Religion has significantly influenced societies throughout history and across the globe. Family firms—particularly those operating in strongly religious regions—are more likely to be subject to the influence of religion. However, little is known about the mechanisms by which religion affects business activities in family firms. We study how religion impacts business activities through a qualitative study of two Anatolian-based family firms in Turkey. We find that religion provides a dominant meaning system that plays a key role in constituting business activities (...) through three mechanisms: family imports religious practices as business practices; family adheres to religious values as a rationale for business actions; and family religious values define business taboos by avoiding the evil eye. These mechanisms highlight how religion becomes a source of well-understood business practices, how religion defines the nature of rationality that guides business activities, and how religious taboos can delimit the range of potential business activities, respectively. (shrink)

Phenomenological, process-based and post-Marxist approaches have stressed the immanent nature of the ontogenesis of our world. The concept of performativity epitomizes these temporal, spatial and material views. Reality is always in movement itself: it is constantly materially and socially ‘performed’. Other views lead to a pre-defined world that would be mostly revealed through sensations (i.e. ‘representational perspectives’). These transcendental stances assume that a subject, although pre-existing experience, is the absolute condition of possibility of it. In this paper, we develop another (...) view of performativity (either complementary or interrelated to an immanent stance), one that re-introduces transcendence in the analysis but sees in it something dialogical to the process itself. We draw from the notions of visibility-invisibility and continuity-discontinuity (Merleau-Ponty 1945/2013, 1964) in order to show how everyday activity both performs and makes visible the world. From that perspective, modes of visibility appear as conditions of possibility of performativity itself. We draw some implications for the conceptualization of management practices. (shrink)

In terms of reversal theory, both dominant and alternative explanations of the initiation of organizational wrongdoing assume that its perpetrators act in a telic state of mind. This leaves us with explanations of organizational wrongdoing that are insufficiently appreciative of the agent’s experience. The human mind can be creative and imaginative, too, and people can fully immerse in their activity. We suggest that the paratelic state of mind is relevant for the phenomenological understanding of the initiation of original, creative, daring (...) courses of action, and that the paratelic state of mind may originate courses of action that social control agents, at a later moment in time, may label as organizational wrongdoing. Our proposal is especially relevant when organizational agents are on a course of exploration, facing uncertainty, complexity, and unavailability of information. (shrink)

Competence to enact responsible practices, such as recycling waste or boycotting irresponsible companies, is core to learning for responsibility. We explore the role of apps in learning such responsible practices ‘in the wild,’ outside formal educational environments over a 3-week period. Learners maintained a daily diary in which they reflected on their learning of responsible practices with apps. Through a thematic analysis of 557 app mentions in the diaries, we identified five types of app-agency: cognitive, action, interpersonal, personal development, and (...) material. Findings were interpreted from an actor-network perspective using the lens of ‘translation.’ To understand how apps enabled the learning of responsible practices, we analyzed app agency throughout four moments of translation: problematization, interessement, enrolment, and mobilization. Based on our analysis of how students’ app mentions changed over time, we further theorize learning as a sequence of subtranslations that form the larger translation process: learning as translation(s). Each subtranslation cycle is centered on enrolling a different set of human and nonhuman actors, with their competence, into the network. We contribute to the learning for responsibility field by showcasing how app-enabled learning may create real-life actor networks enacting responsibility, and by priming an actor-network pedagogy for ‘learning in the wild.’ We also contribute to the actor-network learning discussion by conceptualizing heterogeneous human–nonhuman competence and the first processual model of learning as translation(s). (shrink)