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backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Annemette Kjaergaard</h3></div><div class="js-work-strip profile--work_container" data-work-id="124963787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124963787/A_scoping_review_of_experimental_evidence_on_face_to_face_components_of_blended_learning_in_higher_education"><img alt="Research paper thumbnail of A scoping review of experimental evidence on face-to-face components of blended learning in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/119116130/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124963787/A_scoping_review_of_experimental_evidence_on_face_to_face_components_of_blended_learning_in_higher_education">A scoping review of experimental evidence on face-to-face components of blended learning in higher education</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The practice of combining digital and face-to-face elements into blended learning courses is bec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The practice of combining digital and face-to-face elements into blended <br />learning courses is becoming the new normal in higher education and <br />offers a promising learning format. While studies on the effects of <br />blended learning have so far focused mostly on the online components <br />of the blends, the success of blended learning also rests on the quality <br />of the integrated face-to-face activities. This scoping review examines <br />evidence from 59 experimental studies conducted in higher education <br />settings to explore what makes face-to-face components of blended <br />learning efficacious. The focus is on pedagogical intentions rather than <br />on quantifying the balance between online and face-to-face activities. <br />The results indicate which face-to-face activities support the <br />pedagogical objectives of higher-order processing, social interaction, <br />and engagement. The review identifies current gaps in blended <br />learning research and calls for richer characterizations of face-to-face <br />activities in blended learning to support the development of finely <br />tuned interventions and guide practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="49bb441589b1a28f8548066459e072c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119116130,"asset_id":124963787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119116130/download_file?st=MTczMjM5ODQ2Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124963787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124963787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124963787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124963787]").text(description); $(".js-view-count[data-work-id=124963787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124963787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124963787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124963787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "49bb441589b1a28f8548066459e072c9" } } $('.js-work-strip[data-work-id=124963787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124963787,"title":"A scoping review of experimental evidence on face-to-face components of blended learning in higher education","translated_title":"","metadata":{"doi":"10.1080/03075079.2022.2123911","issue":"1","volume":"48","abstract":"The practice of combining digital and face-to-face elements into blended\r\nlearning courses is becoming the new normal in higher education and\r\noffers a promising learning format. While studies on the effects of\r\nblended learning have so far focused mostly on the online components\r\nof the blends, the success of blended learning also rests on the quality\r\nof the integrated face-to-face activities. This scoping review examines\r\nevidence from 59 experimental studies conducted in higher education\r\nsettings to explore what makes face-to-face components of blended\r\nlearning efficacious. The focus is on pedagogical intentions rather than\r\non quantifying the balance between online and face-to-face activities.\r\nThe results indicate which face-to-face activities support the\r\npedagogical objectives of higher-order processing, social interaction,\r\nand engagement. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124713434"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124713434/Trying_out_loud_Leadership_development_as_experimentalism"><img alt="Research paper thumbnail of Trying out loud: Leadership development as experimentalism" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124713434/Trying_out_loud_Leadership_development_as_experimentalism">Trying out loud: Leadership development as experimentalism</a></div><div class="wp-workCard_item"><span>Leadership</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Where does leadership development turn if its heroic ideals are no longer tenable? This study tak...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124713434"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124713434"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124713434; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124713434]").text(description); $(".js-view-count[data-work-id=124713434]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124713434; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124713434']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124713434, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=124713434]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124713434,"title":"Trying out loud: Leadership development as experimentalism","translated_title":"","metadata":{"abstract":"Where does leadership development turn if its heroic ideals are no longer tenable? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108896938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108896938/The_moral_capture_of_being_good_A_study_of_CSR_compliance_in_identity_image_dynamics"><img alt="Research paper thumbnail of The moral capture of “being good”:A study of CSR compliance in identity-image dynamics" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108896938/The_moral_capture_of_being_good_A_study_of_CSR_compliance_in_identity_image_dynamics">The moral capture of “being good”:A study of CSR compliance in identity-image dynamics</a></div><div class="wp-workCard_item"><span>Proceedings - Academy of Management</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on CSR as a form of control of organizational members’ identity. Prior...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on CSR as a form of control of organizational members’ identity. Prior studies have suggested that managerial CSR policies may have disciplining effects on member identity. We extend this research by suggesting that identity-image dynamics amplify and change such control effects, as CSR messages are communicated to external audiences and institutionalized as expectations with publicly binding promises about a certain member identity of “being good”. Based on empirical findings we propose that CSR as a communicated and “generalized concern for the “other” introduces a new layer of institutional control for identity work that emerges beyond managerial influence, as employees as well as managers are morally inclined to comply with the corporate CSR promise of “being good”. Importantly, our findings show that members comply with the CSR message in four ways that include devotion but also suppression of overt forms of critique and resistance. 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We analyze how a strategic auto-communicative process, in terms of a company’s stimulation of mass media attention, serves as a catalyst for identity construction within the organization. Our findings demonstrate the importance of mass media for influencing identity and for creating strong member identification. Moreover, they illustrate the process by which the mediatization of organizational identity, which at first sight might seem oriented towards external audiences, could have significant influence on internal audiences and their self-description. Our empirical data derive from a 10-year study of the Danish hearing instrument provider Oticon A/S, which has been celebrated by the media for its organizational transformation from a steep hierarchy to a matrix organization in a process that seemed to happen overnight. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255520"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/108255520/Proceedings_of_ECIS_15"><img alt="Research paper thumbnail of Proceedings of ECIS 15" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/108255520/Proceedings_of_ECIS_15">Proceedings of ECIS 15</a></div><div class="wp-workCard_item"><span>European Conference on Information Systems</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255520"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255520; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108255519/Trying_out_loud_Leadership_development_as_experimentalism"><img alt="Research paper thumbnail of Trying out loud: Leadership development as experimentalism" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108255519/Trying_out_loud_Leadership_development_as_experimentalism">Trying out loud: Leadership development as experimentalism</a></div><div class="wp-workCard_item"><span>Leadership</span><span>, Dec 28, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Where does leadership development turn if its heroic ideals are no longer tenable? This study tak...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the theoretical exposés emanating from classrooms. Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. Identifying a series of attributes associated with the experimental intervention, we illuminate some future avenues for situated leadership development as well as offer considerations for leadership development practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255519]").text(description); $(".js-view-count[data-work-id=108255519]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255519']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255519, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255519]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255519,"title":"Trying out loud: Leadership development as experimentalism","translated_title":"","metadata":{"abstract":"Where does leadership development turn if its heroic ideals are no longer tenable? 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Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. Identifying a series of attributes associated with the experimental intervention, we illuminate some future avenues for situated leadership development as well as offer considerations for leadership development practice.","publisher":"SAGE Publishing","publication_date":{"day":28,"month":12,"year":2021,"errors":{}},"publication_name":"Leadership"},"translated_abstract":"Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the theoretical exposés emanating from classrooms. Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. 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A study of effects over time</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, Jul 5, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255517]").text(description); $(".js-view-count[data-work-id=108255517]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255517; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255517']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255517, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255517]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255517,"title":"Does gradeless learning affect students’ academic performance? 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Against this backdrop, this article proposes that academic activism can take more subtle forms. Writing as an academic activist collective, we unpack what subtle activism might look like within the context of contemporary academia. We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. We hope that these principles may serve to inspire other academics wishing to engage in subtle activism by unsettling everyday practices that discreetly challenge the status quo, thereby contributing to gently shifting the agenda for how it is possible to conduct intellectual work in the contemporary neoliberal university context.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255516"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255516"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255516; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255516]").text(description); $(".js-view-count[data-work-id=108255516]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255516; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255516']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255516, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255516]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255516,"title":"Subtle activism: Heterotopic principles for unsettling contemporary academia from within","translated_title":"","metadata":{"abstract":"Research on academic activism tends to foreground vociferous and explicit forms of activism that pursue predefined political agendas. Against this backdrop, this article proposes that academic activism can take more subtle forms. Writing as an academic activist collective, we unpack what subtle activism might look like within the context of contemporary academia. We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. We hope that these principles may serve to inspire other academics wishing to engage in subtle activism by unsettling everyday practices that discreetly challenge the status quo, thereby contributing to gently shifting the agenda for how it is possible to conduct intellectual work in the contemporary neoliberal university context.","publisher":"SAGE Publishing","publication_date":{"day":24,"month":4,"year":2023,"errors":{}},"publication_name":"Organization"},"translated_abstract":"Research on academic activism tends to foreground vociferous and explicit forms of activism that pursue predefined political agendas. Against this backdrop, this article proposes that academic activism can take more subtle forms. Writing as an academic activist collective, we unpack what subtle activism might look like within the context of contemporary academia. We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108255513/The_gradeless_paradox_Emancipatory_promises_but_ambivalent_effects_of_gradeless_learning_in_business_and_management_education"><img alt="Research paper thumbnail of The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108255513/The_gradeless_paradox_Emancipatory_promises_but_ambivalent_effects_of_gradeless_learning_in_business_and_management_education">The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education</a></div><div class="wp-workCard_item"><span>Management Learning</span><span>, Jun 8, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The negative impacts of grades on students’ approach to learning and well-being have renewed the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2051561" id="papers"><div class="js-work-strip profile--work_container" data-work-id="124963787"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124963787/A_scoping_review_of_experimental_evidence_on_face_to_face_components_of_blended_learning_in_higher_education"><img alt="Research paper thumbnail of A scoping review of experimental evidence on face-to-face components of blended learning in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/119116130/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124963787/A_scoping_review_of_experimental_evidence_on_face_to_face_components_of_blended_learning_in_higher_education">A scoping review of experimental evidence on face-to-face components of blended learning in higher education</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The practice of combining digital and face-to-face elements into blended learning courses is bec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The practice of combining digital and face-to-face elements into blended <br />learning courses is becoming the new normal in higher education and <br />offers a promising learning format. While studies on the effects of <br />blended learning have so far focused mostly on the online components <br />of the blends, the success of blended learning also rests on the quality <br />of the integrated face-to-face activities. This scoping review examines <br />evidence from 59 experimental studies conducted in higher education <br />settings to explore what makes face-to-face components of blended <br />learning efficacious. The focus is on pedagogical intentions rather than <br />on quantifying the balance between online and face-to-face activities. <br />The results indicate which face-to-face activities support the <br />pedagogical objectives of higher-order processing, social interaction, <br />and engagement. The review identifies current gaps in blended <br />learning research and calls for richer characterizations of face-to-face <br />activities in blended learning to support the development of finely <br />tuned interventions and guide practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="49bb441589b1a28f8548066459e072c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119116130,"asset_id":124963787,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119116130/download_file?st=MTczMjM5ODQ2Miw4LjIyMi4yMDguMTQ2&st=MTczMjM5ODQ2Miw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124963787"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124963787"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124963787; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124963787]").text(description); $(".js-view-count[data-work-id=124963787]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124963787; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124963787']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124963787, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "49bb441589b1a28f8548066459e072c9" } } $('.js-work-strip[data-work-id=124963787]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124963787,"title":"A scoping review of experimental evidence on face-to-face components of blended learning in higher education","translated_title":"","metadata":{"doi":"10.1080/03075079.2022.2123911","issue":"1","volume":"48","abstract":"The practice of combining digital and face-to-face elements into blended\r\nlearning courses is becoming the new normal in higher education and\r\noffers a promising learning format. While studies on the effects of\r\nblended learning have so far focused mostly on the online components\r\nof the blends, the success of blended learning also rests on the quality\r\nof the integrated face-to-face activities. This scoping review examines\r\nevidence from 59 experimental studies conducted in higher education\r\nsettings to explore what makes face-to-face components of blended\r\nlearning efficacious. The focus is on pedagogical intentions rather than\r\non quantifying the balance between online and face-to-face activities.\r\nThe results indicate which face-to-face activities support the\r\npedagogical objectives of higher-order processing, social interaction,\r\nand engagement. The review identifies current gaps in blended\r\nlearning research and calls for richer characterizations of face-to-face\r\nactivities in blended learning to support the development of finely\r\ntuned interventions and guide practice.","publisher":"Informa UK Limited","page_numbers":"151-173","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Studies in Higher Education"},"translated_abstract":"The practice of combining digital and face-to-face elements into blended\r\nlearning courses is becoming the new normal in higher education and\r\noffers a promising learning format. While studies on the effects of\r\nblended learning have so far focused mostly on the online components\r\nof the blends, the success of blended learning also rests on the quality\r\nof the integrated face-to-face activities. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124713434"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124713434/Trying_out_loud_Leadership_development_as_experimentalism"><img alt="Research paper thumbnail of Trying out loud: Leadership development as experimentalism" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124713434/Trying_out_loud_Leadership_development_as_experimentalism">Trying out loud: Leadership development as experimentalism</a></div><div class="wp-workCard_item"><span>Leadership</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Where does leadership development turn if its heroic ideals are no longer tenable? This study tak...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108896938"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108896938/The_moral_capture_of_being_good_A_study_of_CSR_compliance_in_identity_image_dynamics"><img alt="Research paper thumbnail of The moral capture of “being good”:A study of CSR compliance in identity-image dynamics" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108896938/The_moral_capture_of_being_good_A_study_of_CSR_compliance_in_identity_image_dynamics">The moral capture of “being good”:A study of CSR compliance in identity-image dynamics</a></div><div class="wp-workCard_item"><span>Proceedings - Academy of Management</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on CSR as a form of control of organizational members’ identity. Prior...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on CSR as a form of control of organizational members’ identity. Prior studies have suggested that managerial CSR policies may have disciplining effects on member identity. We extend this research by suggesting that identity-image dynamics amplify and change such control effects, as CSR messages are communicated to external audiences and institutionalized as expectations with publicly binding promises about a certain member identity of “being good”. Based on empirical findings we propose that CSR as a communicated and “generalized concern for the “other” introduces a new layer of institutional control for identity work that emerges beyond managerial influence, as employees as well as managers are morally inclined to comply with the corporate CSR promise of “being good”. Importantly, our findings show that members comply with the CSR message in four ways that include devotion but also suppression of overt forms of critique and resistance. 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We analyze how a strategic auto-communicative process, in terms of a company’s stimulation of mass media attention, serves as a catalyst for identity construction within the organization. Our findings demonstrate the importance of mass media for influencing identity and for creating strong member identification. Moreover, they illustrate the process by which the mediatization of organizational identity, which at first sight might seem oriented towards external audiences, could have significant influence on internal audiences and their self-description. Our empirical data derive from a 10-year study of the Danish hearing instrument provider Oticon A/S, which has been celebrated by the media for its organizational transformation from a steep hierarchy to a matrix organization in a process that seemed to happen overnight. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255520"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/108255520/Proceedings_of_ECIS_15"><img alt="Research paper thumbnail of Proceedings of ECIS 15" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/108255520/Proceedings_of_ECIS_15">Proceedings of ECIS 15</a></div><div class="wp-workCard_item"><span>European Conference on Information Systems</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255520"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255520; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108255519/Trying_out_loud_Leadership_development_as_experimentalism"><img alt="Research paper thumbnail of Trying out loud: Leadership development as experimentalism" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108255519/Trying_out_loud_Leadership_development_as_experimentalism">Trying out loud: Leadership development as experimentalism</a></div><div class="wp-workCard_item"><span>Leadership</span><span>, Dec 28, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Where does leadership development turn if its heroic ideals are no longer tenable? This study tak...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Where does leadership development turn if its heroic ideals are no longer tenable? This study takes leadership practice, not the classroom, as its point of departure. Leadership studies have demonstrated the romance in leadership theory of an individual, stable, and coherent leadership figure, even if this figure does not connect to actual practices. In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the theoretical exposés emanating from classrooms. Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. Identifying a series of attributes associated with the experimental intervention, we illuminate some future avenues for situated leadership development as well as offer considerations for leadership development practice.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255519]").text(description); $(".js-view-count[data-work-id=108255519]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255519']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255519, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255519]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255519,"title":"Trying out loud: Leadership development as experimentalism","translated_title":"","metadata":{"abstract":"Where does leadership development turn if its heroic ideals are no longer tenable? 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In other streams of research, practice increasingly appears to be a resource for less presumptuous theorizing about leadership. These more situationally sensitive approaches call for equivalent leadership development practices, and extant literature in particular has escaped the confines of the executive management classroom to only a limited extent. While experiential learning has proved an efficient means of instigating and harvesting in-classroom experiences for subsequent reflection and learning, translating these experiences into (later) leadership practice has proved problematic. The mundanity of practice rarely corresponds to the theoretical exposés emanating from classrooms. Using a leadership development program (LDP) as our case, we explore accounts from managers carrying out in-practice experiments and analyze these processes in light of Dewey’s notion of experimentalism. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108255518/Mediating_Identity_A_Study_of_Media_Influence_on_Organizational_Identity_Construction_in_a_Celebrity_Firm"><img alt="Research paper thumbnail of Mediating Identity: A Study of Media Influence on Organizational Identity Construction in a Celebrity Firm" class="work-thumbnail" src="https://attachments.academia-assets.com/106685989/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" 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A study of effects over time</a></div><div class="wp-workCard_item"><span>Studies in Higher Education</span><span>, Jul 5, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255517"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255517"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255517; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255517]").text(description); $(".js-view-count[data-work-id=108255517]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255517; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255517']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255517, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255517]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255517,"title":"Does gradeless learning affect students’ academic performance? 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Against this backdrop, this article proposes that academic activism can take more subtle forms. Writing as an academic activist collective, we unpack what subtle activism might look like within the context of contemporary academia. We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. We hope that these principles may serve to inspire other academics wishing to engage in subtle activism by unsettling everyday practices that discreetly challenge the status quo, thereby contributing to gently shifting the agenda for how it is possible to conduct intellectual work in the contemporary neoliberal university context.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255516"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255516"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255516; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255516]").text(description); $(".js-view-count[data-work-id=108255516]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255516; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255516']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255516, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255516]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255516,"title":"Subtle activism: Heterotopic principles for unsettling contemporary academia from within","translated_title":"","metadata":{"abstract":"Research on academic activism tends to foreground vociferous and explicit forms of activism that pursue predefined political agendas. 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We use Foucault’s concept of heterotopia to argue that subtle activism can expand the space of what is possible in academia today by experimenting with quietly unsettling norms rather than overtly opposing or rejecting them. We offer a set of principles that might underpin a subtle activist agenda, extrapolated from practices from colleagues and from own activist collective. We hope that these principles may serve to inspire other academics wishing to engage in subtle activism by unsettling everyday practices that discreetly challenge the status quo, thereby contributing to gently shifting the agenda for how it is possible to conduct intellectual work in the contemporary neoliberal university context.","internal_url":"https://www.academia.edu/108255516/Subtle_activism_Heterotopic_principles_for_unsettling_contemporary_academia_from_within","translated_internal_url":"","created_at":"2023-10-17T04:10:40.173-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":20395722,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Subtle_activism_Heterotopic_principles_for_unsettling_contemporary_academia_from_within","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":20395722,"first_name":"Annemette","middle_initials":null,"last_name":"Kjaergaard","page_name":"AnnemetteKjaergaard","domain_name":"cbs","created_at":"2014-10-30T18:05:32.086-07:00","display_name":"Annemette Kjaergaard","url":"https://cbs.academia.edu/AnnemetteKjaergaard"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics"},{"id":68802,"name":"Organization","url":"https://www.academia.edu/Documents/in/Organization"},{"id":75000,"name":"Philosophy and Religious Studies","url":"https://www.academia.edu/Documents/in/Philosophy_and_Religious_Studies"},{"id":475935,"name":"Status Quo","url":"https://www.academia.edu/Documents/in/Status_Quo"}],"urls":[{"id":34790872,"url":"https://doi.org/10.1177/13505084231167702"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255515"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/108255515/Student_Team_Formation_based_on_Learning_Styles_Revisited_Do_Changes_in_the_Organization_Study_Programme_Affect_Students_Self_Reported_Benefits"><img alt="Research paper thumbnail of Student Team Formation based on Learning Styles Revisited: Do Changes in the Organization Study Programme Affect Students Self-Reported Benefits" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/108255515/Student_Team_Formation_based_on_Learning_Styles_Revisited_Do_Changes_in_the_Organization_Study_Programme_Affect_Students_Self_Reported_Benefits">Student Team Formation based on Learning Styles Revisited: Do Changes in the Organization Study Programme Affect Students Self-Reported Benefits</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents the design, implementation, and evaluation of a process of team formation bas...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents the design, implementation, and evaluation of a process of team formation based on learning styles profiles. At admittance to Copenhagen Business School 124 BSc students (Business Economics/Psychology) completed the Danish Self-Assessment Learning ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255515"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255515; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255515]").text(description); $(".js-view-count[data-work-id=108255515]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255515; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255515']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255515, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255515]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255515,"title":"Student Team Formation based on Learning Styles Revisited: Do Changes in the Organization Study Programme Affect Students Self-Reported Benefits","translated_title":"","metadata":{"abstract":"This paper presents the design, implementation, and evaluation of a process of team formation based on learning styles profiles. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255514"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/108255514/Evaluering_af_teamdannelsesforl%C3%B8bet_p%C3%A5_1_semester_HA_psyk_2007_For_den_samlede_%C3%A5rgang_pr_hold_HAP_101_102_103_samt_i_teams"><img alt="Research paper thumbnail of Evaluering af teamdannelsesforløbet på 1. semester HA(psyk.), 2007: For den samlede årgang, pr. hold (HAP 101, 102, 103) samt i teams" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/108255514/Evaluering_af_teamdannelsesforl%C3%B8bet_p%C3%A5_1_semester_HA_psyk_2007_For_den_samlede_%C3%A5rgang_pr_hold_HAP_101_102_103_samt_i_teams">Evaluering af teamdannelsesforløbet på 1. semester HA(psyk.), 2007: For den samlede årgang, pr. hold (HAP 101, 102, 103) samt i teams</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255514"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255514"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255514; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108255513"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108255513/The_gradeless_paradox_Emancipatory_promises_but_ambivalent_effects_of_gradeless_learning_in_business_and_management_education"><img alt="Research paper thumbnail of The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108255513/The_gradeless_paradox_Emancipatory_promises_but_ambivalent_effects_of_gradeless_learning_in_business_and_management_education">The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education</a></div><div class="wp-workCard_item"><span>Management Learning</span><span>, Jun 8, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The negative impacts of grades on students’ approach to learning and well-being have renewed the ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. Moreover, it provides new empirical insights into how business and management students experience gradeless learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108255513"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108255513"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108255513; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108255513]").text(description); $(".js-view-count[data-work-id=108255513]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108255513; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108255513']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 108255513, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=108255513]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108255513,"title":"The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education","translated_title":"","metadata":{"abstract":"The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. 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