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Many attempts to integrate technology in Swedish schools have been initiated over the past 30 years with varying success. Although the use of digital tools has increased along with a general technology development, schools have mainly been using IT in administrative support activities. In recent years, school system reforms and developments in the educational technology sector have both required and enabled schools to digitalize. In this chapter, we follow the implementation of two technologies in a benchmark school in order to understand how technology integration is achieved. We suggest four types of embeddedness resulting from different types of activities that are subject to technology integration, as well as the social and material conditions that guide convergence during the postimplementation phase.

The purpose of this paper is to investigate interorganizational knowledge exchange from the perspective of the individual manager/professional. The paper aims to study the kinds of relationships managers/professionals in SMEs are involved in and the way in which they construct boundaries within and around these interorganizational relationships enabling and hindering knowledge acquisition.

The paper is based on 31 interviews with managers and professionals in seven SMEs. Interviews focused on the interorganizational relationships they viewed as important sources of knowledge for themselves and their organizations.

The study shows that managers/professionals gain vital knowledge from far more interorganizational relationships than those formally designed for knowledge acquisition. The most important sources of knowledge were relationships with suppliers and customers. The study also identifies five boundary dimensions – interests, interpretive frameworks, trust, private/organizational and priority – which respondents use in constructing boundaries within and around the relationships. These boundary dimensions represent important conditions for knowledge acquisition through the relationship.

The five boundary dimensions are generated based on a sample of SMEs in Sweden. They must thus be regarded as provisional and need to be validated in further research including larger organizations in different cultural contexts. Future studies should also focus on the dynamics of the boundaries and their interrelations as relationships evolve.

This paper adds to research on interorganizational knowledge acquisition by taking an individual level perspective and identifying boundary dimensions through which the relationships and their knowledge flows are shaped.

This paper seeks to explore critical factors that may obstruct or advance integration efforts initiated by the clinical management following a hospital merger. The aim is to increase the understanding of why clinical integration succeeds or fails.

The authors compare two cases of clinical integration efforts following the Karolinska University Hospital merger in Sweden. Each case represents two merged clinical departments of the same specialty from each hospital site. In total, 53 interviews were conducted with individuals representing various staff categories and documents were collected to check data consistency.

The study identifies three critical factors that seem to be instrumental for the process and outcome of integration efforts and these are clinical management's interpretation of the mandate; design of the management constellation; and approach to integration. Obstructive factors are: a sole focus on the formal assignment from the top; individual leadership; and the use of a classic, planned, top‐down management approach. Supportive factors are: paying attention to multiple stakeholders; shared leadership; and the use of an emergent, bottom‐up management approach within planned boundaries. These findings are basically consistent with the literature's prescriptions for managing professional organisations.

Managers need to understand that public healthcare organisations are based on competing institutional logics that need to be handled in a balanced way if clinical integration is to be achieved – especially the tension between managerialism and professionalism.

By focusing on the merger consequences for clinical units, this paper addresses an important gap in the healthcare merger literature.

Increasing chances of firm survival requires enduring entrepreneurship or the ability to balance competing demands for exploration and exploitation. We developed how acquisitions can provide needed disruption to change a firm’s dominant orientation toward exploration or exploitation or enable a continued focus on a firm’s dominant orientation. The result is a new typology for acquisition integration associated with different pre- and post-acquisition characteristics. For example, a firm with an exploitation orientation faces different integration challenges in acquiring targets with an exploration or exploitation orientation. We also distinguished between human and task integration to enable more nuanced integration decisions that help to reconcile conflicting findings on acquisition integration decisions. Implications for management research and practice were discussed.

Research and experience show that evidence-based practice (EBP), i.e. using the best available knowledge in daily professional work, is difficult to achieve in social services. The purpose of this study is to understand the development of organizational EBP learning processes in daily work through workplace education for staff and managers of supported homes for people with cognitive disabilities. The authors examine how the EBP model and new knowledge are understood and made actionable in the workplace, applying theories of organizational learning.

The authors used empirical material collected from an EBP workplace education pilot in Sweden, as well as documents on national EBP implementation in Swedish social services. Before the pilot, a focus group interview was conducted with regional senior managers. Participating managers and staff were individually interviewed two to three years after the pilot.

The study illustrates how knowledge-based action emerged from education where EBP was interpreted, understood, reflected on, and tested, supported by codified EBP tools in the work context. The participants, when supervised, and when observing and questioning their own behaviors in practice, contributed to double-loop learning (DLL) processes. Codification of EBP knowledge into useful tools and socialization processes during education and workplace meetings was crucial in developing individual and group DLL and knowledge-based actions.

The bottom-up approach to EBP development and the adaptive contextual learning at the workplace gave new insights into organizational learning in social service workplaces.

The aim of this study is to understand how artisanal food entrepreneurs acting as businesses, which are grounded in the logic of profit and growth, navigate the anti-growth constraints of artisanal logic. The study answers the research question of, how and when do the artisanal entrepreneurs respond to tensions between the small-scale craftsmanship logic and the business growth logic?

This study consists of two cases of artisanal food entrepreneurs situated in rural regions of Sweden. The empirical material is collected through interviews, observations and secondary sources. The analysis consists of two steps: a narrative analysis and a categorization of institutional logics using Pache and Santos (2013) framework.

Our findings show that the artisanal food entrepreneurs used several types of response to the tensions between the two institutional logics. As businesses grew, business growth logic increasingly penetrated the companies' operations. They responded by combining and blending the two logics and avoided growing too large themselves by collaborating with suppliers and local farmers. In addition, other activities needed to be compartmentalized and hidden since these activities could threaten their business images and their own criteria for small-scale food artisans.

Much work on how different institutional logics affect businesses have been on a structural level. This study answers the call on that more research is needed on an individual level by studying how individuals interpret logics and use them in their business activities.

The purpose of this paper is to offer an integrative model of foreign market learning, including different learning processes, antecedents and outcomes.

The paper makes a critical review of the relevant literature, drawing on a keywords-based search of three major databases and a range of other published work for a broader perspective on the subject.

The resulting integrative model shows in a number of ways how companies can learn and benefit from differences in foreign markets and what results this can lead to.

The sample of subject-specific contributions to the literature may have been insufficient, and a wider selection of keywords to identify them might have captured a richer variety of concepts and opinions.

The integrative model contributes to the literature on foreign market learning and innovation and serves as a basis for future studies and current management strategy.

One common feature of different variants of participatory and action research is rejection of technocratic, undemocratic elements in science and inquiry, aiming to break the dominance of traditional academic views of science. These variants open up broader participation of people, and emancipate knowledge creation for the production of actionable knowledge with transformative potentials. The purpose of this chapter is to recognize and clarify a striving for knowledge democracy in these explicit or implicit democratizing ambitions and tendencies in the sense of broadening the participation of concerned parties in research and development work on open and equal terms. This recent concept, still in the process of formulation, has been proposed as a global mobilizing and unifying thinking for distributed networks and movements for participatory oriented research. The concept and movement had an initial embedding in the First Global Assembly for Knowledge Democracy in June 2017, Cartagena, Columbia. The purpose of the chapter is to elaborate on the meaning of knowledge democracy as a vision for the participatory and action research community. Particularly I will distinguish between different orientation to knowledge democracy, and the character of the logic of a more, open, democratic and coproductive science that can be a carrier of it.