Suchergebnisse

The notion of microfoundations has received growinginterest in neo-institutional theory (NIT) along with an increasing interest inmicrofoundational research in disciplines such as strategic management andorganizational economics. However, despite reference to the same term, thereare decisive differences in how microfoundations have been addressed acrossdifferent disciplines.The aim of this double volume is to explore in moredepth what the microfoundations of institutions are and what it takes toactually develop sound microfoundations. To this end, this double volume setsoff by exploring the recent well-spring of micro-level research in NIT (i.e.,research on the individual, practice and group level). While intimatelyrelated, micro-level research and microfoundations are not necessarily the samething. Hence, the double volume seeks to bring to the fore differentperspectives in micro-level research in order to tease out what theseperspectives imply for building microfoundations, where they converge and wherethey diverge.

The notion of microfoundations has received growing interest in neo-institutional theory (NIT) along with an increasing interest in microfoundational research in disciplines such as strategic management and organizational economics. However, despite reference to the same term, there are decisive differences in how microfoundations have been addressed across different disciplines.The aim of this double volume is to explore in more depth what the microfoundations of institutions are and what it takes to actually develop sound microfoundations. To this end, this double volume sets off by exploring the recent well-spring of micro-level research in NIT (i.e., research on the individual, practice and group level). While intimately related, micro-level research and microfoundations are not necessarily the same thing. Hence, the double volume seeks to bring to the fore different perspectives in micro-level research in order to tease out what these perspectives imply for building microfoundations, where they converge and where they diverge.

Research on e-participation has grown significantly in the last years. This review focuses on public administrations, which are central actors in the solicitation and organization of e-participation and in the process of diffusion of more democratic decision-making in government contexts. However, research indicates that public administrations often struggle with technological and organizational changes, which suggests that e-participation initiatives may fail due to barriers within public administrations. Although researchers have paid considerable attention to the diffusion of e-participation in public administrations, research so far is multi-disciplinary and fragmented. The aim of this literature review is to structure and systematize the literature regarding phases of e-participation diffusion (adoption, implementation and institutionalization) and levels of analysis (micro, meso, and macro) to map the extant field of e-participation diffusion research and to provide a starting point for future research. The analysis shows that research has concentrated on the phases of adoption and implementation, and on the external context of public administrations (macro) and the organizational (meso) level. Overall, the review identifies major research gaps and offers avenues for future research.

Purpose
Learning from errors is important for employees, particularly at early stages of their career. The purpose of this paper is to examine the influence of perceived trainer responses to errors on trainee learning from errors in a workplace setting. In Study 1, the authors test a model that examines the associations between perceived trainer responses to errors and trainee learning from errors, which are mediated by affective-motivational adaptivity. In Study 2, the authors further hypothesize that the link between perceived trainer responses and affective-motivational adaptivity is moderated by perceived error climate.


Design/methodology/approach
The authors test the hypotheses using data from 213 Swiss apprentices (Study 1) and 1,012 German apprentices (Study 2) receiving dual vocational training.


Findings
Study 1 suggests that negative trainer reaction impedes trainee learning from errors by impairing trainees' affective-motivational adaptability. Trainer tolerance of errors and trainer support following errors were not related to trainee learning from errors. Study 2 indicates that perceived error climate is an important boundary condition that affects the relationship between trainer responses and trainee learning from errors.


Originality/value
This study contributes to research on learning from errors in three ways. First, it enriches the understanding regarding the role of trainers in enhancing learning from errors in organizations. Second, it extends research on learning from errors by investigating the interaction effects between perceived trainer responses and error climate. Third, it refines knowledge about the role of positive affect in learning from errors. Findings of this study also offer practical insights to trainers and managers regarding what they should do to encourage trainee learning from errors.

In Studien zur Internationalisierung wissensintensiver Dienstleistungen finden sich Hinweise, dass Dienstleistungsunternehmen ihren Klienten häufig ins Ausland folgen (follow-yourcustomer-Strategie). Der vorliegende Beitrag untersucht am Beispiel der Unternehmensberatung erstmals die Frage, welche Relevanz diese Internationalisierungsstrategie aus Sicht der Kunden aufweist. Die Ergebnisse einer Studie unter den 500 größten Klientenunternehmen in Deutschland zeigen, dass die Kunden dieser Internationalisierungsstrategie eine weitaus geringere Relevanz beimessen als dies gemeinhin von den Beratungsunternehmen angenommen wird. Zudem wird deutlich, wo und in welchem Ausmaß Klienten auf unterschiedliche Beratungen im Ausland zurückgreifen (deutsche, internationale sowie Beratungen im Zielland). Der Beitrag schließt mit Implikationen für die Praxis und weitere Forschungen.
Studies on the internationalization of knowledge-intensive services point out that service firms mostly internationalize by following their customers. Using the example of consultancies this paper explores for the first time if this internationalization strategy is of the same importance from the clients' point of view. The findings of an empirical study with the top 500 client firms in Germany reveal that this internationalization strategy is less relevant from the clients' point of view than from the perspective of the consultants. Moreover, it becomes clear, where and to which degree clients engage different consultancies abroad (German, international or consultancies of the target country). The article concludes with implications for practice and future research.

This article focuses on the potential of online participation to enable the cooperative development of norms by affected stakeholders, investigating whether such processes can produce norms of both high quality and legitimacy. To answer this question, we designed, implemented, and evaluated an online norm setting process that goes beyond the scope of those usually described in the literature. Taking as a case study a process to redraft the examination regulations for doctoral degrees at a science faculty of a German university, we show that such instances of online deliberation can integrate the diversity of opinions of all affected stakeholders. The result was a norm that implemented previously controversial external recommendations for doctoral dissertation procedures and that was met with high satisfaction from both those who participated as well as those who remained passive. While we believe that the university context in which this process was conducted is particularly promising for such efforts because of its organization, its members, and the issue that was at stake, we argue that similar conducive conditions exist, for example, for political parties. As such, the findings can be instructive for understanding the potential and limits of successful online participation in other contexts.