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Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

To shed light on the interrelationship between risk and logics, we explore how multiple institutional logics shape management educators' experiences of risk in classroom teaching. Using a two‐case research design, we analyse an empirical case study of management educators in a UK business school during the COVID‐19 pandemic and a case study of emergency physicians during the Ebola epidemic. Comparing these two focal cases of different types of frontline professional work during global health crises, we develop a model of how perceptions of risks and their mitigation shape, and are shaped by, experiences of compatibility, contestation and rejection among multiple logics. Our study extends the literatures on institutional logics and risk by providing insight into the role of multiple logics in the social construction of risk. We also contribute to the management education literature by focusing attention on the risks of physical harm in classroom teaching and by theorizing when, how and why management educators apprehend these risks as ordinary or extraordinary to their normal professional role. Finally, our study has practical implications for risk mitigation at individual and organizational levels and for creatively and safely adapting teaching and learning practices with students during extreme events. [ABSTRACT FROM AUTHOR]

We introduce the concept of places of social inclusion—institutions endowed by a society or a community with material resources, meaning, and values at geographic sites where citizens can access services for specific needs—as taken-for-granted, essential, and inherently precarious. Based on our study of an emergency department that was disrupted by the threat of the Ebola virus in 2014, we develop a process model to explain how a place of social inclusion can be maintained by custodians. We show how these custodians—in our fieldsite, doctors and nurses—experience and engage in institutional work to manage different levels of tension between the value of inclusion and the reality of finite resources, as well as tension between inclusion and the desire for safety. We also demonstrate how the interplay of custodians' emotions is integral to maintaining the place of social inclusion. The primary contribution of our study is to shine light on places of social inclusion as important institutions in democratic society. We also reveal the theoretical and practical importance of places as institutions, deepen understanding of custodians and custodianship as a form of institutional work, and offer new insight into the dynamic processes that connect emotions and institutional work. [ABSTRACT FROM AUTHOR]

We shed new light on the processes through which institutions are created and changed by investigating the question how does institutional entrepreneuring unfold in an already organized world. We conducted a longitudinal case study of the field of scientific research production in Australia, which changed over three decades through entrepreneuring processes associated with the creation of a new 'Smart State' place in the city of Brisbane in Queensland. A new place is a form of organizing human activity that has materiality and meaning at a specific geographic location. Our findings showed how field change was interwoven with place creation through four processes of entrepreneuring: structural emancipation, dissociating and reimagining place meanings, bricolaging of place forms and co-evolving place identities. These entrepreneuring processes constituted the field as a flow of 'becoming' that spilled over into temporary and provisional settlements in local places. Our findings make important contributions through: (1) deepening understanding of how organizational fields change through multilevel, distributed, cascading and often unreflexive processes of entrepreneuring in an already organized world; (2) bringing attention to a relationship between institutions and place, in which place is both the medium and outcome of institutional entrepreneuring; and (3) providing new insight into embedded agency by illustrating how institutions in 'becoming' continually (re)produce the resources and possibilities for agency within gradual institutional change over time. [ABSTRACT FROM AUTHOR]

Significant new university initiatives are usually analysed from the perspectives of government policy, university strategy or the entrepreneurship of particular individuals, but rarely from the view of their interdependencies. This paper reports on the creation of four Smart State Institutes at the University of Queensland in Australia and the concatenation of circumstances, decisions and actions that led to their formation. In the course of just over a decade, these Institutes, addressing biotechnology, nanotechnology, neuroscience and the molecular and cellular basis of disease, have developed into a cluster of scientific research of global significance, raising over $1 billion in investment and employing 1300 staff.A case study approach was employed in the analysis, involving 59 semi-structured interviews with key individuals involved at the organisational, regional and national levels. A range of archival data were collected and analysed to help construct a rigorous chronology of the key events, reports and actions that led to the development of the Institutes.Our research identifies the importance of the policy context, at both the Federal and State levels, conducive to the investment in the new Institutes. It shows how the University’s leadership and strategy took advantage of policy conditions, with a number of individual academic entrepreneurs providing the actions necessary to shape and guide the creation of the Institutes. Private philanthropy played a crucial role as animateur amongst the contributors. We argue the importance of the mutually reinforcing and concurrent contribution of all these actors and draw lessons for future government and university policy. [ABSTRACT FROM AUTHOR]