Organizational responses to institutional complexity stemming from emerging logics: The role of individuals
研究了加拿大公立学校如何应对原住民独特性这一新兴逻辑带来的制度复杂性，识别出四种组织回应策略，并揭示个体如何通过意义建构和制度经历影响组织行动的类型与范围。
In this article, we address two important gaps in the study of organizational responses to institutional complexity. First, we examine how organizations respond to institutional complexity associated with newly emerging logics that lack well-defined sets of practices; although previous research has examined logics new to a field, those logics have tended to be well-established in other domains. Based on the responses of 10 Canadian public schools to the emerging logic of Aboriginal distinctiveness, we identify four organizational responses (reinterpretation, advocacy, isolation, and integration) that we argue are distinctive of emerging logics. Second, we explore how individuals in organizations shape organizational responses to institutional complexity. We show how individuals’ sensemaking and institutional biographies combine to affect the kinds of action in which organizations engage (discursive or practical) and the scope of that action (expansive across the organization or confined to a subset of actors).