A Yin-Yang Model of Organizational Change: The Case of Chengdu Bus Group

2014 ◽  
Vol 10 (1) ◽  
pp. 29-54 ◽  
Author(s):  
Runtian Jing ◽  
Andrew H. Van de Ven
Keyword(s):  
Organizational Change ◽  
Conceptual Model ◽  
General Knowledge ◽  
Process Theories ◽  
Yin Yang ◽  
Change Context ◽  
Action Strategies ◽  
Key Aspects

The Chinese cultural logics of change offer a rich understanding of organizational change. We address three key aspects of the Chinese yin-yang view of change: context, process, and actions. A case study of Chengdu Bus Group CBG enables us to develop a conceptual model that examines organizational change in a Chinese indigenous context. The model reflects the key functions ofshi(situational momentum, 势), the action strategies ofying-shi(leveraging momentum, 应势)andzao-shi(building momentum, 造势), and the dialectics ofnonaction(无为). Our findings will help researchers and practitioners better understand organizational change from a unique yin-yang perspective, and will also contribute general knowledge to process theories of organizational change.

scholarly journals Unboxing co-creation with students

2019 ◽  
Vol 11 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Christian Tang Lystbæk ◽  
Karen Harbo ◽  
Christian Højbjerg Hansen
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Academic Libraries ◽  
University Library ◽  
Key Aspects

Co-creation has received increasing interest as a way of develop products and services in collaboration with customers and clients. Recently, co-creation has been introduced in higher education; however, there is no general agreement about what this entails, and while the concept of co-creation has been used in a number of differing contexts, descriptions tend to focus on potentials only and not the tensions inherent in this kind of collaboration. In this paper we describe a conceptual model for co-creation with students and explore the potentials as well as the tensions inherent in co-creation with students at academic libraries. Through a case study at The Royal Danish Library, Aarhus University Library we develop a conceptual model for co-creation with students that identifies the key aspects of co-creation with students and indicates its key potentials and tensions.

From Theory to Practice and Back: How the Concept of Implicit Bias was Implemented in Academe, and What this Means for Gender Theories of Organizational Change

2021 ◽  
pp. 089124322110003
Author(s):  
Laura K. NelsoN ◽  
Kathrin Zippel
Keyword(s):  
Organizational Change ◽  
Implicit Bias ◽  
Institutional Transformation ◽  
Translation Process ◽  
Theory To Practice ◽  
Engineering Mathematics ◽  
Promote Gender Equality ◽  
Change Framework ◽  
Gender Theories

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.

scholarly journals Facies Heterogeneity and Lobe Facies Multiscale Analysis of Deep-Marine Sand-Shale Complexity in the West Crocker Formation of Sabah Basin, NW Borneo

2021 ◽  
Vol 11 (12) ◽  
pp. 5513
Author(s):  
Muhammad Jamil ◽  
Numair Ahmed Siddiqui ◽  
Abdul Hadi Bin Abd Rahman ◽  
Noor Azahar Ibrahim ◽  
Mohd Suhaili Bin Ismail ◽  
...  
Keyword(s):  
Conceptual Model ◽  
Marine Sediments ◽  
Multiscale Analysis ◽  
The West ◽  
Submarine Fans ◽  
Marine Sand ◽  
Facies Associations ◽  
Vertical Thickness ◽  
Mudstone Facies

Deepwater lobes constitute a significant volume of submarine fans and are primarily believed to exhibit a simple sheet geometry. However, recent studies interpret the geometries of these deep-marine lobes as distinct with respect to the complexity of the facies and their distribution. Hence, a conceptual model of deep-marine sediments is essential to discuss the deep-marine sediments associated with the fan and lobe architecture. The present study highlights the facies heterogeneity and distribution of various lobe elements at a multiscale level by considering a case study of the West Crocker Formation of Sabah in northwest Borneo. The formation was logged on a bed-to-bed scale from recently well-exposed sections, with a total vertical thickness of more than 300 m. The lithological characteristics, bed geometry, sedimentary textures and structures of individual beds were used to categorize the rock units into nine sedimentary lithofacies: five sandstone lithofacies (S1–S5), one hybrid bed facies (H), two siltstone facies (Si1 and Si2) and one shale or mudstone facies (M). These facies were grouped into four facies associations (FA1–FA4), which were interpreted as lobe axis (FA1), lobe off-axis (FA2), lobe fringe (FA3) and distal fringe to interlobe (FA4) facies associations. This study is applicable for the distribution of lobes and their subseismic, multiscale complexities to characterize the potential of hydrocarbon intervals in deep-marine sand-shale system around the globe.

scholarly journals Accountability through mutual attunement: How can parliamentary hearings connect the elected and the unelected?

2020 ◽  
pp. 095207672097760
Author(s):  
Andreas Eriksen ◽  
Alexander Katsaitis
Keyword(s):  
Conceptual Model ◽  
European Governance ◽  
Accountability Mechanism ◽  
Shared Understandings ◽  
Working Out

The increased authority delegated to independent agencies raises questions about the conditions of politically accountable governance, and specifically parliament’s role as a representative institution. Focusing on committee hearings as an accountability mechanism, we ask: How can a parliament employ hearings to ensure that the ends pursued by agencies have a democratic foundation? We propose a model of “mutual attunement” where accountability relations presuppose a process of working-out shared understandings of the ends, means and circumstances of policy needs. We test our argument through a case study assessing the interaction between the European Parliament’s Committee on Economic & Monetary Affairs and the European Securities and Markets Authority. Theoretically, we contribute to discussions on agency accountability and European governance, while providing a novel conceptual model and the first analysis of its kind.

scholarly journals Storytelling and `Character': Victims, Villains and Heroes in a Case of Technological Change

Organization ◽  
2009 ◽  
Vol 16 (3) ◽  
pp. 425-442 ◽  
Author(s):  
Andrea Whittle ◽  
Frank Mueller ◽  
Anita Mangan
Keyword(s):  
Organizational Change ◽  
Technological Change ◽  
Moral Status ◽  
The Self ◽  
Routine Work ◽  
Social Positioning ◽  
Face Saving ◽  
Positive Light

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.

Organizational change for sustainability education: a case study of one university’s efforts to create and implement institution-wide sustainability competencies

2021 ◽  
Vol 22 (3) ◽  
pp. 497-515
Author(s):  
Vanessa R. Levesque ◽  
Cameron P. Wake
Keyword(s):  
Organizational Change ◽  
Sustainability Education ◽  
Similar Process ◽  
Future Research ◽  
Content Type ◽  
Institutional Level ◽  
Institutional Sustainability ◽  
Context Specific ◽  
The University

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.

The Clinical Rhombus Revisited: Learning through Resistance and Change

1993 ◽  
Vol 47 (3) ◽  
pp. 207-215 ◽  
Author(s):  
Carole Somers-Clark ◽  
Logan Jones
Keyword(s):  
Learning Environment ◽  
Conceptual Model ◽  
Clinical Pastoral Education ◽  
Pastoral Education ◽  
Social Nature ◽  
Pastoral Formation ◽  
Actual Unit

Illustrates via the monitoring of an actual unit of Clinical Pastoral Education the reality of the clinical rhombus–a conceptual model that depicts the complex psychological and social nature of the learning environment. Shows how CPE supervisors utilize the clinical rhombus intentionally and unintentionally. Uses a case study to demonstrate the critical and creative possibilities for change when the rhombus is related to the project of pastoral formation.

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