Outsider-driven institutional entrepreneurship: the case of the emerging field of positive psychology education
通过科威特教育部外部人士推动积极心理学教育制度化的案例，研究外部驱动的制度创业如何通过“正常化”策略实现制度变革，对关注制度创新和新兴领域发展的学者有参考价值。
Abstract The phenomenon of outsider-driven institutional entrepreneurship may appear both paradoxical and opaque. We examine outsider-driven institutional entrepreneurship by drawing on an in-depth qualitative case study of the emerging field of positive psychology education. We investigate how institutional entrepreneurs, located outside Kuwait’s Ministry of Education, enabled actors inside the Ministry both to deviate from existing institutional arrangements and to institutionalize new practices. Our findings illustrate that outsider-driven institutional entrepreneurship in emerging fields starts with ‘normalization’, that is, the production of claims, arguments, and evidence, about the effectiveness of the newly proposed practices. Our study contributes to the literature on outsider-driven institutional entrepreneurship in emerging fields by identifying a set of critical activities associated with deviation from prevailing institutional arrangements, and the institutionalization of innovation.