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  • 1.
    Andersson, Christoffer
    et al.
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Crevani, Lucia
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Hallin, Anette
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Ingvarsson, Caroline
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Ivory, Chris
    Anglia Ruskin University, United Kingdom.
    Lammi, Inti José
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Lindell, Eva
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Popova, Irina
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Uhlin, Anna
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Hyper-Taylorism and third-order technologies: Making sense of the transformation of work and management in a post-digital era2021In: Management and Information Technology after Digital Transformation, Taylor and Francis , 2021, p. 63-71Chapter in book (Other academic)
  • 2.
    Ingvarsson, Caroline
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation. Uppsala University, Uppsala, Sweden.
    Connecting and Disconnecting: How Digital Nomads Manage Work in Absence of a Workplace2023In: Proceedings of the Annual Hawaii International Conference on System Sciences, IEEE Computer Society , 2023, p. 6270-6279Conference paper (Refereed)
    Abstract [en]

    This paper examines how connectivity is accomplished in absence of a workplace. Connectivity is a theoretical framework to analyze how people connect and disconnect with each other through technologies. Digital nomads travel while they work, an example of workers who do not belong to a workplace or an organization. This absence of a workplace will affect how they connect and disconnect both within their work and outside work. An interview study with a grounded theory-based analysis found six themes that describe how the digital nomads interviewed connect and disconnect: first to and from a place, second to and from a place, and third two themes on how these patterns are reinforced. This is mobilized by a sociomaterial assemblage encompassed of more than just individuals communicating through technology. Previous research has focused on this, instead of focusing on the situatedness of connectivity. This contributes to research on connecting and disconnecting in connectivity and to research on digital nomads as part of a socio technical system. 

  • 3.
    Ingvarsson, Caroline
    et al.
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Hallin, Anette
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation. Åbo Akademi, Turku, Finland.
    Kier, C.
    PMG-Project Management Group, WU Wien, Wien, Austria.
    Project stakeholder engagement through gamification: what do we know and where do we go from here?2023In: International Journal of Managing Projects in Business, ISSN 1753-8378, E-ISSN 1753-8386, Vol. 16, no 8, p. 152-181Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to explore how gamification may be used for project stakeholder engagement. Design/methodology/approach: The paper presents the results of a systematic literature review of extant research concerning the gamification of projects. Based on this, an agenda for future studies is outlined. Findings: Extant research on the gamification of projects is scarce and scattered among various disciplines, but the engineering fields dominate. The research performed does indicate that gamification may be used for involving stakeholders in projects, primarily by promoting learning, but also by engaging them, motivating action and solving problems. Research limitations/implications: In several cases, extant research display poor quality in research design and a lack in cross-disciplinary perspectives, which means that more research is needed. The users’ perspective is often lacking. Furthermore, the ideas gamification might be “hidden” within other technologies. Practical implications: The findings of this research may assist project management practitioners in the endeavor of adopting gamification principles to better involve stakeholders. Originality/value: The study fills a gap in summarizing the research on how gamification may be used to promote project stakeholder engagement. Based on this, it proposes a research agenda for future research on the use of gamification to promote project stakeholder engagement.

  • 4.
    Lindell, Eva
    et al.
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Ingvarsson, Caroline
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Community as discursive void in the organizational change process2022Conference paper (Other academic)
    Abstract [en]

    In organizational change processes, shared meaning and understanding is crucial (Outila et al, 2019). But what if shared meaning is hindered due to a linguistically constructed discursive void (Tietze, Tansley & Helienek, 2017, p. 152)?

    In this organizational change project, the management board of an academic institution wanted to explore conditions for organizational culture in the Post-Covid organization. During the pandemic, the premises had been emptied as both teaching and research was done remote. After initial difficulties, most employees had found new ways of working from distant and did not wish to go back to campus. However, management feared that the feeling of organizational community would get lost if employees did not meet in real life over time. 

    In the beginning of 2022, the internal project 'Gemenskap på distans', translated to 'Community in remote work' was introduced. But as the project was presented, management experienced resistance among coworkers. Why? The answer might lie in the word community, that linguistically counters core values in both academic and Swedish culture. 

    Community is described as ‘the social fabric’ of society (Westoby & Harris, 2020) or of the organization (Baptista et al, 2020). The word ‘community’ is most often used as a noun to describe a group on a mesolevel in society or organization, (Vartiainen, 2020, p. 227). Likewise, Baptista et al (2020, p. 3) separates understandings of workplace technologies in the “individual layer” from the “group and community layer”. Community can further be related to urban tribes of people sharing common cultures (Sennett, 2012). Stemming from a Christian theological viewpoint, Cobb (2007) describe communities as emergent through internal relations of belonging and point to the close relation between community and institution, using the term ‘person-in-community’ (p. 577) to acknowledge the lack of the individual in the single term ‘community’. 

    A common translation of 'community' in Swedish academic literature would be 'gemenskap'(Lundberg, 2005; Räsänen, 2009). However, this translation is ambiguious, and leaning on a German translation, where the fundamental distinction between gemeinshaft (gemenskap) and gesellshaft (samhälle) must be emphasized (Asplund, 1991). Further pointing to a difference between 'gemenskap' and 'community', the Swedish word refers to a sense of positive belonging (Svenska akademins ordbok, 2022). During the past decades the Swedish culture has gone from holding strong collective values to individualistic values emphasizing the individual as autonomous in relation to community (Lundberg, 2005). Likewise, the Swedish word 'gemenskap' builds on the individual as sensing belonging - with the individual in the center of attention (Strang, 2014). 

    Even if a word is untranslatable as language, it´s meaning could be understood by a native speakers of another language, if s/he shares un understanding of the figures of thought that the word embraces (Asplund, 1991). As shared meaning is negotiated, strategies for mutual understanding and bridging sensemaking between native speakers of different languages within an organization can be deployed (Outila et al., 2019; Tietze, Tansley & Helienek, 2017). This study aims to explore such a translating process of the discursive void of community in a Post-pandemic academic organization. 

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