Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: identity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation; and external stakeholders’ valuations. Image perceptions among employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputation, and aim to clarify the complex relations between these concepts.

Public housing is a vital factor in community development. Successful city, housing and eco system regeneration design is essential in providing positive community development. This concerns work places, nice dwellings, providing premises for child care, care of the elderly, providing qualitative premises for different kinds of commercial service, providing a nice built environment and housing areas and not the least activating tenants. The public housing companies give value to society by stimulating people, renovating socially and economically sustainable as well as being partners to local business and authorities. By their activities the housing companies contribute to sustainable local and regional growth and the identity and reputation of cities. A Social, Economic and Ecological Reputation Effect (SEERE) model for actions to promote housing and community reputation is presented. The model emphasizes regenerative actions to restore natural eco systems as part of housing renewal strategies and to strengthen municipality reputation.

 A new knowledge management perspective and tool, ANT/AUTOPOIESIS, for analysis of knowledge management in knowledge-intensive organizations is presented. An information technology (IT) research and innovation co-operation between university actors and companies interested in the area of smart home IT applications is used to illustrate analysis using this perspective. Actor-network theory (ANT) and the social theory of autopoiesis are used in analyzing knowledge management, starting from the foundation of a research co-operation. ANT provides the character of relations between actors and actants, how power is translated by actors and the transformation of relations over time.  The social theory of autopoiesis provides the tools to analyze organizational closure and reproduction of organizational identity. The perspective used allows a process analysis, and at the same time analysis of structural characteristics of knowledge management.  Knowledge management depends on powerful actors, whose power changes over time. Here this power is entrepreneurial and based on relations and actors’ innovation knowledge.

A tools manufacturer’s managing director desired a learning organization. The workshops were redesigned from traditional functions organization to product work flow workshops. The re-think workshop meant both a learning organization and decentralized decision-making. There were both a physical reorganization and an ideological.

Against the background of a theory of political decision making and work organization, an analysis about the managing director, middle management and operators’ different dilemmas, conflicts and puzzles in an organization transformation is presented. A discussion about factors that have impact on operator participation enthusiasm, company productivity and learning is presented.

When planning a new educational program concern has been given to the fact that a new coming student at the University does not know anything about scientific reading and writing. Also a new student does not have an academic study technique. Students have a wage idea of what to do during their studies at the University. Therefore the two first courses in the educational program came to be focusing perspectives on knowledge and learning and an introduction to their studies to come. The article reflects on instructional strategies and learning outcomes in academic studies, using a narrative research approach. Narratives are used in four ways. Student narratives are used for data collection. Teachers use narratives as instructional strategy. Narratives are in this research used as an analytical tool and in this article as a research presentation model. Qualitative narrative statements from students have been taken at four occasions, direct after the courses, three months after, one, two and three years after the courses. Interpretations of the narratives have shown that students forget the course content rather soon after a course where mainly surface instructional strategies are used. They express though, that the surface learning have eased their learning capability when studying subjects later in their study program. This generative effect should be regarded we think when planning academic course programs. Another reflection is that students are better able to fulfil the academic deep learning studies when they get an early introduction of academic studies concerning critical scientific reading and writing. Also instructional strategies that early introduce concepts and views in generative topics make learning more efficient. When teachers and students communicate and are able to create a positive and for the students developing study climate, learning is promoted.

All companies have a story to tell. In some way, this story has to do with the founders of the company. In a company that has managed to survive some years, there is reason to question which story is the one we want to tell. It is important that the story finally communicated attracts and maintains the support and confidence of customers, financiers, and society at large, since it is the story that informs people about the identity of the company. Using an interpretative qualitative method, five cultural factors were found to affect early corporate identity: vision, aesthetics, play, charisma and trust, of which entrepreneurial vision and aesthetics were especially important. Interviews with founders and managers of small real estate business companies revealed seven corporate identities.

The theories of Senge and Argyris and Schon were used in analysing an attempt to develop a learning organization in a Swedish manufacturer of tools. The research was a case study, using different sources of evidence for validating results. The organizational learning theory used puts emphasis on the individual in the flow-group. Barriers to learning have been found because an individual's mental models and metaphors are not consistent with management's. When, as in the studied case, the ideology of organizational learning is not followed by values and norms for behaviour supporting the new ideology then barriers to learning occur. Barriers to learning have been traced to dilemmas caused by the individual and the flow-group, the organizational structure and managerial actions