Organizing special issue

CALL FOR PAPERS

Organizing : a Matter of Language, Discourse, or Communication ?
A special issue of the French journal Sciences de la Société
Guest editors :
Bertrand Fauré, LERASS, Université Toulouse 3.
Daniel Robichaud, Department of communication, Université de Montréal

The French interdisciplinary journal Sciences de la Société (SdS) will publish, for its 80th edition, a special issue aimed at fostering dialogue between disciplinary and linguistic research communities that study organizations and processes of organizing. Organizations and organizing processes are at the forefront of contemporary global transformations and change the lives of individuals across the world. Organization studies have also been a growing interest for SdS readers and editors (see issues 74, 63, 61, 59, 50 and 51 in the past 10 years only). More importantly, a common concern in contemporary anglophone and francophone research communities on organizations is the role of language/discourse/communication in the constitution and formation of organizational realities.

In the anglophone world, the “interpretive turn” (Putman & Pacanowski, 1983), among other influences, shaped the emergence of a young field – called Organization communication – that developed progressively into an autonomous and “discipline” (Mumby, 2007; Mumby & Stohl, 2007). With its professional networks, journals, and academic programs, the field has become increasingly institutionalized, especially in the United States and Canada. In parallel with the latter, another field, emerged in the early 1990s in Europe and elsewhere around the notion of organizational discourse and discursive approaches to organizations (Grant, Hardy & Oswick, 2004). Whereas both fields developed rather independently form each other until the 2000s (Jian et al., 2008 ; Taylor, 2008), many bridges have been built since through conferences and journals (e.g., see Teun van Dijk’s Discourse  & Communication).

In the francophone world, scholarly efforts to look at the constitutive role of discourse and communication are still scattered. At least three relatively distinct and rapidly evolving traditions can be identified: (1) the sociology of work and its growing focus on talk-at-work (langage au travail) (Borzeix & Fraenkel, 2005); (2) management sciences and the emergent discursive analysis of organizations (Girin, 1990; Lorino, 2005); and (3) communication studies of organizations (Bernard, 2002; Delcambre, 2000). Despite the diversity of their disciplinary origins, all seem to acknowledge the basic role of language use, discourse, and communication in organizing. But beyond isolated collaborations, an interdisciplinary dialogue is still lacking.

In both linguistic communities, many conceptual issues are in need of being further developed and clarified. As numerous authors have noted in both communities, notions such as discourse, communication, interaction, conversation, texts, and others, are still used in ambiguous and equivocal ways. What do expressions such as “organizations are constituted in, by, or through language/discourse/communication” mean? What do we mean by “constitute” or “constitution”? Do we mean that they are instituted, created, produced, shaped, or enacted? Or do we mean that organizational emergence, perpetuation, and change processes are anchored, embedded or embodied in language/discourse/communication?

SdS calls for manuscripts that address fundamental questions like these through theoretical/conceptual essays and/or empirical studies. Possible topics include (but are not limited to):
1. Epistemological and ontological foundations of so-called “constitutive” approaches to communication, discourse, and organization;
2. Theoretical approaches and propositions dealing with the constitutive role of discourse and communication (through performativity, narrative construction, transformative texts, etc.);
3. Methodological approaches for the empirical analysis of discursive materials and interactions that allow us to investigate their organizing properties;
4. The contribution of such approaches to our understanding of organizational processes, such as organizational learning, knowledge management, change, leadership, globalization, strategy, or inter-organizational collaboration, among others.

Submissions will be reviewed in their original language (French or English). If accepted, the final version of each English manuscript will be translated to French by the journal. Papers should not exceed 8,000 words in length, including notes, references and a 150-word abstract. The manuscript should be formatted according to the guidelines provided by the American Psychological Association (APA) format (5th ed.), and submitted as an MS Word document (.doc, .docx) or Rich Text (.rtf) format. Names, emails, addresses and affiliations of authors should be included on a separate page. Papers should be sent as an attachment to the following addresses by December 1st, 2011:
Bertrand.faure@iut-tarbes.fr
daniel.robichaud@umontreal.ca
Jean-louis.darreon@univ-jfc.fr

The guest editors also plan to organize a special workshop in Toulouse, France, in June 2012 to bring together all contributors whose papers will have been selected.

(Originally posted to CRTNET)

G-STEM Program Manager

G-STEM Program Manager
Spelman College

“The G-STEM PROGRAM MANAGER, Enhancing Global Research and Education in STEM at Spelman College, is a multi-year, grant-funded position. This position is designed to ensure that the G-STEM office provides an innovative and integrated approach to student learning that works collaboratively with academic units and international partners…

Description:
The G-STEM PROGRAM MANAGER, Enhancing Global Research and Education in STEM at Spelman College, is a mult-year, grant-funded position. This position is designed to ensure that the G-STEM office provides an innovative and integrated approach to student learning that works collaboratively with academic units and international partners, preparing Spelman students to participate in mentored learning/research experiences in an ever-changing global environment.The position will also oversee the daily office operations on matters including study-abroad STEM research programs, student mentoring and curriculum selection, budget, policies and procedures.

Essential Duties and Responsibilities include but are not limited to the following:
*Advise students seeking information, admission, and registration into approved research/education study abroad programs.
*Develop and implement new research/learning collaborations between Spelman College and other international institutions.
*Establish and implement communication strategies between G-STEM and international institutions with the goal of increasing the number of new partnerships.
*Review and coordinate all activities with the Gordon-Zeto Dean for Global Education.
*Collaborate with Spelman Curriculum Committee and Department Chairs to achieve curricular integration of international opportunities.
*Collaborate with Spelman Study Abroad Office for smooth functioning of Study Abroad Approvals.
*Generate reports to the Provost Office and NSF regarding G-STEM activities, outcomes and implementation plans.
*Develop and deliver faculty and student pre-departure orientations. Collaborate with program evaluator to maintain appropriate systems for measuring student outcomes as related to G-STEM and QEP. Supervise billing, bill payment, and financial processes.
*Execute the responsibilities of a manager according to lawful and ethical standards.
*Recruit, select and develop strategies for the research/teaching mentoring team members at Spelman College.
*Oversee the arrival experience of G-STEM students, coordinate communication and delivery of services to students while abroad, and plan and coordinate reentry to campus.
*Coordinate with Study Abroad Office the health, safety, and risk management plans and act as primary emergency response point person for students abroad. Oversee immigration compliance and file management of students.
*Stay current regarding international laws and issues related to student exchange.
*Keep pace with an ever-changing global environment, and be willing to travel internationally.
*Participate in activities that connect G-STEM to the Quality Enhancement Plan, Spelman Going Global!
*Supervise administrative assistant activities.

Requirements:
Our ideal candidate profile will include:
*Master’s degree required in a STEM field; Ph.D. in a STEM field preferred. One to three (1-3) years of experience working with student travel abroad programs desired. Must have a strong interest in undergraduate education.
*Candidates with international experiences through study and/or work abroad, and a second language preferred. Working knowledge of the STEM disciplines at the undergraduate level is highly desired.
*Must be familiar with higher education in a global environment; knowledgeable of international travel; and demonstrate cultural sensitivity. Strong interpersonal skills are required with faculty, staff, students, and other constituents of the College both domestically and globally. Must possess superior organizational, problem resolution, and effective supervisory skills.
*Must possess the ability to interact effectively as either a leader or as a member of a team and work collaboratively with other departments. Must be able to listen to student and faculty (international and at Spelman) and to understand and respond productively to their requests. This position also requires one to communicate (verbal and written) effectively and professionally to facilitate the development of new international partnerships and sustainable relationships between Spelman and foreign educational institutions. *Must be able to adapt to changing assignments; multiple priorities; and to meet deadlines successfully.
*Must be able to work independently, be detail oriented, and show initiative; must possess extraordinary organizational and interpersonal skills; must have the ability to work under pressure within established deadlines and effectively handle multiple tasks.
*The ability to utilize technology to support advising and program management. Must have advanced computer software skills using the Microsoft Office Suite (Office 2007) including (Word, Excel, Power Point). Must be able to create such products as general correspondence, flyers, reports, spreadsheets, presentation, etc. Must be able to utilize email systems such as Lotus Notes/Outlook. The individual must have advanced knowledge of internet software.

Please include a cover letter with your submission.”

(Original post made to Inside Higher Education)

Lidia Varbanova Researcher Profile

Researcher ProfilesDr. Lidia Varbanova has professional experience as a consultant, lecturer, researcher, program manager and coach in over 60 countries worldwide.

Lidia Varbanova

She has provided consultancy and research services, including on intercultural dialogue. Lidia’s professional expertise covers topics as diverse as strategic planning and development in a cross-cultural context, cultural policy related to interculturalism, cultural management in a multicultural environment, innovative marketing and fundraising in the cultural sector, international cultural cooperation, managing cultural content online and building up complex online portals and resources tools.

Her latest books are: International Entrepreneurship in the Arts (2016) and Strategic Management in the Arts (2012), published by Routledge.

In the last several years she has been a regular visiting professor at the City University, London; University of Arts, Belgrade; external examiner with the Utrecht School of the Arts, the Netherlands and trainer under long-term capacity building programs for key cultural organisations in Kaliningrad, Ukraine and Moldova, supported by the ECF, the European Commission and MATRA program. She has been a visiting professor at Dartington College for the Arts, and  the University of Cambridge.

Lidia is currently the Program Director of the MA Program in Management of Performing Arts and Industries, and Professor at the National Academy of Theatre and Film Studies in Sofia, regular visiting Professor at the University of Arts in Belgrade, Sibelius Academy in Helsinki and Hassan II University in Casablanca. She is also a member of the UNESCO Expert Facility for the implementation of the 2005 Convention on Cultural Diversity. Lidia is involved in practical projects – her new initiative is Kamenov House for Creative Thinking: an authentic place for artists and academia to create or hatch a new idea in a beautiful rural environment.

Cooperating Teacher in China

Cooperating Teacher
Fort Hays State University

“This position is for a cooperating teacher who will facilitate Fort Hays State University Leadership Studies courses. This position will be employed at one of FHSU’s partner institutions in the People’s Republic of China. While this position will not be employed by FHSU, this person will work closely with FHSU faculty, and therefore we are coordinating the search process and recommending qualified candidates.Job Duties:
-Work collaboratively with instructor of record on the delivery and management of Leadership Studies coursework
-Serve as the ‘face’ of leadership coursework at partner institutions in China
-Assist in the delivery of content provided by instructor of record
-Communicate regularly with students at partner institutions and with instructors of record
-Duties in the classroom in China will include the following: general classroom management, facilitating student discussions and in class activities, facilitating exams and other assessments, and limited grading
-Other duties as assigned by the instructor of recordRequired Qualifications:
-Bachelor’s Degree in Organizational Leadership, social sciences, or related field
-Ability to travel to FHSU for August orientation session (week of August 14th)
-Must be eligible for work permit in China as position will require residence and teaching at FHSU partner institutions (Shenyang Normal University or SIAS International University)
-Successful candidate will need to demonstrate flexibility, willingness to adapt to situations, and problem-solving

Preferred Qualifications:
-Classroom teaching or facilitation experience preferred
-Master’s Degree preferred
-Experience working with diverse populations and culture
-Fluency in Mandarin Chinese

Salary:
-Salary information provided upon request
-Stipend, room and board, and travel expenses included in salary package
-Tuition assistance available contingent upon funding approval”

Application Information:
To apply for this position, please send a letter of application and current vitae/resume to:

Brett Whitaker, Instructor
Department of Leadership Studies
Fort Hays State University
600 Park Street
Hays, KS 67601
blwhitaker@fhsu.edu

(Original post from Inside Higher Education)

Translations of research instruments

The following message about collaborative research comes from Prof. Dale Hample at the University of Maryland:

“Hello.  Several of us here at Univ Maryland are getting involved in some large scale international collaborations and an immediate problem is moving our standard English instrumentation into other languages.  We will do it, of course, but I think it’s problematic that we don’t have a community repository of such instruments.  I am willing to put one on the web, and so I’m soliciting contributions.

Our own most immediate need is for versions of the argumentativeness and verbal aggressiveness scales in Chinese and Spanish.  We’re particularly interested in instruments bearing on arguing, conflict, cultural variables (self-construals, etc.), and interpersonal measures.  However, we’ll put up any instruments of general interest to communication researchers.

Ideally, we’d like this material:
1. A copy of the non-English instrument, along with an indication of what English language instrument it corresponds to (perhaps with a citation).
2. Please identify not only the language but also the country it was developed for, if possible (e.g., Spanish phrasing might be pretty different in Spain and Guatemala).
3. An indication of whether the instrument was back-translated, or merely translated.  Or an indication that the instrument was newly developed in that non-English speaking country.  (I assume that the accompanying papers will describe the translation/development methodology; if not, please summarize it.) 4. Copies of any unpublished papers that made use of the instrument, and either copies of or citations to any published papers that used it.
5. The formal name of whoever did the work, so that you (or someone
else) can be properly credited.
6. Contact information for the researchers in case people want to correspond.

I suspect that there are many instruments in the appendices of theses and dissertations, or buried on hard drives.  Please hunt around.  We’ll put up scans and pdfs if you can’t get materials into MS Word.

If you know of an instrument that has been published elsewhere, just send us the citation.”

Dale Hample
dhample@umd.edu
Dept. Communication
Univ. Maryland
College Park MD 20742

Originally published to CRTNET, on June 1, 2011.

Media Industries Project UCSB job

Academic Coordinator for the Carsey-Wolf Center
University of California Santa Barbara

Job #: CFTM 1105

UC Santa Barbara seeks a full-time Academic Coordinator to serve as the Project Manager for the Media Industries Project (MIP) of the Carsey-Wolf Center. MIP is a multidisciplinary project that examines major trends reshaping the media industries and their consequences for producers, distributors and consumers. Our research agenda focuses on digitization, globalization, and creative labor.

The Project Manager’s responsibilities are divided roughly 50:50. About half includes overseeing MIP staff and graduate student researchers and managing MIP research projects, website content and publications. The other half is devoted to pursuing a program of research in one or more of MIP’s areas of emphasis. The ideal candidate has managerial and research experience, and outstanding leadership and communication skills. Applicants should have expertise with issues related to the convergence of traditional and new media industries, including familiarity with relevant technologies, industry trends, professional practices, policy concerns, and social issues.

A Ph.D. in media studies, communication or a related field is required. Candidate should be published in her/his field of expertise and currently engaged in a relevant program of scholarly research.

For complete job description, see this site. Submit application letter, CV and contact information for at least 3 references to:
Academic Coordinator Position #CFTM 1105,
Carsey-Wolf Center, 
Attn: LeeAnne French, 4431 SS&MS Building, University of California, Santa Barbara, CA 93106-4010
 or lfrench@carseywolf.ucsb.edu

Apply by 6/10/11. Open until filled.

The Department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. The University of California is an Equal Opportunity Affirmative Action employer.

Border crossings conference

International Interdisciplinary Conference
Border crossings: bridging disciplines and research agendas

10 June 2011, 9:00 – 18:30
Aix-Marseille Institute for Advanced Studies (IMéRA), Salle de conférence de la Maison des Astronomes, Marseille, France

KEYNOTE ADDRESS (6pm)
Michèle Lamont, Harvard University
“Boundaries, recognition, social resilience, and other keys to successful societies”

“Over the past two decades, a gap has developed in the field of border crossing studies between scholars studying the building of walls and those caring about bonding and bridging, the division of labor sometimes reflecting disciplinary boundaries, with sociologists and anthropologists and social theorists enthused by “transnational practices” and legal scholars, political scientists and political philosophers worried about securitization and control before and at the border. There are signs that scholars interested in border control policies and those interested in flows across borders could not durably ignore one another. In France, there has been some recent work by anthropologists interested in borders and mobility (eg the French National Funding Agency Frontières project). In the US, after ignoring or deprecating policies, there has been an evolution and more emphasis has been put on the implementation of policies and local policy practices that affect migrants’ experience, strategies or quality of life (eg Light 2006).

It is time to study exactly how bordering, rebordering, bridging and bonding interact. What are the national and local policies that affect migrant practices? How have border control policies affected migrants’ social strategies, economic achievements and cultural practices? How do non-state actors and organizations assist migrants in bridging the ‘here’ and ‘there’ despite new forms of border enforcement?  How do efforts of internal rebordering and differentiation between members ‘of’ and persons ‘in’ the polity affect post-migration experiences and the emergence of bonding in the long term? How do the changing strategies of sending states vis-à-vis emigrants and the governments of their host countries influence the dynamics of bridging and bonding?  How do these effects vary depending on the life cycle of the individual and the family, the type of legal status and the forms of ethnicization and racialization migrants endure?

Answering these questions is challenging from a theoretical, analytical and methodological perspective.

Theoretically, a fruitful dialogue could emerge between scholars interested in cultural and social boundaries, those working on legal/state borders and their legitimacy, and those concerned by “transnational citizenship” (Bauböck 1994).

Analytically, we need to identify policies that may affect migrant flows in the home and destination countries and the type of life experiences affected by policy or legal frameworks. This should allow us to devise an analytical framework to understand the variety of policy/practices matrices and the factors that explain variation. In this way, we could empirically study whether and under which circumstances migrants take into account, ignore or circumvent policies.

Research design will also be a challenge. One needs to take into account the interaction of different levels of analysis. Individual decisions to migrate are often helped by meso-level organizations and infrastructures and take place within regional migration systems, yet they also depend partly on macro trends, and the structure of the “globalized” economy cannot be ignored. Once arrived, migrants’ experience may vary from one city or state to another depending on the enforcement of national or federal policies. Data collection is also an issue.  Large-scale surveys are typically produced within national boundaries and issued by national public authorities. This “methodological nationalism” is compounded by the relative lack of data in countries of emigration. While qualitative studies do not face this problem, they face others such as sample selection of interviewed migrants, and access to informants involved in intergovernmental negotiations.

This one day conference will bring together scholars from different disciplines that study border crossings and bridgings to discuss these theoretical, analytical and empirical challenges and open new research agendas.”

For further details, see the original post.

Religious Literacy Project

“Thanks to a generous donation from Bruce McEver (MTS ’11), Harvard Divinity School announces a new initiative, the Religious Literacy Project (RLP), which will enable HDS to continue our nearly four decades of leadership in religious studies and education in the Unites States.

As a successor to the Program in Religious Studies and Education, the RLP will be a virtual resource and research center housed at the Center for the Study of World Religions. Its primary aim will be to create and maintain scholarly resources in the general study of religion and in specific religious traditions via an open access website designed primarily for public-school teachers and their students.

The initial resources will be created to supplement and enhance commonly used textbooks that introduce religion at the middle and secondary levels in world history and world civilizations courses. Other resources will be developed to supplement and enhance English and world literature courses, highlighting commonly taught texts with significant religious themes or dimensions.

A third set of resources will focus on teaching sacred texts, including, but not limited to, the Bible. A fourth will be case studies of significant historical events involving religious issues, and a fifth will provide resources for educators to understand and teach about contemporary issues related to religion.

In addition to the content resources outlined above, the RLP will also generate and publicize relevant research regarding religion and education, with a special emphasis on the relationship between literacy about religion and civic and moral education in a global world.

The Religious Literacy Project will function in tandem with the Certificate in Religious Studies and Education program that is jointly sponsored by Harvard Divinity School and the Harvard Extension School. This program targets in-service teachers, who can earn the certificate by taking courses through the Extension School that offer them the content and skills required to teach about religion in constitutionally sound and educationally innovative ways in their K-12 classrooms. The certificate is available for distance learners as well as those who reside in the greater Boston area.

Construction of the website will begin immediately and will be launched in a series of stages over the next three years. Beginning in the coming academic year, HDS professor Diane Moore will head this project, in addition to teaching part-time at both HDS and Phillips Academy in Andover, Massachusetts.”

Originally posted by Harvard Divinity School as a press release.

Early leaders in ICC

Retrospective International Journal of Intercultural Relations issue on selected early leaders in intercultural communication scheduled for 2012

At the kind invitation of Dan Landis, Executive Editor of the International Journal of Intercultural Relations, Steve J. Kulich, Executive Director of the Intercultural Institute at the Shanghai International Studies University, and Michael Prosser are serving as the Guest Editors for a special issue in 2012 for IJIR of selected early leaders in the developing field of intercultural communication. While space is limited, and thus we are only selecting 13 early leaders for this special issue, we hope that later it might be possible to select another dozen first and second generation leaders and scholars for a potential second special issue of IJIR, perhaps in 2013.

This issue will contain scholarly articles about the following early leaders and academic scholars in the development of intercultural communication as a field of study. Introduction: Steve J. Kulich
Molefi Kete Asante, author: Reynaldo Anderson
Nobleza Asuncion-Lande (deceased), author: Dorthy Pennington
Fred L. Casmir author: (to be selected)
John C. Condon, author: Richard Harris
Dean Barnlund (deceased), author: Janet Bennett
D. Ray Heisey (deceased), author: Michael H. Prosser
L. Robert Kohls (deceased), author: to be selected
Robert T. Oliver (deceased), author: Robert Shuter
Charles Osgood (deceased) authors Oliver Tzeng and Dan Landis
Paul Pederson, author: Gary Fontaine
Everett Rogers (deceased), author: Arvind Singhal
K.S. Sitaram (deceased), author: Michael H. Prosser
Edward C. Stewart, authors: Jackie Waskilewski, Holly Kawakama, Jun Ohtake

We are searching for a potential scholarly author (s) who knows well the leadership and academic contributions of Fred L. Casmir and L. Robert Kohls. to the field of intercultural communication. Please contact me, Michael Prosser (michaelhprosser@yahoo.com). The deadline for submission to me of a 25 page essay, including the latest APA citations and references is September 1, 2011. All proposed articles must meet the rigorous scholarship standards of IJIR.

Journalism fellowship Am U

“The School of Communication at American University has entered a new and exclusive partnership with the The Washington Post for a named Fellowship.  This unique opportunity offers the Fellow full tuition, plus a $30,000 yearly stipend and the chance to work side-by-side with top journalists at The Washington Post, one of the world’s leading news organizations.  This is the only such fellowship with The Washington Post in the Washington, D.C., metropolitan area. Applications will be considered through May 30, 2011, or until the best candidate is selected. Coursework begins August 1, 2011.

This opportunity is only available to those with several years of professional experience and who become enrolled in the SOC weekday graduate journalism program. During the academic year, Washington Post/SOC Fellows will work 15-20 hours a week at The Washington Post while pursuing an advanced degree in an 11-month program. Fellows work full time at the Post over the summer.  Fellows can also take advantage of SOC’s innovative centers for new forms of journalism such as, J-Lab, the Investigative Reporting Workshop, and the Center for Social Media, as well as the university’s deep intellectual and educational resources.

Journalism Division Director Jill Olmsted predicts a highly competitive application process. “This is an outstanding opportunity for a journalist who has a few years of experience and has already shown talent and grit to work for one of the world’s premier news organizations,” said Olmsted. “It would be perfect for someone in an early-career building stage who also wants to earn an advanced degree, perhaps in a specialized area.”

Experience and interest in topic areas such as religion, transportation, education, law enforcement or government is a plus. The Fellow will be a part of the Post‘s local staff of 60 reporters, the region’s dominant news-gathering organization, in print and online. Post reporters cover government, politics, crime, social issues, transportation, development and education; they write feature and trend stories; they investigate major local institutions, and they blog, shoot video, chat online and work intensively with databases.

The Fellowship is limited to U.S. citizens or permanent residents with a minimum of two-to-five years full-time professional journalism experience who hold an undergraduate degree. Applicants may include general assignment reporters, editors, Web producers, and full-time freelancers. It is aimed at outstanding journalists committed to a career in professional journalism.  Applicants must submit an application form, cover letter, resume, references, three work samples and a completed application packet to SOC’s full-time MA program in Journalism and Public Affairs. A GRE waiver may be possible for qualified applicants. “

More information can be found in the original post.