The Hit Parade: A Career Legacy Conversation with Michael A. Hitt

Kenneth Kernaghan and Canadian Public Administration: Editor's Note and Remembrances

The circulation of ideas across academic communities is central to academic pursuits and has attracted much past scholarly attention. As North American-based scholars with European ties, we decided to examine the impact of Organization Studies in North American academia with the objective of understanding what, if anything, makes some Organization Studies articles more likely to have impact in North America than others. To set the stage for better understanding the role of Organization Studies in this academic community, we first present the key characteristics of North American academia. Secondly, relying on archival data spanning the first 29 years of Organization Studies (1980 to 2008, inclusive), we identify an apparent dynamic of select re-importation of exported ideas. Put otherwise, top North American journals tend to re-import ideas authored (and exported) by select North American scholars in Organizations Studies. Thirdly, we discuss the implications of this process on the field of organization studies and on the circulation of ideas across academic communities.

The aim of Semantic Web is to add machineprocessable information to the Web. Our focus is on information related to people. This problem in Semantic Web is addressed by the FOAF Vocabulary. FOAF Vocabulary describes people, their activities and the people they know. The terms defined in this vocabulary let us say general things about us and people we know. But the terms in FOAF define people generally, and for example don't let us talk about professional achievements and bring us near to specific academic communities of our interest. The entire social network is composed of communities, and we have chosen to contribute on academic community. In this article we introduce a new vocabulary, FOAF-Academic, which we have built up on the OAF vocabulary by restricting it to communication in academic communities (e.g., exclude personal data), as well as extending it were required to cover academic-specific terms and relationships (e.g., add the co-author relationship). We have described this ontology and the technologies under which it is implemented. This ontology will help the academic community in saying anything about their achievements, their qualifications, activities and the communities that are near to them, in a machine readable format in order to be processed by both human and machine.

The popular and professional press is filled with discussions of major changes on the organizational landscape, including organizational design experiments at entrepreneurial firms as well as at major corporations, the slashing of corporate staffs, the downsizing, delayering and revitalization of firms, the emerging electronic organization, mergers and acquisitions, failures of high reliability organizations, and time-based competition. Each of these issues has been associated with the redesign of organizations, yet these redesigns seem far removed from academic research, and they do not typically utilize the academic body of knowledge. Although the field has progressed enormously in new methods and insights during a century of research, it seems to us that organization studies have been a source of recurrent disappointment for practitioners and academics alike (Bedian 1989; Cummings 1983; Luthans 1986; Slocum 1984). For example, Miner (1984) analyzed 32 established organizational science theories and concluded that with the exception of theories of motivation there is no relationship between usefulness and validity. Is the field of organization studies irrelevant? Organizations have become the dominant institution on the social landscape. Yet the body of knowledge published in academic journals has practically no audience in business or government. Unlike a field such as economics, research on organizations has not typically focused on problems relevant to business and government organizations, and the real world of organizations has not drawn on the work undertaken by organizational scientists. From colleagues within our field and in allied disciplines, we hear complaints that manuscripts espousing radical ideas, or topics outside the mainstream, are difficult to publish. Reviewers for established journals seem to value papers whose theses are anchored in established theories or that use "legitimate" methods, thus implicitly creating a publication barrier for research that falls outside mainstream topics or methods. Moreover, we observe that scholars with interests in organizations span many disciplines and fields of inquiry such as anthropology, economics, history, information science, communication theory, artificial intelligence, systems theory, psychology, sociology, political science, policy sciences, as well as organization behavior, strategic management and organization theory. We sense that a new discipline of organization science is evolving and we envision that a new journal can become a forum for a discipline defined more broadly. The purpose of this essay is to discuss these issues and the need for reorienting research away from incremental, footnote-on-footnote research as the norm for the field. Although current research approches have made solid contributions, they do not

Toward a Feminist Theory of Letting Go Donna King (bio) During an interview on NPR’s All Things Considered David Greene asked Brian Henneman of the band The Bottle Rockets, “You’ve played with some pretty big names . . . you guys have become big. [But] you’re not as commercial . . . as big as Wilco. . . . I mean, what takes you to the next level?” Henneman laughed and replied, “It’s too late to go to the next level. We’re too comfortable where we’re at. Why would we want to move now if everything will just be more of a pain in the butt? So, yeah . . . this is a real awesome comfortable place, and we like it. And by golly, that’s our story, and we’re sticking to it.”1 Setting aside the self-conscious coda, what strikes me about this exchange is Henneman’s genuine satisfaction with his band’s level of success. You can hear it in his voice: he means it. He is okay exactly where he is, with his band and in his life. He does not want to get to the top; he does not have to be the best. In fact, he foresees only headaches (or worse) lying in wait should he strive for bigger commercial success. Surely Henneman’s social position—as a middle-aged working-class musician from the Midwest, fronting a band that has played mostly in bars for over twenty years—has shaped his aspirational goals. I find it refreshing, nonetheless, to hear him say out loud and proud, “No thanks. I don’t need to reach the top. I’m okay exactly where I am.” But then there is that conditional addendum, with its self-deprecating, defensive posturing, undercutting the message that good-enough is fine and implying instead that one must justify, explain, or make excuses for being satisfied with one’s life as it is. In this paper I question the core American imperative that says we must endlessly strive to be the best. My interest in this issue is both intellectual and personal. Like many women I struggle to balance work life, home life, professional pursuits, creative endeavors, self-definition, and cultural mandates. I ask: Does feminism provide theoretical supports for women who want to (or must) slow down, grow quiet, and let go of striving? Can one be simultaneously [End Page 53] feminist and nothing special, a strong woman and a woman in touch with her real limitations? I use the somewhat jarring term “nothing special” not to minimize or denigrate women, but rather to highlight cultural contradictions I see in a mainstream “free-market feminism” that promotes the relentless pursuit of personal and professional achievement while uncritically adopting a neoliberal ideology that conflates “female empowerment [with] the accompanying baggage of consumerism, individualism, radical inequalities of life chances [and] environmental degradation.”2 As Hester Eisenstein argues in Feminism Seduced, “feminist energies, ideologies, and activism have been manipulated in the services of the dangerous forces of [a] globalized corporate capitalism” that views the majority of the world’s women as “the cheap workforce of choice” and co-opts privileged professional women, including many academic feminists, into an acritical (or defeatist) acceptance of the neoliberal agenda and its attendant “flight from the body.”3 As antidote to this cooptation Eisenstein calls for a revitalized feminist critique of capitalism that “transcend[s] . . . the differences between Third World and First World women to create a united international women’s movement that can be a force for political and social change.”4 Primary among these forces for change, says Eisenstein, is a return to the body and to a social ethic of compassion, nurturance, and care that “transform[s] maternalism, not as an essentialist definition of women’s roles, but as a set of claims on the state” to provide child care, health care, sufficient nutrition, and adequate housing for all.5 As Eisenstein’s critique makes clear, there are contradictions in our culture, and within feminism, about how women should live our lives, particularly in terms of economic and cultural demands for high productivity, a fast pace, pushing past limits, and denying the body. These pressures cut across race...

Achieving excellence in dietetics practice: Certification of specialists and advanced-level practitioners

The book of abstracts compiles the research works presented at ICOMS 2025 - International Conference on Organisational and Management Studies, hosted on the 29th and 30th of May 2025 at ISCAP Porto Accounting and Business School, under the scientific coordination of CEOS.PP Centre for Organisational and Social Studies of the Polytechnic Institute of Porto. ICOMS 2025 book of abstracts reflects the interdisciplinary and international nature of our academic community, with a wide range of topics spanning sustainable finance, ESG reporting and green bond issuance to financial literacy, housing market dynamics, risk analysis, innovation, digital transformation, technological adoption in SMEs, social entrepreneurship, and the evolving role of artificial intelligence in business. The conference opens with keynote contributions from renowned scholars and experts, most notably Professor Edward Altman from NYU Stern School of Business. His work on financial distress prediction models has influenced both academic research and practical applications in risk management. His presence enriches our discussions and underlines the conference's global reach and relevance.

“What Color Is My Parachute”: Career Opportunities in Academic Gastroenterology and Hepatology

In Web 2.0 era, the users participate in the forming of information like Blogging, and contribute users’ personal specific knowledge and, furthermore, decide the knowledge structure such as the Wikipedia context. The objective of this paper is to look for the lead users that had been articulated by von Hippel (1988) in the innovative Internet businesses and to evaluate the effectiveness of the toolkits that had been articulated by von Hippel (2001) and used for innovation facilitators. The current Internet context has been evolved into the web 2.0 with both highly simultaneous interactions between users and great amount of contents generated spontaneously by worldly wide-dispersed users. Due to the high interactivity of web 2.0, the website operator can provide some user-friendly toolkits to let users configure their information and demanded applications by themselves. As the von Hippel argued, the lead users were the most effective and valuable innovators to the manufacturers or their upper stream providers than others. We choose an indicator of lead user, that is, the popularity in the hit parade of website, to observe the Internet innovativeness of the lead user candidates and to survey their usage of website’s add-on toolkits. This research conducts a case interview and an interview of web-based questionnaire and thus finds that those who list in the higher rank of hit parade mostly have the characteristics of lead users because they are usually earlier users of website’s newly released functions and thus gaining more perceived benefits than others. In addition, they are more likely to use the website toolkits, especially, such as the trial-and-error learning tools, the modular libraries and the solutions space, so as to customize their personal uses, to response problems posted by others, and even to share self-invented solutions and whatever they had self-configured. The user's incremental innovations have value for manufacturer among them. This study also finds that the website employees who usually involve their own operations and personal use into the website context, that is, the corporate product, will have higher lead-user characteristics than the users in the higher rank of website’s hit parade. So the lead users don’t be looked for outwards. The research findings will give some hints to the providers of Internet business. To construct a user-generated-content web environment with toolkits and innovation incentives, and to encourage intimate use of corporate innovation internally may be the useful approaches to search innovative lead users on the Internet.

Future‐proofing <i>IJMR</i> as a leading management journal: Reach, relevance and reputation

This paper explores elements in the creative process of the development of a new television format from both practice and research-based perspectives. We compare and integrate findings from an unpublished case study of the popular Finnish lifestyle television program, Strömsö, with the broad research literature on creativity. Through this lens, fourteen elements, which were identified through this case study to be present in the creation of Strömsö, are explored and contextualized with examples from the show’s creation. These elements were: 1) idea, 2) analyze, 3) brainstorm, 4) research, 5) benchmark, 6) toss ideas, 7) temporary input, 8) inspiration from an unexpected source, 9) rest, 10) formulate, 11) concretize, 12) pilot, 13) make mistakes, and 14) chaos. Research on multiple subtopics related to creativity is utilized to illustrate how knowledge gained through the academic literature can be integrated with these findings to provide possible guidance for practice. In doing so, we show how diverse epistemological and methodological approaches to examining the same phenomena can bolster insight and understanding for researchers and practitioners alike. Researchers will be able to note how topics that they are familiar with manifested in a practical setting, and non-academic professionals involved in creating content for television and new media will be introduced to theory and research that may aid in their creative endeavors. We intend this manuscript to provide useful information to such professionals and inspire additional research in the academic community.

The Pathways Commission on Accounting Higher Education was created by the American Accounting Association (AAA) and the American Institute of Certified Public Accountants (AICPA) to study the future structure of higher education for the accounting profession and develop recommendations for educational pathways to engage and retain the strongest possible community of students, academics, practitioners, and other knowledgeable leaders in the practice and study of accounting. This charge is, by design, expansive in its scope and open to much interpretation. Accordingly, the Commission began its work by developing a number of fundamental principles on which to focus its study, outreach, and the process used to make its recommendations. This introduction highlights some of those principles as a prelude to the summary of recommendations that follow.Pathways Commission participants, including leading accounting practitioners and educators, sought input from a variety of stakeholders over the last 18 months to investigate ways to enhance the opportunities and relevance of the accounting education experience in its broadest sense. This document serves solely as an executive summary of the much more comprehensive report of the Pathways Commission; we encourage readers to explore the full report.To achieve the Pathways Commission's charge, it was important to explore a wide range of perspectives on current and future challenges and opportunities for the profession. For instance, the amount and complexity of information accountants are charged with interpreting, processing, reviewing, and reporting is continuously increasing. While technological advances can surely enable a profession to better address change and meet new challenges, technological change offers a significant set of challenges to both curriculum development and effective learning environments. Economic pressures have always been part of the ebb and flow of challenges that can seem, at times, to be insurmountable obstacles to affecting real and lasting improvements for a profession. Certainly, the recommendations in this report arrive during a very difficult economic climate and are, thus, presented with even greater impediments to change than normal. These and other identified challenges helped to form a path of exploration for the Commission in its deliberations.At the beginning of this exploration, the Pathways Commission adopted a fundamental premise: the educational preparation of accountants should rest on a comprehensive and well-articulated vision of the role of accounting in the wider society. This vision of the role of the accounting profession, which is described more fully in the body of the Pathways Commission report, was instrumental in directing the work of the Commission to consider the profession in its broadest sense. Many individuals are engaged in the practice of accounting, filling a wide range of positions in the public, private, not-for-profit, and government sectors of our economy. The mix of formal education, training, experience, and certification needed differs across these roles. Further, certain functions are regulated by state and federal laws. The development of useful business information, preparation, and attestation to informative financial information and the production of reliable data for management decision-making require that those involved in the information chain have an education commensurate with the challenges and responsibilities inherent in their work.Many readers of this summary and the full report, particularly those in the academic community, will recognize some challenges, impediments, and recommendations that have been discussed in previous studies on the future of accounting education. Recognition of this fact by the sponsoring organizations and the Commissioners at the outset of this undertaking led to the focus in the report on identifying impediments to change and the need for a more focused, continuous approach to affecting change in the profession. Thus, the final recommendation is not directed toward a specific area to be enhanced or changed in the academic or practice communities. Rather, it focuses on establishing an ongoing process to implement these or future recommendations and putting in place the structures and relationships needed to overcome the limitations of periodic efforts to sustain the vitality of accounting education and practice. Studies in the past have surfaced effective ideas and innovations, and incremental changes have been made over time as interested parties have led individual efforts to enhance accounting education. With our history foremost in mind, the Pathways Commission recommendations place significant emphasis on the need for a sustained focus on the many areas that impact accounting education and creating approaches that foster that continuous process.The paragraphs above provide a brief glimpse into the thought process and activities that were a part of this effort. The following is a very condensed description of the significant views and recommendations directed at both accounting education and the practice communities offered by the Commission. Each recommendation summarized below is followed by one or more objectives that are intended to provide additional guidance toward accomplishing the focus of the recommendation. Chapter 3 provides the reader with more detailed context for the recommendations and objectives, and Chapter 4 offers detailed actions to implement those recommendations or overcome identified impediments. Accordingly, in order to gain a comprehensive understanding of each recommendation and suggested implementation actions, readers are encouraged to consider the entirety of the report.All too frequently, students in accounting classes are exposed to technical material in a vocation-focused way that is disembodied from the complex, real-world settings to which the students are bound and from the insights that research can bring to practice. In addition, unlike in other professions, accounting practitioners are not significant consumers of academic accounting research. There are many reasons for this; for example, most accountants are not educated in universities on how to read and understand academic research, accounting researchers have difficulty getting access to requisite data to address current problems facing the business community, and academic research is often not directed toward addressing the issues most pressing to the profession. This lack of collaboration is not typical of other learned professions in the university, such as medicine, engineering, or law, where more research is clinical—deliberately directed toward problems faced by practicing professionals. To better address the gap in linkages between research and practice, practice and education, and education and research, objectives for action items to address this recommendation include the following:The critical shortage of tenure-track faculty in accounting is well documented, especially in the audit, systems, and tax specialties. This shortage is having significant immediate and long-term impacts on both the quality and viability of accounting education and accounting research (e.g., reduced capacity to educate doctoral students, reduced research capacity, reduced terminally prepared faculty teaching masters and undergraduate students, and ultimately fewer faculty members in the future). A combination of circumstances—the shortage of accounting faculty that is likely to increase sharply (given the average age of current full-time tenured faculty) and a single pathway to a single terminal degree in accounting that cannot accommodate substantially more doctoral students—raises questions about how accounting educators will be able to fulfill their roles in teaching, research, and service in the future.Going forward, flexibility and exploration of new pathways will be essential to maintaining the relevance and delivery of a quality accounting education and to sustaining vital accounting research.Objectives aimed at addressing these conditions include the following:Formal and informal reward structures have evolved, too often, to advantage the work and accomplishments of research over those of teaching. Because accounting educators do their work in settings wherein maintaining their roles in teaching, research, and service are increasingly complex, addressing the imbalance of focus on research compared to teaching is not a simple task. Growing competition for resources at the institutional, college, and program levels and a number of pressures coming to bear on accounting programs are likely to continue to increase. Still, these impediments to addressing this issue need to be overcome. Creating effective learning experiences is a vital part of accounting educators' work, critical to achieving the values of a learned profession, and should be part of the peer-review process, faculty-development plans, reward systems, and other recognitions and incentives. Objectives to meet this recommendation include the following:The practice of accounting is changing rapidly. Its geographic reach is global, and technology plays an increasingly prominent role. A new generation of students has arrived who are more at home with technology and less patient with traditional teaching methods. All of this is occurring while many accounting programs and requirements have remained constant, and accounting curricula have evolved with limited commitment or agreement about the core learning objectives. Vital programs, courses, and approaches require systematic attention to curriculum, pedagogy, and opportunities for renewal. Specific objectives to accomplish this recommendation include the following:Many students beginning in accounting gain the impression that it is a narrow vocational field, and professional practice is almost exclusively about auditing or taxation. The result is too many high-quality students who might otherwise be interested in pursuing accounting are not attracted to it. Promoting the utility of accounting to the broader society and, moreover, ensuring diversity among those who enter the profession is critical. These conditions suggest the following objectives for implementation actions:Available information about currently employed accounting professionals and future demand for them can be difficult to obtain. Recent advances in the coverage and accessibility of national data on employment and the ability to link these data to higher-education databases are starting to alleviate this condition. Pathways are also opening for gathering data on future demand. Similar attention is needed to understand supply-and-demand conditions for accounting faculty as well.Objectives to be accomplished include the following:For many decades, gifted and dedicated colleagues in the academic and practice communities have identified and wrestled with challenges in educating accountants for the profession. While previous studies have resulted in some successful new directions and promising innovations, most past efforts at renewal have lacked an explicit implementation strategy and structure to move their recommendations forward on a systematic and properly resourced basis. To address this need, the Commission's last recommendation is to establish an implementation process that will bring together a broad group of stakeholders in a manner that encourages further consideration and implementation of the recommendations and suggested action items put forth in this report.Past efforts to review and renew accounting education have made significant contributions and surfaced effective innovations. However, previous efforts have not systematically identified and addressed the major environmentally induced impediments that inhibit continuing renewal. Pockets of innovation exist that are supported by passionate individuals, but many are frustrated by the difficulties of maintaining that focus, and others work in environments wherein their interest in that work is stifled.Impediments exist at institutional, program/department, and individual levels. Among the most significant impediments are (1) failure to acknowledge what drives faculty to change, (2) inability to overcome the silo effect in many departments in which curricula are viewed simply as collections of independent courses, (3) delays in incorporating effective practices in pedagogy because faculty lack experience, knowledge, and development opportunities, (4) the slow pace at which curricular change occurs within colleges and universities, (5) lack of flexibility in tenure processes and post-tenure review focused primarily on research productivity, (6) lack of reward structures promoting student-centeredness and curricular innovation, (7) inability or unwillingness of deans and department chairs to implement change, and (8) lack of appreciation or understanding of the importance of sound pedagogy and professional relevance. Without the commitment of accounting educators and practice colleagues to challenge the institutional cultures and structures at the root of these impediments, sustaining renewal and innovation in accounting education will continue to be limited. The Commission recommends actions to address these impediments, outlined in more detail in the full report.The Commission's seven recommendations are situated within a complex web of interrelated challenges that are described in the full report. It is important to note that many recommendations address multiple challenges. Furthermore, the recommendations themselves are interdependent. Elements of a given recommendation—for example, the need for approaching these challenges with a common identity for the discipline of accounting or the demand for educational experiences that transcend technical knowledge—occur in more than one place. This interdependence means the recommendations should not be pursued independently. Progress will have to be made on many of these recommendations, and additional recommendations yet to be identified, for accounting education and the accounting profession to meet and exceed the challenges of the future.As with any undertaking of this kind, there will be views and recommendations in this report that will resonate with many interested persons in the accounting education and practice communities. In turn, there will be some views and recommendations that spark negative responses and spirited debate among some readers. Whether one agrees or disagrees with one or more of the recommendations or whether the impediments can seem insurmountable at times, it is the hope of the Pathways Commission that its process and outcome will begin a healthy debate and closer self-examination of the ways in which the academic and practice communities can forge new pathways to an enhanced accounting profession for the future. Doing nothing because change may seem too difficult or dismissing a recommendation because it is not worded or focused exactly right should not be an acceptable response.As implementation activities around these recommendations begin, we welcome your comments and suggestions at http://www.pathwayscommission.org.

Chapter 4 - Designing a Manuscript

In Memoriam: Peter Michael Chapman (1951–2017)

The past decade has witnessed a number of interesting shifts in the way people think about organizations. One of the most curious is the way in which much of the 'new thinking' is antithetical to mechanistic and rationalistic theories that have historically dominated organization and management studies. This paper investigates this shift, and argues that this new antithetical thinking can be interpreted as the re-surfacing, or recovery, of certain strands of Aristotelian philosophy, strands that were marginalized with the rise of scientific rational ism in the 17th century, before management and organization studies, as we tend to conceive of them, began. The discussion presented here demonstrates the traditional dominance of a disciplinary, mechanistic self-image in manage ment studies, whereby the field drew its boundaries in such a way as to exclude anything 'other' than this. We argue that reconnecting organizational and man agement research with systems of thought other than those traditionally associ ated with the 'discipline', and adopting a 'kaleidoscopic' view of history, can enable researchers to think differently about key issues and inform future development. Key aspects of Aristotle's thinking are considered as a case in point.