Theorizing temporary organizing to foster true cross fertilization: Focus on projects, processes and practices
Why this work is in the frame
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Bibliographic record
Abstract
• Stronger theorizing of project studies can serve as a bridge between organization studies and project studies. • Theoretical advancements occur on a spectrum from leveraging reference theories to developing home-grown theories. • Practice-driven institutionalism from organization theory illustrates the theorizing of temporary organizing as a top-down approach. • Home grown theorizing of the phenomenon of a crisis is illustrated as a bottom-up approach. Extant scholarship in project studies is calling for fertilizing across disciplines to pave the way to stronger theorizing. This essay responds to this call by spurring a debate on how to theorize temporary organizing in new and creative ways — both broadly and with a particular focus on projects, arguably the most prevalent form of such organizing. We propose addressing projects and other forms of temporary organization as processual, practice-based phenomena that provide ample opportunities to foster cross-fertilization, in particular between the related disciplines of organization and project studies. To this end, we argue that theoretical advancements in a discipline can occur on a spectrum—ranging from leveraging reference theories from related fields (a top-down approach) to developing home-grown theories grounded in empirical research (a bottom-up approach). This spectrum serves as the foundation for this essay, as we develop this processual, practice-based perspective to project studies by illustrating how (1) reference theories from organization studies such as practice-driven institutionalism generate new insights on temporary organizing and (2) home-grown theories of temporary organizing generated by studying projects and other forms of temporary organization may have theoretical and practical implications beyond project studies.
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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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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 it