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This article, dealing with the topic of academic governance, is based on the experiences and reflections of a previous chair of a university senate. Grounded in recognition of the ever-increasing turbulence and complexity of the context of universities, it reveals some of the gaps and what gets silenced in the process and explores the paradoxical and inherently political nature of governance. Building on the current literature, the article attempts to extend and differentiate our conceptualization of governance and leadership as critical functions for university performance. In particular, governance is conceived of as the reframing, challenging, and questioning of the leadership vision and interpretation of reality and focuses on both external as well as internal trends over the long term and in ways that maximize responsiveness and strategic opportunities.
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This dissertation explores the relationship between social capital and an organizational capability during the earliest phases of emergence. Using an experimental methodology based on a virtual crisis simulation, this research examines the influence of social capital emergence on the evolution of capability performance in real time. Results illustrate the cross-sectional, autoregressive, and cross-lagged change in social capital and capability performance over three measurement intervals, suggesting the presence of a co-evolving relationship between the two constructs. This dissertation contributes valuable insight to the management literature by examining the micro-foundations of organizational capability emergence; demonstrating that the social, relational, and structural context of work is central, especially in its ability to shape collaborative practice and contribute to the collective ability to meet organizational needs. This study demonstrates how the process of social capital emergence occurs, and explains how it relates to the triggering of capability evolution. As a result, this dissertation has generated greater insight into how organizational capabilities grow and evolve, and how social capital contributes to these processes. By better understanding the role that social capital networks play in the emergence and evolution of organizational capabilities, we add some measure of control and predictability to capability evolution allowing organizations to take action to encourage, stabilize, or discourage capability change via specific intervention mechanisms, and
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This article fuses variance generation and suppression arguments with the micro-underpinnings of collective learning to bring the socio-emotional context of learning to the foreground. We take a practice-based perspective on cross-level learning distortions to explore non-recursive trade-offs between variance generation and variance suppression as newcomers adapt to established groups and as groups react to newcomers. Our typology first disaggregates the effects of sociality and emotionality to describe four patterns of context-contingent individual practicing: experimenting, emulating, bracketing and impersonating. We then explain why groups operating in distinct contexts may systematically ignore or discount two specific types of individual departures from collective norms: outliers (infrequent, significant deviations) and clusters (frequent, incremental changes). Our theoretical predictions add value to managers by unpacking the contextual contingencies that systematically pattern individual and collective learning and by suggesting specific interventions for preventing or alleviating learning disorders.