This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The finalinstrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed.
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Prior work has focused on understanding coopetition tensions and response in bilateral coopetitions. Even though multilateral coopetitions are prevalent in practice they have not been fully studied in terms of coopetition tensions and their management. This omission is problematic. Multilateral coopetitions can complement what we know in prior work because they are inherently complex with multiple actors and greater coordination needs. Hence, we asked: how are tensions experienced and managed in multilateral coopetitions? We answer this question by drawing on 31 interviews and archival data from seven multilateral coopetitions. We found three types of multilateral coopetitions comprising member companies and independent central coordinating organization. We show that actors within each coopetition type experience tensions differently and have varied capabilities to manage these tensions. Our contribution is twofold. First, we complement insights from prior work by opening the black box of coopetition tensions to show that not all coopetition tensions are salient for actors within and across coopetitions. Second, unlike prior work that locates capabilities within focal firms, we show that coopetition capabilities are dispersed across actors, which has implications for value creation and capture.
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Purpose – Social enterprises have proven to play a vital role in the transitions towards inclusive labour markets and sustainable economies. Yet, they often struggle to flourish within traditional economic systems due to the dual mission of pursuing social and commercial goals, leading to inherent tensions for social entrepreneurs. This study aims to explore tensions within work integration social enterprises (WISEs) arising from their dual mission and engagement with multiple stakeholders.Design/methodology/approach – Interviews with representatives from ten Dutch WISEs were conducted to understand their day-to-day challenges. The typology by Smith and Lewis (2011), focusing on learning, belonging, organising and performing tensions, was used for data analysis.Findings – The study reveals tensions between social impact and commercial viability, with organisational challenges being predominant. Also, there is an observed temporal pattern in tension prominence: early stages emphasise belonging, organising and performing tensions, while learning tensions become more prominent asenterprises mature.Originality/value – This study offers insights into tensions within WISEs, highlighting the complexity of managing multiple identities in a multi-stakeholder context. By drawing on practical experiences, it contributes nuanced understanding to existing literature.
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The growing sophistication, frequency and severity of cyberattacks targeting all sectors highlight their inevitability and the impossibility of completely protecting the integrity of critical computer systems. In this context, cyber-resilience offers an attractive alternative to the existing cybersecurity paradigm. We define cyber-resilience as the capacity to withstand, recover from and adapt to the external shocks caused by cyber-risks. This article seeks to provide a broader organizational understanding of cyber-resilience and the tensions associated with its implementation. We apply Weick's (1995) sensemaking framework to examine four foundational tensions of cyber-resilience: a definitional tension, an environmental tension, an internal tension, and a regulatory tension. We then document how these tensions are embedded in cyber-resilience practices at the preparatory, response and adaptive stages. We rely on qualitative data from a sample of 58 cybersecurity professionals to uncover these tensions and how they reverberate across cyber-resilience practices.
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PurposeSocial enterprises have proven to play a vital role in the transitions towards inclusive labour markets and sustainable economies. Yet, they often struggle to flourish within traditional economic systems due to the dual mission of pursuing social and commercial goals, leading to inherent tensions for social entrepreneurs. This study aims to explore tensions within Work Integration Social Enterprises (WISEs) arising from their dual mission and engagement withmultiple stakeholders.MethodologyInterviews with representatives from 10 Dutch WISEs were conducted to understand their day-to-day challenges. The typology by Smith and Lewis (2011), focusing on learning, belonging, organising, and performing tensions, was used for data analysis. FindingsThe study reveals tensions between social impact and commercial viability, withorganizational challenges being predominant. Also, there's an observed temporal pattern in tension prominence: early stages emphasize belonging, organising, and performing tensions, while learning tensions become more prominent as enterprises mature. OriginalityThis study offers insights into tensions within WISEs, highlighting the complexity of managing multiple identities in a multi-stakeholder context. By drawing on practical experiences, it contributes nuanced understanding to existing literature.
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The role of conveners in initiating and/or leading the formation of cross-sector partnerships (CSPs) has received ample attention in the literature on partnership formation. However, what happens when two organizations jointly take up this role? This question is important in many complex partnerships, such as those on sustainable supply chains. We present a qualitative, longitudinal case study explaining how two organizations together convened the formation of a complex cross-sector partnership, and emphasize the changing roles of each organization individually and their shared relationship over time. We analyze how this process of ‘collective convening’ unfolded, how it impacted the collaboration, and how the conveners coped with the tensions brought about by the constellation of collective convening. These tensions manifested at the interorganizational level in the relationship between the two conveners, but were also fed by each convener’s organizational level dynamics, as these dynamics influenced the collective convening process. A paradox perspective is appropriate to analyze the tensions emerging from the collective convening process and the ensuing organizational response strategies. We contribute to the literature on CSPs by introducing and elaborating on the notion of ‘collective convening’, which reflects a reality in complex CSP formation but has remained largely unstudied in the existing literature on convening. Further, we show how conveners bring their organizational level dynamics to the interorganizational level and how these dynamics influence the CSP formation process in positive and negative ways.
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Prior work has focused on understanding coopetition tensions and response in bilateral coopetitions. Even though multilateral coopetitions are prevalent in practice they have not been fully studied in terms of coopetition tensions and their management. This omission is problematic. Multilateral coopetitions can complement what we know in prior work because they are inherently complex with multiple actors and greater coordination needs. Hence, we asked: how are tensions experienced and managed in multilateral coopetitions? We answer this question by drawing on 31 interviews and archival data from seven multilateral coopetitions in the context of sustainability. We found three types of multilateral coopetitions comprising member companies and independent central coordinating organization. We show that actors within each coopetition type experience tensions differently and have varied capabilities to manage these tensions. Our contribution is twofold. First, we complement insights from prior work by opening the black box of coopetition tensions to show that not all coopetition tensions are salient for actors within and across coopetitions. Second, unlike prior work that locates capabilities within focal firms, we show that coopetition capabilities are dispersed across actors, which has implications for value creation and capture.
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This longitudinal study investigated reciprocal associations among various professional identity tensions and Dutch primary student teachers’ teacher identity. Students (N = 201, 82.9% female) completed the professional identity tensions scale and the teacher identity measurement scale across three waves. Random intercept cross-lagged panel models showed that five out of nine investigated professional identity tensions were negatively associated with teacher identity at the inter-individual level. At the intra-individual level, no significant cross-lagged relationships were detected. Our findings imply that the development of professional identity tensions and teacher identity are not automatically interrelated and should, therefore, be both explicitly addressed in teacher education.
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Overtourism is a much-debated topic in academic literature and among policy makers. The discussions have led to insights into the different aspects of overtourism, but the focus has largely remained on finding solutions for the direct, and often short-term, effects of (over)tourism faced by cities "in general", rather than identifying and solving the underlying causes and tensions. To take this needed step, it is essential to be aware that the causes, tensions and impacts related to (over)tourism, the interaction between the city's stakeholders as well as the issues outside tourism that a city is facing are all context specific. A way to identify the underlying causes and tensions in a specific city is to utilize the Smart City Hospitality Framework. The framework, which merges the concepts of sustainable development and city hospitality, provides a diversity of lenses to frame specific tensions that fit within a local context and, as a result, support a contextualized analysis of impacts and intervention strategies of city tourism. In this chapter we utilize the framework to analyse the role of tourism in three European cities (Gothenburg, Darmstadt and Warsaw), each with a different relation to tourism. A deliberate choice was made here to not focus on major tourism cities that are commonly associated with overtourism, to highlight how tensions related to overtourism are also appearing in cities where "in general" there still seems to be room for an increase in tourism numbers. The cases make clear that, also in these cities, the problematic relationship between tourism and the liveability of cities for local stakeholders, as well as the lack of equality with regard to the distribution of benefits and disadvantages, (start to) harm the sustainability of urban tourism development. The cases also highlight the disillusionment of people with the extent to which their voice is heard and taken seriously. In the discussion we identify a number of avenues for further research and experimentation.
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In recent decades, technology has influenced various aspects of assessment in mathematics education: (1) supporting the assessment of higher-order thinking skills in mathematics, (2) representing authentic problems from the world around us to use and apply mathematical knowledge and skills, and (3) making the delivery of tests and the analysis of results through psychometric analysis more sophisticated. We argue that these developments are not pushing mathematics education in the same direction, however, which creates tensions. Mathematics education—so essential for educating young people to be creative and problem solving agents in the twenty-first century—is at risk of focusing too much on assessment of lower order goals, such as the reproduction of procedural, calculation based, knowledge and skills. While there is an availability of an increasing amount of sophisticated technology, the related advances in measurement, creation and delivery of automated assessments of mathematics are however being based on sequences of atomised test items. In this article several aspects of the use of technology in the assessment of mathematics education are exemplified and discussed, including in relation to the aforementioned tension. A way forward is suggested by the introduction of a framework for the categorisation of mathematical problem situations with an increasing sophistication of representing the problem situation using various aspects of technology. The framework could be used to reflect on and discuss mathematical assessment tasks, especially in relation to twenty-first century skills.
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