Edited by Laura Anna Costanzo and Robert Bradley MacKay
Chapter 9: Strategizing as Practising: Strategic Learning as a Source of Connection
Elena P. Antonacopoulou* Introduction In recent years, we have witnessed a turn in strategy research towards a greater emphasis on the processual nature of the phenomenon (Pettigrew, 1992; Langley, 1999; Khanna et al. 2000). The concern with capturing the dynamic nature of strategy formulation and implementation has prompted a greater attention towards the micro foundations of strategizing with a particular focus on the social and situated nature of the phenomenon (Chakravarthy and Doz, 1992; Hendry, 2000; Levy and Alvesson, 2003). This is best reﬂected in the upsurge of ‘strategy-as-practice’ as a new perspective for thinking about and researching strategic issues. This new perspective focuses on micro processes such as strategic activities, episodes and other forms of strategic routines (Johnson et al., 2003; Jarzabkowski, 2005). A practice focus is also consistent with (and extends) recent contributions which have stressed that routines (intended as repeated application of a speciﬁc practice) can be a source of change and adaptation (Feldman, 2000; Feldman and Pentland, 2003). All these developments have also signiﬁcantly aﬀected the language we use to describe the strategy process and it is now more common to refer to ‘strategizing’ (Whittington, 2003) as a way of illustrating the dynamic nature of the process and practice of performing strategy. These trends can also be seen in the context of a wider eﬀort in strategy research to pay more attention to the subtle and often invisible resources that can account for the competitive advantage of organizations (Barney, 1991). Among...
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