Integral Review

A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis

Posts Tagged ‘strategy’

Strategy as Emergence: Reviewing the Practice Turn in Social, Organizational and Leadership Studies from an Integral Perspective

Elke Fein

Abstract: Practice perspectives are increasingly popular in many social sciences. Moreover, the practice turn (PT) has gained influence across various disciplines as a novel epistemological and research perspective. It claims to be able to better explain the workings of social action, among them leadership phenomena in organizations, due to a detailed look onto the micro level. Due to their focus and epistemology, they also claim to be able to better describe and analyze the complexity of social action than more traditional individualistic or institutional approaches. This paper therefore takes a closer look at some of the epistemological claims made by practice perspectives, based on integral epistemological concepts and tools. It proposes a selective discussion of the PT’s genuine epistemological value, as well as potential shortcomings, blind spots and limitations.

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Strategy as Metatheory

Alan E. Singer

Abstract: Business strategy or strategic management is a subject that has comprised a major part of the curriculum in business schools around the World for at least 40 years. It is routinely described as “integrative,” yet has arguably remained somewhat limited in its scope and philosophy. The purpose of this paper is to expand the scope of strategic management accordingly (to include ethics for example) but to do this in a way that arguably offers efficient insights to students and practitioners. The approach involves bringing together several formal metatheories while at the same time indicating how each of them can function as an integrative theory of strategy.

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Toward Integral Higher Education Study Programs in the European Higher Education Area: A Programmatic and Strategic View

Markus Molz

Abstract: This essay somehow arbitrarily freezes my ongoing attempt to grasp the present situation and future possibilities of higher education courses, programs, institutions and initiatives that are inspired by integral and likeminded approaches. The focus in this essay is on the European Higher Education Area and its specifics, whereas some implicit or explicit comparisons with the USA are made. My reflections are triggered by the recurrent observation that in Europe there seems to be i) more demand than offer of integrally oriented higher education programs, ii) an imbalance between overused but little successful and underused but potentially more promising strategies to implement such programs, iii) little or no learning from past failures, and iv) little mutual awareness, communication and collaboration between different activists and initiatives in this field. The context for this essay is i) the current societal macroshift, ii) the unfolding of academic level integral and likeminded research worldwide, and iii) the large scale reform of the European Higher Education systems brought about by the Bologna process, its (false) promises and the potential it nevertheless has for realizing examples of a more integral higher education. On this basis the consequences for attempts to overcome a relatively stagnant state of affairs in Europe are discussed. Given that; most past attempts to implement programs inspired by an integral worldview have failed from the start, or disappeared after a relatively short period, or are marginalised or becoming remainstreamed, this essay aims to devise a potentially more promising strategic corridor and describes the contours of the results that could be brought about when following a developmental trajectory within this corridor. This futurising exercise is inspired by principles shared by many integral and likeminded approaches, especially the reconsideration, integration and transcendence of premodern, modern and postmodern structures and practices of higher education.
This essay is programmatic and thus deliberately combines facts and values, past and future, summaries of first person observations and third person factual information, without the burden of systematic referencing required by scholarly writing. It does not claim to replace empirical surveys which, however, are still lacking to date regarding the actual state of affairs of higher education inspired by integral and likeminded approaches in Europe. Accordingly, at this stage, the essay is an exercise of awareness-raising to stimulate more and better collaboration across streams, disciplines and countries between those scholars, students and activists who are already inspired by integral and likeminded approaches and interested or already engaged in developing and sustaining higher education programs according to a more integral spirit.

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