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                <text>The second edition of Organizational Theory in Higher Education is a comprehensive and accessible treatment of organizational theory and higher education administration. Noted scholar Kathleen Manning offers a fresh take on the models and lenses through which higher education can be viewed by presenting a full range of organizational theories, from traditional to current. Chapters discuss the disciplinary foundation, structure, metaphor, assumptions, characteristics, and other elements of each organizational theory and conclude with cases highlighting practical applications. Questions for discussion are provided at the end of each chapter and embedded in the cases to assist the reader in making connections to their practice. Manning's rich, interdisciplinary treatment enables readers to gain a full understanding of the perspectives that operate on a college campus and ways to adopt effective practice in the context of new and continuing tensions, contexts, and challenges. New to this Edition: revised chapters with updated material and new references that reflect current higher education issues, including climate change; a new chapter on Institutional Theory; an expanded Feminist and Gendered chapter; an enhanced Spirituality chapter; new cases throughout to address contemporary issues; and a broader range of institutional types, including Historically Black and Hispanic- Serving institutions and 2-year institutions; additional theoretical topics including critical race theory, queer theory, and contemplative practices; updated and enhanced questions for discussion and recommended readings.</text>
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                <text>Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university’s management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.</text>
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                <text>This chapter offers an overview of important aspects of how public sector entities across the African continent are leveraging digital and social media channels to achieve various strategic ends, including enhancing public communication, more effectively engaging citizens in democracy and governance, improving public service delivery, crisis communication and management, government image enhancement, boosting internal communication within public sector organizations, and achieving financial goals. The chapter profiles significant facets of the African sociocultural milieu, including some contemporary stimulants and barriers to digital and social media use by public sector organizations across Africa. Overall, the chapter illuminates patterns of employment of major social media channels by public sector organizations in Africa. It uniquely positions the book as helping develop a systematic approach to understanding many transformations taking place within the African public sector landscape, with the view to enriching understanding of social media practices and how these could be better integrated into the operational activities of public sector institutions in Africa. It discusses integrated literature review and textual analysis as major methods for collecting and analysing data for the entire book and describes the overall structure of remainder of the book.</text>
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                <text>This study proposes and tests a model of how and when previous failure experience can impact on subsequent business model innovation of business-to-business (B2B) SMEs. Analysis of survey data from a sample of 182 B2B SMEs in Ghana indicates that failure experience is positively related to business model innovation – and that coopetition capability mediates this failure experience. Further analysis of boundary condition effects reveals that high levels of financial resource slack strengthen the positive relationship between coopetition and business model innovation, while the level of managerial persistence has no effect on failure experience and coopetition relationship. We discuss the theoretical and managerial implications of these findings.</text>
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