2 How Actors Change Institutions: Towards a Theory of Institutional Entrepreneurship

Battilana, Julie; Léca, Bernard; Boxenbaum, Eva

doi:10.1080/19416520903053598

Cited by 895 publications

(664 citation statements)

References 194 publications

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“…As Schumpeterian-type entrepreneurs, institutional entrepreneurs innovate by creating new business models. In addition, the changes that they initiate have the characteristic of diverging from the existing dominant institutions (Battilana, Leca, & Boxenbaum, 2009). The adoption of this institutional perspective in the case of wedding tourism is based on a conceptualization of wedding tourism as an emerging institution, i.e.…”

Section: Entrepreneurial Innovationmentioning

confidence: 99%

The emergence of Tuscany as a wedding destination: the role of local wedding planners

Bertella

2016

Tourism Planning & Development

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Section: Entrepreneurial Innovationmentioning

confidence: 99%

The emergence of Tuscany as a wedding destination: the role of local wedding planners

Bertella

2016

Tourism Planning & Development

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“…Battilana et al [7] propose a model of the process of institutional change. They present three different phases, and highlight challenges faced by the institutional entrepreneurs who attempt to create, mobilize, and adopt action that breaks with the existing institutions in a particular context.…”

Section: Institutional Entrepreneurshipmentioning

confidence: 99%

“…Economic and political crises, technological disruption, competitive discontinuity, and regulatory changes, are examples that might disturb the field-level consensus and invite the introduction of new ideas. An actor's social position, whether they are an organization or an individual, is important because it may affect their perception of a field, as well as their access to the resources needed to engage in institutional entrepreneurship [7].…”

Section: Institutional Entrepreneurshipmentioning

confidence: 99%

“…Stevenson and Jarillo [6, p. 23] define corporate entrepreneurship as "a process by which individuals -either on their own or inside organizations -pursue opportunities without regard to the resources they currently control." Recent advancements in institutional entrepreneurship suggest a theory in the form of a phase model to explain the "process of institutional entrepreneurship from the emergence of institutional entrepreneurs to their implementation of change" [7]. Battilana et al suggest a three-phase model where a set of enabling conditions for institutional entrepreneurship leads to divergent change implementation that in turn results in institutional change.…”

Section: Introductionmentioning

confidence: 99%

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Proposing an Entrepreneurial Process for the Co-creation of IT Value

Solli‐Sæther

Flak

2014

Lecture Notes in Computer Science

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Abstract. Co-creation of IT value has received substantial focus from the IS research community over the past years. However, few if any have studied this phenomenon from a process perspective, and our understanding of the processes leading to successful co-creation is therefore limited. To address this shortcoming, we studied a complex, e-government case involving 38 government agencies intending to co-create value from a common IT platform. We used a mixed method approach, involving both qualitative and quantitative data. Data analysis was guided by two strands of theory, namely the theory of institutional entrepreneurship and the co-creation of IT value. Our findings suggest that neither theory is sufficient to provide a processual7 understanding of co-creation. Consequently, we propose a novel process for the entrepreneurial co-creation of IT value.

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“…DiMaggio & Powell, 1991;Stinchcombe, 1997;Coburn, 2004;Battilana, 2006;Scott, 2008a;Battilana et al, 2009). Moreover, theorists outside education have argued that an organisation can respond to pressures from the institutional environment with strategies that go beyond the concept of decoupling.…”

Section: A Neo-institutional Approachmentioning

confidence: 99%

Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers' Perceptions of Their Professional Change

Ramberg

2014

European Educational Research Journal

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The aim of this article is to explore how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers' perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. Based on biographical interviews with Norwegian teachers, it is argued that the dynamics of change can be investigated in light of teachers' institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neoliberal policies have managed to penetrate the teachers' perceptions of their classroom practices, in a process that is framed by teachers' pre-existing normative values and the cultural scripts guiding their practices. This article concludes that the neo-institutional analytical framework may serve as a sound approach to investigate and compare how issues of teacher change are unfolding across European education systems and policies.

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2 How Actors Change Institutions: Towards a Theory of Institutional Entrepreneurship

Cited by 895 publications

References 194 publications

The emergence of Tuscany as a wedding destination: the role of local wedding planners

The emergence of Tuscany as a wedding destination: the role of local wedding planners

Proposing an Entrepreneurial Process for the Co-creation of IT Value

Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers' Perceptions of Their Professional Change

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