a loose-coupled and temporary arrangement/organization that invited a diverse group of participants to engage in the co-production of knowledge in/on leadership communicative practices. The participants were professional leaders from diverse organizations in the North of Jutland together with researchers and candidate students from the study programs of communication and philosophy at Aalborg University.