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AbstractCurrent theorists stress the context‐specificity of social behaviors and social cognitions. Although researchers have started to investigate the relationship as one context that might influence social cognitions, relatively little is known about the influence of relational context on the social goals endorsed by children and adolescents. The current study tested the hypothesis that pre‐adolescents' goals would vary between individuals as well as across relational contexts, and examined factors that might explain such variation. Participants (N = 102, 11–12 years) filled in questionnaires regarding their social goals and self‐ and peer‐perceptions when around each same‐sex classmate. Both goals and perceptions displayed significant variation between individuals, as well as between different relationship contexts. The goals pre‐adolescents pursued in different relationships were partly explained by varying perceptions of self and of the relationship partner in each relational context, as well as by the affective nature of the relationship. After accounting for the relationship‐specific variation, few associations were significant at the individual level. The results highlight the importance of studying contextual variance in social goals and social cognitions in general.

In her groundbreaking scholarship on intimacy and economy, Viviana Zelizer coined the concept of relational work, or efforts in matching social relations with economic transactions and media of exchange. This article reviews the conceptual advances and empirical applications of relational work over the past two decades. I first trace the origins of the concept and discuss how it is distinct from the idea of embeddedness. I then identify variants of relational work proposed in economic sociology, including relational accounting, obfuscated exchange, clarifying and blurring practices, and emotions and power in relational work. The second part of the review discusses research on relational work in five areas: earmarking money, walking the terrain of morally problematic exchange, configuring social relations through economic activity, using social relations to negotiate economic interactions, and scaling up to relational work of organizations and institutions. I end by proposing areas of future research to examine the determinants and consequences of relational work for (dis)trust, (in)equality, and relational (mis)matches.

Conceptual Groundwork, Research Questions and Methods -- Literature Review of Organizational Learning -- Conceptual Implications of the Literature Review -- Methodological Change: A Relational Reconceptualization of Organizational Learning -- Transcultural Learning as a Model for Relationalizating Multiple Rationalities -- The Role of Communities of Practice in the Operationalization of Relational Learning in Organizations -- Empirical Study on Organizational Learning as a Relational Process.

This paper begins by discussing Sue Campbell's account of memory as she first developed it in Relational Remembering: Rethinking the Memory Wars and applied it to the context of the false memory debates. In more recent work, Campbell was working on expanding her account of relational remembering from an analysis of personal rememberings to activities of public rememberings in contexts of historic harms and, specifically, harms to Aboriginals and their communities in Canada. The goal of this paper is to draw out the moral and political implications of Campbell's account of relational remembering and thereby to extend its reach and application. As applied to Aboriginal communities, Campbell's account of relational remembering confirms but also explains the important role that Canada's Indian Residential Schools Truth and Reconciliation Commission (IRS TRC) is poised to play. It holds this promise and potential, however, only if all Canadians, Aboriginal and non‐Aboriginal, engage in a process of remembering that is relational and has the goal of building and rebuilding relationships. The paper ends by drawing attention to what relational remembering can teach us about oppression more generally.

PurposeRelational uncertainty determines how relationships develop because it enables the building of trust and commitment. However, relational uncertainty has not been explored in an inter-organisational setting. The purpose of this paper is to investigate how organisations experience relational uncertainty in service dyads and how they resolve it through suitable organisational responses to increase the level of service quality.Design/methodology/approachThe author applies the overall logic of organisational information-processing theory and presents empirical insights from two industrial case studies collected via semi-structured interviews and secondary data.FindingsThe findings suggest that relational uncertainty is caused by the partner's unresolved organisational uncertainty, i.e. their lacking capabilities to deliver or receive (parts of) the service. Furthermore, the author found that resolving the relational uncertainty increased the functional quality while resolving the partner's organisational uncertainty increased the technical quality of the delivered service.Originality/valueThe author makes two contributions: first,the author introduces relational uncertainty to the OM literature as the inability to predict and explain the actions of a partnering organisation due to a lack of knowledge about their abilities and intentions; and second, the author presents suitable organisational responses to relational uncertainty and their effect on service quality.

Investigates taking a relationally-oriented practice turn in Organization Studies. This title contains four sections, namely, Situating Relational Practices in Organization Studies, Inquiring and Affecting Relational Practices, Intervening with Relational Practices, and Prospecting Participative Organizing

Introduction 1. Relational Leading 2. Leadership In Relational And Distributed Practice 3. Communication As Relational Practice Of Leading 4. Dialog And Power 5. Relational Creation Of Leadership Identity 6. Leaders Use Of Maps, Guiding, And Momentary Meaningful Actions 7. Developing The Competence To Lead In Everyday Situations 8. Relational Leadership: Ontology And Practice