In this article, we explore how paradoxical tensions related to exploration–exploitation dynamics may shape vicious cycles in high-growth ventures. Based on an inductive, interpretive case study at a telecommunications firm in the United Kingdom, we identify a set of drivers through which vicious cycles may emerge and persist over time. While some drivers are associated with originating the vicious cycle (cycle originators), others are associated with sustaining it (cycle perpetuators). Cycle originators identified in the study include tradeoff cognition, structural separation, and a structural leadership void. Cycle perpetuators include intergroup tensions, ineffectual integration, and a temporal leadership void. We show how the interplay between these drivers in a self-reinforcing process culminates in the escalation of tensions and a political turnover (cycle climax). In the field study, we observe the operation of this pattern over two full cycles. Based on the findings, we develop a framework relating paradoxical tensions to vicious cycles in new venture growth. We conclude by challenging traditional stage-based conceptualizations of new venture growth, and by discussing the implications of our study for research on the linkages between organizational paradox, ambidexterity, and venture growth theory.

Although educational games have been used for a considerable time, their true potential for enhancing achievement and motivation is still being explored. We argue in this paper that we may get closer to realizing this potential if the theoretical underpinning of educational games is improved. We developed a simple interactive math game based on insights from cognitive load and game design theory, in which players solve mathematical problems competitively and creatively. To investigate the effects of the game on achievement and motivation, we ran an experiment with fifth-and sixth-grade students. Our results show that students who played the game achieved better math results than those who did not. We did not find any significant differences in math motivation. Another promising finding, albeit beyond the scope of our hypotheses, relates to the potential effects of math games on student behavior.

The innovation era has seen firms adopting a variety of organization designs with autonomous teams as their basic building blocks. Such organization designs have confronted firms with the challenge of managing complex task interdependence configurations. The predominant assumption within the organization design field for decades has been that task interdependence given by design would determine team behavior. We argue on theoretical grounds that research on interdependence should revisit the relationship between design and behavior. More specifically, we suggest social interdependence theory as a valuable complementary theoretical lens for examining the subtleties of how design shapes behavior and how behavior in turn may influence design. At the end of our discussion, we propose the implications for research and practice and present several research opportunities which are expected to further contribute to a better understanding of the strategic organization of innovation-led firms.

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