The purpose of this paper is to contribute to research on organizational identity by developing a psychoanalytic perspective. In particular, the author draws on Lacanian theorizing to explore how organizational identity discourse is informed by imaginary constructions of subjectivity. It is proposed that the collective construction of coherent, unitary, and definably organizational identity discourse is validated by and validates conscious but illusory constructions of the self. The resulting discourse is inevitably disrupted by unconscious subjectivity and invariably fails. Therefore, the collective construction of fragmented, dynamic, and emergent organizational identity discourse is equally inevitable. While such discourse can be illusory, it also contains the opportunity for engaging in liberating struggles with identity as lack. The implications of this perspective for the theory and practice of organizational identity are discussed.

Based on a psychoanalytic perspective, the article develops a new theoretical framework with which to examine organizational spirituality. Proponents of spirituality claim that it leads to the experience of an authentic self at work, one that is connected to others and a higher order, fully integrated, balanced, complete and ultimately fulfilled. This article suggests that these current definitions rest on conceptualizations of the self that capture little more than the imaginary function of the ego and the empty speech in which it engages. The article reconstructs core dimensions of spirituality in organizations as full speech, that is, as a discourse in which true subjectivity can emerge.

Based on Coopey’s critical review of the terms ‘Utopian sunshine’ and ‘Foucauldian gloom’ with regard to the learning organization (Coopey, 1998), this article explores the learning organization from two opposing perspectives. While researchers agree that the learning organization concept is an important one for organization science, two seemingly irreconcilable research communities are arguing about whether the learning organization is a dream or a nightmare for its members, particularly with regard to three critical dimensions: control, ideology and potentially painful employee experiences. The purpose of this article is to review and critically examine both the optimistic view of the learning organization as positive ideal and the more critical view of the learning organization as negative ideology. Based on this examination, the article aims to synthesize a new middle-ground perspective on the learning organization, referred to as the ‘fluorescent light’ view, incorporating elements from both optimistic and critical views in hopes of generating a dialog between them that will provide new research questions on control, ideology and potential pain in learning organizations.

The study uses a psychoanalytic framework to explore how leadership identities are constructed. It advances the idea that leadership identities are imaginary constructions that invariable fail, reiterating a lack of being. Empirical material consisting of interviews with 15 leaders is used to explore the productive role this lack plays. The study suggests that leadership identities are always already subverted by unconscious desire and therefore less powerful than we might think with regard to imposing structures on others, but also much more powerful than we might think as liberating struggles with leaders’ imaginary selves.

In this interview Michael Porter explores social entrepreneurship in the context of a larger transformation of capitalism. He suggests that social entrepreneurship is an important transitional vehicle toward the creation of shared value and a capitalist system in which meeting social needs is not just a peripheral activity but a core aspect of every business. Porter discusses the implications of this perspective on social entrepreneurship with a view to new opportunities but also responsibilities for educators in the field. I examine how this fits with but also extends current debates on social entrepreneurship. The interview concludes by examining where Porter's ideas may take us and reflecting on social entrepreneurship education as conversations about the socialbecoming more entrepreneurial but also the entrepreneurial becoming more social.