This article focuses on the construction of organizational identity and the strategic change in an educational organization. The aim of this empirical study is to examine how the members of an educational organization construct the meaning of 'who we are' during an ongoing change. In addition, we examine whether it is reasonable to expect that a loosely coupled educational organization can possess a coherent organizational identity. This thematic template analysis is based on themed interviews consisting of the members' conceptions of (1) the manifestation of organizational identity and (2) changes concerning the organization. In the article, the differences between the management and the personnel are then examined and interpreted through theories of organizational subcultures and loosely coupled systems. The management and the teachers structure organizational identity differently in relation to time, which has a strong effect on the incompleteness of the planned change.
In our article, we present an analysis of work meeting interactions based on Hubert Hermans’ dialogical self theory and Erving Goffman’s frame analysis. Goffman’s approach has similarities with positioning theory and discursive psychology, which have a theoretical link to the dialogical self theory. In our analysis of work meetings, we identified three different frames in which participants discussed the acquisition of a new online text messaging service for the firm for which they worked. These frames were financial, pragmatic–instrumental, and social, all of which constructed different perspectives of the technological object and its use in daily work. Finally, the theoretical and methodological differences of dialogical self theory and frame analysis are outlined. The contribution of this article is two-fold; it illustrates how dialogical self theory and frame analysis provides, first, complementary approaches to social interaction and, second, how they differ in their orientation to the study of social situations.
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