Organizing for Social and Institutional Change in Response to Disruption, Division, and Displacement: Introduction to the Special Issue
Bibliographic record
Abstract
In this editorial for our Special Issue, we focus on ways to better understand the role of organizations, organizing, and the organized during social and institutional change in response to disruption, division, and displacement. The papers in this Special Issue provide important insights into the hardships and heartache arising from social disruption, division, and displacement; in addition, they provide glimpses into potential ways of moving forward. To set the stage, we develop a framework building on extant literature that highlights several analytic approaches to understanding the consequences of eroding, or inadequate, institutions, the challenges of building anew when the status quo is destroyed, and what such novel and complex realities entail for organizational analysis. We offer a temporal view of responses to disruption, division, and displacement that draws on the papers in this Special Issue to identify and explain potential risks and challenges that arise at different points in time. To conclude, we provide a short summary of each paper, and call for a reinvigorated research agenda that goes beyond the excellent work featured here by broadening and deepening our focus on approaches to organizing that expressly address disruption, division, and displacement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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".