Temporal tensions abound for those involved in temporary interorganizational collaborations (IOCs). Participating members must navigate working within their home organization and the temporary IOC simultaneously. These tensions undermine efforts toward two important outcomes in temporary organizing contexts: temporal synchronization and ambitemporality. To be effective, leaders need a keen awareness of the temporal tensions present and an ability to manage these tensions through the enactment of additional temporal tensions. We identify temporal adaptive capacity (TAC) as a crucial competency needed by leaders to effectively manage the multi-level temporal tensions present when participating in temporary IOCs. Finally, we offer practical implications and a research agenda through the introduction of propositions related to TAC.

Consider the massive recovery response that included over 25,000 professionals and volunteers representing more than 120 organizations tasked with locating both human remains and vehicle debris following the Columbia Space Shuttle tragedy. Despite the daunting scope of the initial search area – 2.28 million acres of land – participating members were successful in their efforts to achieve the collective's goals. We contend that the response effort was effective because relatively disparate organizations and governmental agencies came together and ultimately exemplified the hallmarks of high reliability organizing (HRO). Our study explores how the transition in boundaries made this possible. Using interview and secondary data from our case study, we explore how individuals engaged in boundary work that facilitated boundary transformation. Specifically, we document how individuals interacted with a data visualization system to temper the physical, social, temporal, and scope boundary tensions initially present following the disaster. Amidst an emergent, messy, and complex setting, the interaction with a boundary object allowed for unity in diversity of participating organizations, a common language through mapping, a form of trichordal temporal and rapid sensemaking, and a foundation for dynamic decision making. Therefore, our study yields critical insights into how organizational members engage in boundary work to aid HRO collaborations.

The diffusion of disinformation via social media has become a pressing societal concern for business leaders and policy makers. In recent years, online disinformation has been implicated as a source of field-level institutional change across a variety of societal contexts. To better understand how online disinformation changes institutional issue fields, we explore how digital materiality affords users opportunities to create and propagate disinformation. We introduce and define three social media material features: modular content, content flow, and manifold network structures. From these digital materiality elements, we articulate three disinformation affordances: crafting, amplifying, and partitioning. We rely on several vignettes – far-right political conspiracy group, QAnon, anti-vaccination (i.e., anti-Vaxxers), and flat Earth beliefs – to illustrate how social media users exploit digital materiality and enact disinformation affordances. Our theoretical development also contributes to our understanding of how online disinformation disrupts institutional issue fields. In particular, we highlight several potential changes to institutional issue fields regarding power centralization, subfield structures, and institutional infrastructure. We conclude by offering recommendations for future research and social media policy.

Purpose Virtual organizations present numerous challenges for managers, especially in regards to organizational identity formation. This paper aims to address this gap in the extant literature by exploring how organizational narratives can foster identification with the virtual organization. Moreover, information technology can further catalyze the positive effects of narratives on identity formation. Design/methodology/approach Qualitative data from in-depth interviews with 18 members of a nonprofit, virtual organization – DiverseCS – were collected. Participants were asked about their roles in the organization, challenges and collaborative efforts. Grounded theory methodology was used to analyze the data. Findings Efforts to instill a sense of identity and community through the adoption of information technology was met with resistance. Rather, senior leaders encouraged and institutionalized the creation of organizational narratives. Novel use of information technology – social media and hyperlinks – became a means to amplify the positive effects of narrative creation and sharing by organizational members. Originality/value This study investigates how some members of a virtual organization use information technology in novel ways to further spread organizational narratives to other organizational members and also to external collaboration partners. This research contributes to the extant literature on virtual organizational identity and also proposes a research agenda.

The diffusion of disinformation via social media has become a pressing societal concern for business leaders and policy makers. In recent years, disinformation has been implicated as a possible source of institutional change across a variety of societal contexts, including political contests, medical legitimacy, and scientific education. To better understand the disinformation phenomenon and how it changes institutions, we view disinformation through the lens of institutional work. From this perspective, the intentional propagation of false information represents a form of institutional work whereby actors seek to disrupt dominant institutional structures. We first focus on social media materiality or the material features of social media platforms that users interact with and the opportunities for disinformation actions that certain features afford actors. We introduce and define three social media material features: modular content, network velocity, and manifold network structures, and illustrate how they relate to three social media affordances for disinformation: crafting, amplifying, and partitioning. We then discuss a potential outcome of disinformation – institutional fracturing – as a form of institutional change. We conclude by offering recommendations for future researchers and policy makers.

Here we report Matutites collinsi n. sp. (Crustacea, Decapoda, Matutidae) from the uppermost Middle Eocene Spring Garden Member of the Castle Hayne Formation of North Carolina. This record demonstrates once again that the genus Matutites BLOW & MANNING, 1996 is restricted to the southeastern USA and currently known exclusively from Lower Paleocene to Middle Eocene strata.

Study preregistration promotes transparency in scientific research by making a clear distinction between a priori and post hoc procedures or analyses. Management and applied psychology have not embraced preregistration in the way other closely related social science fields have. There may be concerns that preregistration does not add value and prevents exploratory data analyses. Using a mixed-method approach, in Study 1, we compared published preregistered samples against published non-preregistered samples. We found that preregistration effectively facilitated more transparent reporting based on criteria (i.e., confirmed hypotheses and a priori analysis plans). Moreover, consistent with concerns that the published literature contains elevated type I error rates, preregistered samples had fewer statistically significant results (48%) than non-preregistered samples (66%). To learn about the perceived advantages, disadvantages, and misconceptions of study preregistration, in Study 2, we surveyed authors of preregistered studies and authors who had never preregistered a study. Participants in both samples had positive inclinations towards preregistration yet expressed concerns about the process. We conclude with a review of best practices for management and applied psychology stakeholders.

Using concepts associated with effectively maintained inequality theory and horizontal stratification, the authors ask whether the private-public dividing line is a “threshold of consequence” for early-career market entry. To address this empirically, the authors use a novel LinkedIn data set to analyze job pathways for the graduating class of 2016 from the top 25 private and top 25 public universities in the United States. In line with past qualitative research, the authors find evidence that elite private graduates enter high-status industries in greater proportion than their public university counterparts. They also tend to get jobs at more prestigious and higher paying firms and to attain more prestigious job titles. On the basis of the evidence, the authors call for more closely analyzing the layers of advantage that may accumulate to elite graduates during key transitional moments, such as during the postgraduation job search. The authors also shed additional light on how the private-public divide is a threshold of consequence for university graduates.

Does complexity theory offer novel theoretical and empirical insights into social processes or is it merely a repackaging of sociology’s central tenets? This question motivates the following theoretical overview and analysis in hopes to spur further inquiry into social complexity. Complexity theory posits that interaction between social agents produces emergent macro level patterns; a statement which is remarkably consistent with extant sociological theory. Following this line of inquiry, I provide a brief discussion of complexity theory, emphasizing connection with sociological theory. I then attempt to clarify complexity theory by illustrating that it is neither a theory nor a method of research, but instead a meta-theory. In this light, complexity theory can illuminate certain underdeveloped aspects of sociological analysis, such as the importance of initial conditions and non-linear dynamics, enriching our understanding of social phenomenon. The aim, therefore, of this paper is to spur sociological theorizing, far from equilibrium, at the edge of chaos and complexity.

Purpose Oppositional organizational identities are fraught with conflict and often evoke powerful social and cultural identities. Such identities may be a divisive force among consumers. The purpose of this paper is to understand how consumers construct frames that facilitate identification with oppositional organizational identities. Design/methodology/approach The authors use online reviews from TripAdvisor.com and Yelp.com of the Creation Museum in Kentucky, USA. The Creation Museum is an ideal research context due to its location within American public discourse regarding religion and science. Through a grounded theory approach of the reviews, the authors propose three identity frames. Findings The data suggest that consumers primarily construct three frames to identify with the Creation Museum: transformational experiences, interpretive bricolage and oppositional scripts. Together, these frames engender resonance and facilitate consumer identification. Originality/value This paper is one of the first to examine how oppositional organizational identities garner consumer support. Given that consumers are increasingly attentive to organizational processes and the ubiquity of information technology, which reduces the costs of information and interaction, the study provides a much more holistic perspective on oppositional organizational identity and offers a multitude of future avenues for further research.

The sociological literature on identity construction falls into three broad traditions. One, rooted in social psychology, underscores how individuals internalize identities that become stable self-structures. The second, rooted in dramaturgy, emphasizes how individuals contextually perform their identities through various scripts. The third, rooted in social movements literature, stresses how collective identity is nurtured and mobilized. Through 56 interviews with undergraduate entrepreneurs, I show that the three traditions are not contradictory, but rather highlight complementary processes and divergent layers of analysis. This synthesis is pedagogically and analytically useful, providing a heuristic for designing future empirical inquiry on entrepreneurial identity construction.

The use of information technology (IT) by organizational members during interorganizational collaboration can either disrupt the collaborative system or provide cohesion to the system. The outcome of IT use depends on the initial starting point of the collaboration system and the interaction of the collaboration system with IT use (i.e., technology in practice). IT use disrupts interorganizational collaborations by facilitating communication among diverse and numerous organizational actors. From this perspective, IT disrupts rigid social structures among collaboration partners, permitting interactions that give rise to emergent phenomenon. In contrast, IT use alternatively provides cohesion to interorganizational collaborations by facilitating sensemaking through IT’s information processing capabilities. In either case, the use of IT introduces tensions that dynamically shift a collaborative system along the complexity continuum. As IT transforms an interorganizational collaboration, the use of IT by organizational members also changes. We use details from two case examples to illustrate how IT can serve as either a stabilizing or destabilizing tension, and how this tension may facilitate transition in organizational form. We also consider the role of information technology in helping decision makers gather relevant intelligence on the degree of complexity within collaboration systems.

Study pre-registration promotes transparency into the process of scientific research by making a clear distinction between a-priori and post-hoc study procedures or analyses. This distinction promises to improve scientific conduct by giving more accurate weight to different modes of research: confirmatory hypothesis tests and exploratory discoveries. There are, however, concerns that pre-registration does not add value (only unnecessary bureaucracy), prevents exploratory data analyses, and increases the possibility of being “scooped.” In Study 1, we quantitatively and qualitatively compared published pre-registered samples (n = 328) against published non-pre-registered samples (n = 278). We found that pre-registered samples were more likely to include a sample size rationale (e.g., power analysis), an a priori analysis plan, and discuss excluded cases than samples than were not pre-registered. Moreover, consistent with concerns that the published literature contains elevated Type I error rates, pre-registered samples had fewer statistically significant results than non-pre-registered samples (Cohen’s d = .50). To learn about the perceived advantages, disadvantages, and misconceptions of study pre-registration, in Study 2, we surveyed authors of pre-registered studies (n = 292) and authors who had never pre-registered a study (n =82). Participants in both samples had positive inclinations towards pre-registration, yet expressed concerns about the process and the potential to restriction exploratory data analysis. We conclude with a review of best-practices for authors, reviewers, journals, and graduate training programs.

This Research-to-Practice Work-in-Progress Paper presents a midway report on a change initiative underway in the College of Computing and Informatics (CCI) at UNC Charlotte. Comprised of approximately 100 faculty members and nearing 2,000 undergraduate majors, CCI was awarded a 5-year, $2 million grant from the National Science Foundation in 2015 to revolutionize computer science education at the collegiate level. This initiative, which seeks to simultaneously achieve both pedagogical and organizational change, is built upon a foundation of educational innovation through engaged teaching practices. To sustain educational innovation in CCI beyond the funded scope of the project, pedagogical change is thus strategically embedded in CCI's organizational structure through a 3-stage model of faculty adoption, redesigned student course evaluations, and realigned values in the reappointment, promotion, and tenure process. By recognizing that sustained organizational change takes root when there is concurrent buy-in from organizational members-both bottom-up and top-down-this reform initiative seeks to embed two-pronged change not only via educational innovation (pedagogical change), but also in the day-to-day practices, policies, and physical environment of the College itself (organizational change).

Across the globe, we are witnessing a reassertion of hegemonic systems of domination around gender, race, socioeconomic status, ability, sexuality, religion, and immigrant status. In the United States in particular, the fragile foundation underlying civil rights and social progress in eradicating segregation, prejudice, and discrimination in education and employment is under threat. While many organizations and individuals are pushing back against these threats, the enactment of new public policy and legislation that undermines civil rights (coupled with the unraveling of existing civil rights policy and legislation) signals a shift in priority and effort away from dismantling historical structures of inequity. This shifting larger social, political, and economic context is problematic for the succession of efforts to broaden participation in computer science education (CSEd), as it reasserts old, dominant paradigms that maintain the status quo. Educational reform is a herculean task under favorable conditions, let alone an overarching environment bucking against gains made in dismantling inequity over the last several decades. Due to these obstacles, we posit that systemic organizational change within CSEd institutions and programs themselves is necessary to truly effect sustainable, transformational change in broadening participation efforts, especially under hostile conditions in the larger environment. This poster will profile one such change effort in progress within a college of computing and informatics located at a large, urban research university in the southeastern US. Comprised of three departments, approximately 100 faculty members, and approximately 1,900 undergraduate students, this CSEd change effort focuses on broadening and sustaining participation through a foundation of engaged pedagogy. Over the past two years, we built a new structure of faculty training and development that is designed to (re)focus CSEd faculty to engaged pedagogical practice, varied teaching techniques, and classroom tools that foster student learning in historically underrepresented and underserved groups that are not typically well-served by traditional teaching beliefs and practices. With approximately 25% of the ~100 CSEd faculty participating to-date (and growth projected to 35% by the end of 2018), we established our base for long-term structural change in our college. Building upon that base as a critical first step, we next retool our teaching evaluations to further enstructure inclusive teaching values within the recurring, everyday processes of the organization. By strategically focusing on an element of the reappointment, promotion, and tenure (RPT) process, we send a crucial signal to organizational members—faculty, students, staff, administrators—that inclusive teaching and learning matters beyond "lip service" and beyond environmental pressures to the contrary.

This study documents a new case of the further commercialization of the university, the rapid adoption of corporate partnership programs (CPPs) within centralized university career services departments. CPPs function as a type of headhunting agency. For an annual fee they facilitate a corporate hiring department’s direct access to student talent, allowing the company to outsource much of its hiring tasks to the university career center. CPPs are a feature found predominantly, though not exclusively, on campuses where there is a highly rationalized logic around the economic benefits of academic science. Further, CPPs represent a commercialization of practice that is in tension with the student-development mission of traditional career counselors. Using an inhabited institutionalist approach, we show how the models differ and how staff on each side attempt to negotiate their competing roles in the multiversity environment. We also discuss some of the potential impact on students, on the career services profession, and on college-to-work pathways.

While scholars and politicians tout education as the salve to employment disruptions, we argue that the geography of the new economy, and the social closure mechanisms that geography creates, may be just as important as individuals' characteristics for predicting post-displacement wage loss (or gain). We use data from the 2012 Displaced Workers ement of the Current Population Survey and from the 2010 United States Census to test hypotheses linking local labor markets in different industrial contexts to post-displacement wage loss. Our results point to age as a closure mechanism, and to the partially protective effect of education in high-tech versus low-tech economic sectors. This study is the first to use national level data to examine how employment in high-tech cities influences post-displacement wages. These findings are relevant both for theorizing about the new economy and for public policy.