Situated Institutions: The Role of Place, Space and Embeddedness in Institutional Dynamics
Bibliographic record
Abstract
Place and space have long been the focus of studies of organizations (e.g. Bucher & Langley, 2016; Elsbach, 2004; Elsbach & Pratt, 2007; Tuan, 1974), but only recently were explored, mostly indirectly, in institutional studies. For example, recent work examines the role of place in institutional change on the organizational (Kellogg, 2009), community (Marquis & Battilana, 2009), field (Lounsbury, 2007; Ziestma & Lawrence, 2010), or societal levels (Mair, 2012). Recent studies also explore the role of place in institutional work (Lawrence & Dover, 2015) and in reviving tradition (Dacin, Nasra, & Leithwood, 2009). Our symposium explores the situatedness of institutional dynamics. Through the presentation of four empirical studies, we will discuss how place impacts the salience, resonance, strength and scope of institutions. With an introduction to place at the beginning, discussant’s comments and a directed Q&A with audience participation at the end, this symposium will also explore the value of place to broader discussions about institutions. Exactly Your Grandpas Shoes: Historical Legacies of Place in Revitalizing a Decimated Industry Presenter: Sunasir Dutta; U. of Minnesota Presenter: Michael Park; U. of Minnesota Know Thy Place: Location and Imagined Communities in Institutional Field Dynamics Presenter: Tammar B. Zilber; Hebrew U. of Jerusalem Institutional Vigilantism and the Protection of Place Presenter: Brett Crawford; Purdue U. Presenter: Tina Dacin; Queen's U. Maintaining Places of Social Inclusion: Ebola and the Emergency Department Presenter: April L. Wright; U. of Queensland Presenter: Alan D. Meyer; U. of Oregon Presenter: Trish Reay; U. of Alberta
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".