Anders Ragnar Örtenblad

• Spivack, April J.; Anand, Amitabh; Örtenblad, Anders; Bögenhold, Dieter; Theodoraki, Christina & Branzei, Oana (2026). From flashlight to spotlight: Illuminating gray shadows that shape entrepreneurship’s dark sides. Small Business Economics. ISSN 0921-898X. 66, s. 551–563. doi: 10.1007/s11187-025-01089-0. Fulltekst i vitenarkiv Vis sammendrag

  Research on entrepreneurship has predominantly focused on its positive dimensions, overlooking the complex dynamics that lead to harmful or unethical outcomes. This special issue advances our understanding of entrepreneurship’s dark sides by introducing the “entrepreneurial fulcrum” model, which conceptualizes entrepreneurial activities as existing in a precarious balance between light and dark manifestations. Moving beyond simplistic characterizations of entrepreneurs or ventures as inherently good or bad, we illuminate how various contextual forces—institutional environments, regulatory systems, financial incentives, and legitimacy-building strategies—can tip entrepreneurial activities toward either constructive or destructive outcomes. The five papers in this special issue examine these contingent factors across multiple levels, from formal and informal institutions to individual entrepreneur behaviors, revealing entrepreneurship as neither inherently light nor dark, but rather existing in dynamic equilibrium. By spotlighting these systemic and interactive influences, we challenge prevailing assumptions and provide a foundation for research that considers not only the diagnosis of dark side manifestations but also potential remedies and transformative pathways.

• Örtenblad, Anders; Koris, Riina & Kerem, Katri (2026). The Much-Discussed Gap between Employers' Demands and Business School Graduates' Competence: an Intriguing Finding. International Journal of Management Concepts and Philosophy. ISSN 1478-1484. 19(5), s. 1–20. doi: 10.1504/ijmcp.2025.10073988. Fulltekst i vitenarkiv Vis sammendrag

  Previous employability studies point at a gap between employers’ expectations of business school graduates and what business schools produce. The majority of such studies identify individual employability skills that are the most important for employers and compare these with what business schools teach. This study takes a more holistic approach and identifies the types of business school graduates whom employers are looking for. Based on interviews with employers in Estonia, our findings give rise to three rationales as to why there is little (if any) reason for business schools to reconsider what they teach. First, there seems to be an overlap between what employers ask for and what business schools produce. Second, employees tend to regard the bachelor degree per se as a proxy for employability. Third, employers suggest that new hires can learn what they need to conduct their work tasks on-the-job.

• Örtenblad, Anders Ragnar & Koris, Riina (2025). Toward a sustainable academic publishing system at university business schools. Management in Education. ISSN 0892-0206. doi: 10.1177/08920206251366081. Fulltekst i vitenarkiv Vis sammendrag

  This article suggests that universities in general and university business schools in particular need to rethink the reward and merit system in terms of limiting the number of works any scholar is allowed to publish yearly; reward assistance of colleagues equally high as publishing per se; and to rethink authorship in a way that collectives instead of individuals appear as authors, or even skipping authors altogether. As a result, these remedies can help to create a more sustainable working environment at university business schools.

• Örtenblad, Anders (2025). Alle kan forske: Noen tanker om hvordan praksis og teori kan berike hverandre i høyere utdanning. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 301–326. doi: 10.23865/cdf.244.ch12. Fulltekst i vitenarkiv Vis sammendrag

  This chapter proposes a way of organizing teaching that imitates research: the TEKS approach (TEKS is a Norwegian acronym for theory, experience/experiences, criticism and independence). Students are guided in carrying out something that can be compared to research. There is no concrete, convincing model for such research-imitating teaching in existing literature. The proposed approach involves interpreting and comparing practice-based elements with relevant theories in the course literature. One objective of this approach is to find ways to avoid practice and theory continuing to be perceived as two separate islands. A related ambition is to suggest how practice can be involved in higher education without compromising the academic level. The approach rests on the assumption that research is the use of theory to understand practice, along with the evaluation of theory on the basis of empirical findings. The TEKS approach can be practiced in various forms of education, for example entire courses including exams, assignments and practical training periods. The approach is assumed to be applicable at different levels of higher education, including introductory courses.

• Örtenblad, Anders (2025). På vei mot nettbasert undervisning 20.0: en fremtidsvisjon med bakgrunn i Covid-19. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 241–279. doi: 10.23865/cdf.244.ch10. Fulltekst i vitenarkiv Vis sammendrag

  Unlike many others who have shown interest in online education, in this chapter I focus on online education that is characterized by interactivity, authenticity, synchronicity and/or collaboration, that is, a “contextual format”. Based on my own experiences from online education and existing literature, I argue that online education in a contextual format must be offered in addition to the common “stand alone format”. I discuss the advantages of contextual forms of online education and point out a number of challenges that those seeking to provide online education are likely to face. The chapter concludes with a vision for the future of online education, which is the chapter’s most important contribution compared to previous studies. In this vision, the importance of changing attitudes towards online education in general, and more interactive forms of online education in particular, are underscored. Two online courses that I have developed and held myself are discussed extensively in the chapter. These two leadership courses were less successful.

• Bjorvatn, Torbjørn & Örtenblad, Anders (2025). Praksis i disiplinutdanninger på masternivå: Læringsmål og vurderingskriterier. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 329–346. doi: 10.23865/cdf.244.ch13. Fulltekst i vitenarkiv Vis sammendrag

  Practice is becoming increasingly widespread as a learning activity at universities and university colleges, including academic education programs at the master’s level. Nevertheless, the purpose of practice is often unclear. This also makes it difficult to formulate learning objectives, define learning activities and develop suitable assessment criteria. While previous research has focused mostly on practice in vocational education, this chapter focuses on academic education (generalist education). The chapter assumes that practice in academic education has a different purpose than in vocational education. Thus, learning objectives and assessment criteria will also be different. With support from literature, the authors propose the following learning objective for practice-based teaching in academic education at the master’s level: The student should understand the connection between theory and practice. The same objective is common in empirical research within social science. Thus, established quality criteria in research can also be used as a basis for assessing practice-based learning. In this chapter, we take this approach a step further and propose practice as data collection.

• Örtenblad, Anders (2025). «Reflekter nå over dette»: Studentene fortjener tydeligere instruksjoner. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 347–370. doi: 10.23865/cdf.244.ch14. Fulltekst i vitenarkiv Vis sammendrag

  “Reflection” is a widely used term, especially in higher education, where students are often asked to “reflect” on many different things. The main thesis of this chapter is that there is a need for more knowledge about how reflection can be carried out. Inspired by existing literature, the author presents a model of concrete steps in a reflection process. Contrary to those who claim that it is not possible or desirable to provide detailed instructions for reflection, the chapter develops and presents a four-step instructional model. The author suggests that reflection has at least two ingredients: 1) target and 2) source of reflection. The model is intended to help teachers communicate to students what they mean, and expect, when they ask them to reflect on something. Compared to existing literature, this chapter contributes with a more detailed presentation of what it means, as well as how, to reflect.

• Rypestøl, Jan Ole & Örtenblad, Anders (2025). Studenters erfaringer med og ønsker for praksis i høyere utdanning. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 79–94. doi: 10.23865/cdf.244.ch4. Fulltekst i vitenarkiv Vis sammendrag

  “Reflection” is a widely used term, especially in higher education, where students are often asked to “reflect” on many different things. The main thesis of this chapter is that there is a need for more knowledge about how reflection can be carried out. Inspired by existing literature, the author presents a model of concrete steps in a reflection process. Contrary to those who claim that it is not possible or desirable to provide detailed instructions for reflection, the chapter develops and presents a four-step instructional model. The author suggests that reflection has at least two ingredients: 1) target and 2) source of reflection. The model is intended to help teachers communicate to students what they mean, and expect, when they ask them to reflect on something. Compared to existing literature, this chapter contributes with a more detailed presentation of what it means, as well as how, to reflect.

• Örtenblad, Anders & Rypestøl, Jan Ole (2025). Balansegang på en ustø vippe – bakgrunn og introduksjon. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 11–38. doi: 10.23865/cdf.244.ch1. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this chapter is to introduce the book, its main themes and chapters. The primary objective of the book is to examine and find a balance between the increased demands for the inclusion of practice-oriented elements in higher education over the past decade and the academic values that all higher education institutions must maintain. The inclusion of practice in higher education has been a more obvious strategy for vocational education than academic higher education. Now, when there are also demands for practice and work-life relevance in academic subjects, there is a need for both research and literature that focuses on precisely this. In this introductory chapter, the authors provide a background for the delicate balance between the sometimes difficult to reconcile practice-based approach and academicism, and point out and comment on the chapters’ various suggestions for how this challenging balance can be mastered. We also present some themes that run across the structure of the book.

• Andersen, Elfi Fei-Yin Peniche; Frivold, Maria Tønnessen; Örtenblad, Anders; Rypestøl, Jan Ole & Eriksen, Maren Songe (2025). For å lykkes med praksis i utdanningen behøver man noe mer enn bare en oppskriftsbok. I Örtenblad, Anders & Rypestøl, Jan Ole (Red.), Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISSN 9788202870478. s. 95–136. doi: 10.23865/cdf.244.ch5. Fulltekst i vitenarkiv Vis sammendrag

  The significance of experiential learning as a pedagogical method to enhance educational quality and prepare students for the workforce is discussed in this chapter. Experiential learning involves transforming practical experiences into applicable knowledge. The authors have identified and analyzed what previous literature highlights as necessities for successful experiential learning and have categorized the recommendations into eight success factors: admission, information, structure, the teaching situation, the experience, reflection, the instructor, and the student. We discuss these success factors in light of empirical data from various practical situations in educational contexts and find that some success factors, particularly the role of the instructor and student engagement, are more crucial than others. Sometimes, learning processes can succeed without all success factors being present, and conversely, some learning processes can fail even if all factors are present. The importance of the different success factors is context dependent. Furthermore, the significance of timing is discussed, and how the right timing can have a significant impact on the success of experiential learning processes. We therefore introduce a ninth success factor for experiential learning: timing.

• Örtenblad, Anders (2025). Aren’t We All Human?—On the Illusion of the Extraordinary Academic. I Cinque, Silvia & Ericsson, Daniel (Red.), Debating ‘Homo Academicus’ in Management and Organization: Ontological Assumptions and Practical Implications. Palgrave Macmillan. ISSN 9783031581946. s. 49–71. doi: 10.1007/978-3-031-58195-3_3. Fulltekst i vitenarkiv Vis sammendrag

  This chapter suggests that academics are as human—in terms of, mainly, striving to appear legitimate—as practitioners are. The author argues that not only practitioners are gaining legitimacy through fashion-followers, but that so are academics. Examples from the literature on, especially, management fashion and academic fashion are used as cases in point, along with a few self-experienced anecdotes. Four assumptions to the relation between the degree to which practitioners’ and academics’ are considered to possess human weakness are suggested: the extraordinary academic assumption, the Übermensch assumption, the ivory tower assumption and the ordinary citizen assumption. The author suggests that quite a few academics have the extraordinary academic assumption, while he himself supports the ordinary citizen assumption. A few implications from each of these two approaches are discussed, and the chapter ends with the author’s own self-reflection.

• Örtenblad, Anders Ragnar (2024). Comparing two similar terms in which learning is the premodifier: A study of seven term couples. I Örtenblad, Anders Ragnar (Red.), Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISSN 9780192865977. s. 308–349. doi: 10.1093/oso/9780192865977.003.0018. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2024). Belonging and being unique: The dual function of the learning premodifier. I Örtenblad, Anders Ragnar (Red.), Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISSN 9780192865977. s. 350–376. doi: 10.1093/oso/9780192865977.003.0019. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2024). On the usage of the premodifier learning among scholars and practitioners. I Örtenblad, Anders Ragnar (Red.), Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISSN 9780192865977. s. 49–73. doi: 10.1093/oso/9780192865977.003.0002. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2024). Learning city, knowledge city, smart city: Three mountains in the same range. I Örtenblad, Anders Ragnar (Red.), Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISSN 9780192865977. s. 401–433. doi: 10.1093/oso/9780192865977.003.0021. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2024). Toward an increased understanding of the learning turn: Background and introduction. I Örtenblad, Anders Ragnar (Red.), Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISSN 9780192865977. s. 3–48. doi: 10.1093/oso/9780192865977.003.0001. Fulltekst i vitenarkiv
• Örtenblad, Anders (2024). Organizational Metaphors of the Future: Some Suggested Types of Further Research. I Örtenblad, Anders (Red.), The Oxford Handbook of Metaphor in Organization Studies. Oxford University Press. ISSN 9780192895707. s. 451–466. doi: 10.1093/oxfordhb/9780192895707.013.28. Fulltekst i vitenarkiv
• Örtenblad, Anders (2024). Toward an Increasingly Flourishing Use of Metaphor/s in Organization Studies. I Örtenblad, Anders (Red.), The Oxford Handbook of Metaphor in Organization Studies. Oxford University Press. ISSN 9780192895707. s. 1–40. doi: 10.1093/oxfordhb/9780192895707.013.1. Fulltekst i vitenarkiv
• Örtenblad, Anders & Alpaslan-Danisman, Sumeyra (2024). On Color Metaphors in Organization Studies. I Örtenblad, Anders (Red.), The Oxford Handbook of Metaphor in Organization Studies. Oxford University Press. ISSN 9780192895707. s. 230–247. doi: 10.1093/oxfordhb/9780192895707.013.14. Fulltekst i vitenarkiv
• Sandnes, Frode Eika; Örtenblad, Anders Ragnar & Bøhn, Einar Duenger (2023). For or Against Equal Pay? A Study of Common Perceptions. Compensation and Benefits Review. ISSN 0886-3687. 55(3), s. 87–110. doi: 10.1177/08863687231162812. Fulltekst i vitenarkiv Vis sammendrag

  The topic of equal pay usually sparks debates with diverse opinions ranging from those supporting equal pay to those that oppose equal pay. This study attempted to gather empirical data on how individuals perceive equal pay. A questionnaire was designed that probed the respondents’ perceptions of equal pay along 13 dimensions. The respondents were recruited in Norway and grouping analysis was performed according to several demographic factors. The results show that political affiliation, gender, and work union membership were the strongest predictors of standpoint regarding equal pay. The strongest associations with equal pay were observed for unfairness, communism, low realism, and demotivation. Small gender differences were also observed. We argue that data about common perceptions of equal pay is necessary to make informed adjustments to how work is rewarded, and resources distributed. How individuals are to be compensated for the cost of education was the most frequent reservation.

• Rehn, Alf & Örtenblad, Anders (2023). Afterword. I Rehn, Alf & Örtenblad, Anders (Red.), Debating Innovation: Perspectives and Paradoxes of an Idealized Concept. Palgrave Macmillan. ISSN 9783031166655. s. 413–414. Fulltekst i vitenarkiv
• Rehn, Alf & Örtenblad, Anders (2023). Introduction. I Rehn, Alf & Örtenblad, Anders (Red.), Debating Innovation: Perspectives and Paradoxes of an Idealized Concept. Palgrave Macmillan. ISSN 9783031166655. s. 3–11. doi: 10.1007/978-3-031-16666-2_1. Fulltekst i vitenarkiv Vis sammendrag

  This chapter introduces the book and, thus, the debate on innovation that the book contains. The editors offer a background as to why it is important to offer critique of innovation, but also why they find it important and prefer to do a book that offers both pros and cons rather than critique only, and emphasize that this book is to be seen as merely the beginning of a debate on innovation. The concept of “hyperobject” is introduced as a way to make sense of what “innovation” may be about. Finally, the editors present the structure of the book and offer a brief introduction to each chapter of the book.

• Hertel, Frederik; Örtenblad, Anders & Jørgensen, Kenneth Mølbjerg (2022). Introducing the Debate on Leaderless Management. I Hertel, Frederik; Örtenblad, Anders & Jørgensen, Kenneth Mølbjerg (Red.), Debating Leaderless Management: Can Employees Do Without Leaders?. Palgrave Macmillan. ISSN 9783031045929. Fulltekst i vitenarkiv
• Koris, Riina & Örtenblad, Anders (2022). Introducing the Debate on the Legitimacy of Business Schools. I Örtenblad, Anders & Koris, Riina (Red.), Debating Business School Legitimacy: Attacking, Rocking, and Defending the Status Quo. Palgrave Macmillan. ISSN 9783031127243. s. 3–46. doi: 10.1007/978-3-031-12725-0_1. Fulltekst i vitenarkiv Vis sammendrag

  This chapter serves as an introduction to the anthology on Debating the Legitimacy of the Business School. It starts with a very brief overview of business school history and then presents a multitude of controversial issues which the debate and criticism on business school legitimacy surrounds. It then outlines this book’s value for the reader and comments on as well as introduces the chapters in this book.

• Örtenblad, Anders (2021). Background and Introduction: Why Debating Equal Pay for All? I Örtenblad, Anders (Red.), Debating Equal Pay for All: Economy, Practicability and Ethics. Palgrave Macmillan. ISSN 9783030535759. s. 1–18. Fulltekst i vitenarkiv
• Örtenblad, Anders (2021). Background and Introduction: Why Debating Bad Leadership? I Örtenblad, Anders (Red.), Debating Bad Leadership: Reasons and Remedies. Palgrave Macmillan. ISSN 9783030650254. s. 3–33. Fulltekst i vitenarkiv
• Örtenblad, Anders (2021). The learning organization: the time is ripe for starting to certify the idea. Development and Learning in Organizations: An International Journal. ISSN 1477-7282. doi: 10.1108/DLO-04-2021-0060. Fulltekst i vitenarkiv
• Jones, David R.; Visser, Max; Stokes, Peter; Örtenblad, Anders; Deem, Rosemary & Rodgers, Peter [Vis alle 7 forfattere av denne artikkelen] (2020). Special Issue Introduction: "The Performative University: ‘Targets’, ‘Terror’ and ‘Taking Back Freedom’ in Academia". Management Learning. ISSN 1350-5076. 51(4), s. 363–377. doi: 10.1177/1350507620927554. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Background and Introduction: How Could Anyone Be Against Entrepreneurship? I Örtenblad, Anders (Red.), Against Entrepreneurship A Critical Examination. Palgrave Macmillan. ISSN 9783030479367. s. 1–18. doi: 10.1007/978-3-030-47937-4_1. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2019). Background and Introduction. I Örtenblad, Anders (Red.), The Oxford Handbook of The Learning Organization. Oxford University Press. ISSN 9780198832355. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2019). Contextualizing the learning organization: Towards differentiated standards. I Örtenblad, Anders (Red.), The Oxford Handbook of The Learning Organization. Oxford University Press. ISSN 9780198832355. doi: 10.1093/oxfordhb/9780198832355.013.22. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2019). Suggestions for future research on the learning organization. I Örtenblad, Anders (Red.), The Oxford Handbook of The Learning Organization. Oxford University Press. ISSN 9780198832355. doi: 10.1093/oxfordhb/9780198832355.013.35. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). Background and introduction: Leadership as a profession and as the main theme on bachelor programs. I Örtenblad, Anders (Red.), Professionalizing Leadership. Debating Education, Certification and Practice. Palgrave Macmillan. ISSN 9783319717845. s. 3–30. doi: 10.1007/978-3-319-71785-2_1. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). Why universities should give bachelor programs in leadership. I Örtenblad, Anders (Red.), Professionalizing Leadership. Debating Education, Certification and Practice. Palgrave Macmillan. ISSN 9783319717845. s. 403–408. doi: 10.1007/978-3-319-71785-2_25. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). Preparing for turning leadership into a true profession. I Örtenblad, Anders (Red.), Professionalizing Leadership. Debating Education, Certification and Practice. Palgrave Macmillan. ISSN 9783319717845. s. 349–358. doi: 10.1007/978-3-319-71785-2_19. Fulltekst i vitenarkiv
• Fjelldal, Carina & Örtenblad, Anders (2018). Introduksjon til boken. I Fjelldal, Carina & Örtenblad, Anders (Red.), Faglig kommunikasjon i praksis. Universitetsforlaget. ISSN 9788215030777. s. 11–22. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2017). Approaches to Using Metaphors in Organizational Analysis: Morgan’s Metaphors and Beyond. I Örtenblad, Anders Ragnar; Trehan, Kiran & Putnam, Linda L. (Red.), Exploring Morgan’s Metaphors: Theory, Research, and Practice in Organizational Studies. Sage Publications. ISSN 9781506318776. s. 54–86. doi: 10.4135/9781506318752.n4. Fulltekst i vitenarkiv
• Putnam, Linda L.; Örtenblad, Anders Ragnar & Trehan, Kiran (2017). Introduction: From Theory to Application of Metaphor in Organizational Analysis. I Örtenblad, Anders Ragnar; Trehan, Kiran & Putnam, Linda L. (Red.), Exploring Morgan’s Metaphors: Theory, Research, and Practice in Organizational Studies. Sage Publications. ISSN 9781506318776. s. 2–14. doi: 10.4135/9781506318752.n1. Fulltekst i vitenarkiv
• Vasiljevic, Snjezana; Marling, Raili & Örtenblad, Anders (2017). Introduction: Different Dimensions of Gender Equality in a Comparative Perspective. I Örtenblad, Anders; Marling, Raili & Vasiljevic, Snjezana (Red.), Gender Equality in a Global Perspective. Routledge. ISSN 9781138193246. s. 15–31. Fulltekst i vitenarkiv
• Marling, Raili; Vasiljevic, Snjezana & Örtenblad, Anders (2017). Conclusion. I Örtenblad, Anders; Marling, Raili & Vasiljevic, Snjezana (Red.), Gender Equality in a Global Perspective. Routledge. ISSN 9781138193246. s. 295–302. Fulltekst i vitenarkiv
• Örtenblad, Anders; Koris, Riina & Pihlak, Ülle (2017). Does it matter who teaches you? A study on the relevance of matching students' and teachers' personalities. The International Journal of Management Education. ISSN 1472-8117. 15(3), s. 520–527. doi: 10.1016/j.ijme.2017.10.001. Fulltekst i vitenarkiv
• Sundet, Marit Lillian; Forstorp, Per-Anders & Örtenblad, Anders (2017). Introduction and Background. I Sundet, Marit Lillian; Forstorp, Per-Anders & Örtenblad, Anders (Red.), Higher Education in the High North: Academic Exchanges between Norway and Russia. Springer. ISSN 9783319568324. s. 1–17. doi: 10.1007/978-3-319-56832-4_1. Fulltekst i vitenarkiv
• Örtenblad, Anders (2017). A Contextual Perspective on Organizational Learning. I Hong, Jacky; Snell, Robin & Rowley, Chris (Red.), Organizational Learning in Asia. Elsevier. ISSN 9780081009833. s. 173–186. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar; Putnam, Linda L. & Trehan, Kiran (2016). Beyond Morgan's eight metaphors: Adding to and developing organizational theory. Human Relations. ISSN 0018-7267. 69(4), s. 875–889. doi: 10.1177/0018726715623999. Fulltekst i vitenarkiv
• Lamb, Peter; Örtenblad, Anders Ragnar & Hsu, Shih-wei (2016). ‘Pedagogy as Translation’: Extending the Horizons of Translation Theory. International Journal of Management Reviews. ISSN 1460-8545. 18(3), s. 351–365. doi: 10.1111/ijmr.12098. Fulltekst i vitenarkiv
• Koris, Riina; Örtenblad, Anders & Ojala, Triinu (2016). From maintaining the status quo to promoting free thinking and inquiry: Business students’ perspective on the purpose of business school teaching. Management Learning. ISSN 1350-5076. 48(2), s. 174–186. doi: 10.1177/1350507616668480. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Örtenblad, Anders & Rypestøl, Jan Ole (2025). Praksisorientert og studentaktiv læring: Arbeidslivsrelevans og akademiske verdier i høyere utdanning. Cappelen Damm Akademisk. ISBN 9788202870478. 386 s. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar (2024). Making sense of the learning turn: Why and in what sense toys, organizations, economies, and cities are “learning”. Oxford University Press. ISBN 9780192865977. doi: 10.1093/oso/9780192865977.001.0001. Fulltekst i vitenarkiv
• Örtenblad, Anders (2024). The Oxford Handbook of Metaphor in Organization Studies. Oxford University Press. ISBN 9780192895707. 500 s. Fulltekst i vitenarkiv
• Rehn, Alf & Örtenblad, Anders (2023). Debating Innovation: Perspectives and Paradoxes of an Idealized Concept. Palgrave Macmillan. ISBN 9783031166655. 419 s. Fulltekst i vitenarkiv
• Hertel, Frederik; Örtenblad, Anders & Jørgensen, Kenneth Mølbjerg (2022). Debating Leaderless Management: Can Employees Do Without Leaders? Palgrave Macmillan. ISBN 9783031045929. 364 s. Fulltekst i vitenarkiv
• Örtenblad, Anders & Koris, Riina (2022). Debating Business School Legitimacy: Attacking, Rocking, and Defending the Status Quo. Palgrave Macmillan. ISBN 9783031127243. 327 s. Fulltekst i vitenarkiv
• Örtenblad, Anders (2021). Debating Bad Leadership: Reasons and Remedies. Palgrave Macmillan. ISBN 9783030650254. Fulltekst i vitenarkiv
• Örtenblad, Anders (2021). Debating Equal Pay for All: Economy, Practicability and Ethics. Palgrave Macmillan. ISBN 9783030535759. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Debating equal pay for all. Palgrave Macmillan. ISBN 9783030535742. 320 s. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Against Entrepreneurship A Critical Examination. Palgrave Macmillan. ISBN 9783030479367. 286 s. Fulltekst i vitenarkiv
• Örtenblad, Anders (2019). The Oxford Handbook of The Learning Organization. Oxford University Press. ISBN 9780198832355. 544 s. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). Professionalizing Leadership. Debating Education, Certification and Practice. Palgrave Macmillan. ISBN 9783319717845. 425 s. Fulltekst i vitenarkiv
• Fjelldal, Carina & Örtenblad, Anders (2018). Faglig kommunikasjon i praksis. Universitetsforlaget. ISBN 9788215030777. 208 s. Fulltekst i vitenarkiv
• Sundet, Marit Lillian; Forstorp, Per-Anders & Örtenblad, Anders (2017). Higher Education in the High North: Academic Exchanges between Norway and Russia. Springer. ISBN 9783319568324. 276 s. Fulltekst i vitenarkiv
• Örtenblad, Anders; Marling, Raili & Vasiljevic, Snjezana (2017). Gender Equality in a Global Perspective. Routledge. ISBN 9781138193246. 290 s. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar; Trehan, Kiran & Putnam, Linda L. (2017). Exploring Morgan’s Metaphors: Theory, Research, and Practice in Organizational Studies. Sage Publications. ISBN 9781506318776. 304 s. Fulltekst i vitenarkiv
• Örtenblad, Anders (2016). Research Handbook on Corporate Social Responsibility in Context. Edward Elgar Publishing. ISBN 9781783474790. 433 s. Fulltekst i vitenarkiv

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• Örtenblad, Anders (2025). Arbeidstilsynet om restaurantbransjen: – Høy risiko for trakassering. [Journal]. fvn.no. doi: https:/www.fvn.no/nyheter/okonomi/i/8q8vME/arbeidstilsynet-om-restaurantbransjen-hoey-risiko-for-trakassering#ui-core-comments. Fulltekst i vitenarkiv
• Baharmand, Hossein; Örtenblad, Anders; Johnsen, Hans Christian Garman & Karlsen, James Tommy (2025). Tillit, relevans og akademiske verdier. doi: https:/www.khrono.no/tillit-relevans-og-akademiske-verdier/1007112. Fulltekst i vitenarkiv
• Örtenblad, Anders (2025). Dette sier forskningen om Trumps lederstil. [Internet]. forskning.no. doi: https:/www.forskning.no/ledelse-og-organisasjon-politikk-usa/dette-sier-forskningen-om-trumps-lederstil/2548488. Fulltekst i vitenarkiv
• Karlsen, James Tommy; Borgersen, Karl Audun Kagnes; Baharmand, Hossein & Örtenblad, Anders (2025). Det er på tide med en seriøs nytenkning rundt høyere utdanning. Fulltekst i vitenarkiv Vis sammendrag

  Hvis vi ikke fornyer undervisningsformene våre, risikerer vi at kvaliteten på utdanningen svekkes. Ikke fordi studentene har endret seg, men fordi vi fortsetter å undervise som om verden ikke har gjort det.

• Baharmand, Hossein & Örtenblad, Anders Ragnar (2025). Publisér mindre, tenk mer. doi: https:/www.khrono.no/publiser-mindre-tenk-mer/959162. Fulltekst i vitenarkiv
• Örtenblad, Anders & Papastephanou, Marianna (2025). To be or Not to be Learning – That is the Question. Human Resource Development Review. ISSN 1534-4843. 24(4), s. 379–387. doi: 10.1177/15344843251337496. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar; Karlsen, James Tommy & Baharmand, Hossein (2025). Praksis i høyere utdanning – balansegang på en ustø vippe. Fulltekst i vitenarkiv
• Örtenblad, Anders & Jones, Frances (2025). Researchers suggest one-a-year publication limit. [Internet]. Research Professional News. Fulltekst i vitenarkiv
• Örtenblad, Anders (2025). Akademiske skuffelser. Khrono. Fulltekst i vitenarkiv
• Papastephanou, Marianna & Örtenblad, Anders (2025). Making Sense of the Learning Turn: Marianna Papastephanou Interviews Anders Örtenblad. [Internet]. https://pesaagora.com/columns/making-sense-of-the-learning-t. Fulltekst i vitenarkiv
• Örtenblad, Anders (2023). Världen behöver fler som kan ställa bra frågor. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Örtenblad, Anders (2023). Är vi helt säkra på att vi är på rätt väg? Om tävlandet inom akademin. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Örtenblad, Anders (2023). Bad Leadership. I Goethals, George R.; Allison, Scott T. & Sorenson, Georgia J. (Red.), The SAGE Encyclopedia of Leadership Studies. Sage Publications. ISSN 9781071840849. s. 46–47. Fulltekst i vitenarkiv
• Örtenblad, Anders (2023). "Fremtidens handelshøyskole – legitimitet eller særegenhet?" (på basis/underlag av en presentasjon av den nylig lanserte boka: «Debating Business School Legitimacy. Attacking, Rocking, and Defending the Status Quo»). Fulltekst i vitenarkiv
• Örtenblad, Anders (2023). Panelist ved UiA sin "administrativ fagdag" på temaet "behöver en spörre lederen sin om ALLT?". Fulltekst i vitenarkiv
• Örtenblad, Anders & Skauge, Tom (2023). Boklansering kombinert med forelesning om ideer om "den ideale handelshøgskulen" (den lanserte boka er: «Debating Business School Legitimacy. Attacking, Rocking, and Defending the Status Quo»). Fulltekst i vitenarkiv
• Örtenblad, Anders & Nyström, Anna (2022). Varför existerar dåligt ledarskap fortfarande? [Journal]. Ingenjören. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar & Gjone, Ingvild Torjussen (2021). Slik kan du få viljen din uten å vekke motvilje. Fulltekst i vitenarkiv
• Örtenblad, Anders (2021). Preface. I Örtenblad, Anders (Red.), Debating Bad Leadership: Reasons and Remedies. Palgrave Macmillan. ISSN 9783030650254. Fulltekst i vitenarkiv
• Örtenblad, Anders & Frizell, Elsa (2021). Fem orsaker till dåligt ledarskap. [Journal]. Du&Jobbet. Fulltekst i vitenarkiv
• Örtenblad, Anders & Wehus, Walter (2021). Dårlege leiarar skapar fleire problem enn farlege kjemikaliar: Professor listar opp fem grunnar til dårleg leiarskap. [Journal]. forskning.no. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Är det dags att börja certifiera "lärande organisationer"? Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Certification for Organizational Learning. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). What to consider if you want to publish your work in academic journals. Fulltekst i vitenarkiv
• Örtenblad, Anders (2020). Editorial. Learning Organization. ISSN 0969-6474. 27(1), s. 1–5. doi: 10.1108/TLO-01-2020-243. Fulltekst i vitenarkiv
• Koris, Riina & Örtenblad, Anders (2019). There’s more to business school students and graduates than meets the eye. Times Higher Education. Fulltekst i vitenarkiv
• Örtenblad, Anders (2019). Making Your Manuscript Relevant for TLO - from the Editor. Learning Organization. ISSN 0969-6474. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). What does “learning organization” mean? Learning Organization. ISSN 0969-6474. 25(3), s. 150–158. doi: 10.1108/TLO-02-2018-0016. Fulltekst i vitenarkiv
• Örtenblad, Anders (2018). Preface. I Örtenblad, Anders (Red.), Professionalizing Leadership. Debating Education, Certification and Practice. Palgrave Macmillan. ISSN 9783319717845. s. xiii–xvi. Fulltekst i vitenarkiv
• Fjelldal, Carina & Örtenblad, Anders (2018). Forord. I Fjelldal, Carina & Örtenblad, Anders (Red.), Faglig kommunikasjon i praksis. Universitetsforlaget. ISSN 9788215030777. s. 9–9. Fulltekst i vitenarkiv
• Sundet, Marit Lillian; Forstorp, Per-Anders & Örtenblad, Anders (2017). Erratum to: Higher education in the high north(Higher Education Dynamics, 48, 10.1007/978-3-319-56832-4). Higher Education Dynamics. ISSN 1571-0378. 48, s. E1–E1. doi: 10.1007/978-3-319-56832-4_14. Fulltekst i vitenarkiv
• Örtenblad, Anders Ragnar; Putnam, Linda L. & Trehan, Kiran (2017). Preface. I Örtenblad, Anders Ragnar; Trehan, Kiran & Putnam, Linda L. (Red.), Exploring Morgan’s Metaphors: Theory, Research, and Practice in Organizational Studies. Sage Publications. ISSN 9781506318776. s. xxx–xxxvii. Fulltekst i vitenarkiv
• Örtenblad, Anders; Marling, Raili & Vasiljevic, Snjezana (2017). Preface. I Örtenblad, Anders; Marling, Raili & Vasiljevic, Snjezana (Red.), Gender Equality in a Global Perspective. Routledge. ISSN 9781138193246. s. xiii–xiii. Fulltekst i vitenarkiv
• Örtenblad, Anders (2017). Taking "The Learning Organization" into the future: Introduction of and by the new editor. Learning Organization. ISSN 0969-6474. 24(1), s. 2–12. doi: 10.1108/TLO-11-2016-0081. Fulltekst i vitenarkiv
• Örtenblad, Anders (2017). Corporate social responsibility – who really benefits? Fulltekst i vitenarkiv
• Örtenblad, Anders (2017). Editorial. Learning Organization. ISSN 0969-6474. 24(1), s. 2–12. doi: 10.1108/TLO-11-2016-0081. Fulltekst i vitenarkiv
• Hansen, Andrea Litleskare; Lien, Maja Sogn & Örtenblad, Anders (2025). When Leadership Goes Wrong: Leaders’ Reflections on How to Prevent Bad Leadership. Universitetet i Agder. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how reflection can be used as a tool to prevent bad leadership. Grounded in a humanistic perspective, the study explores how leaders experience, interpret, and reflect on their leadership behaviors. While previous research has addressed both the positive and negative aspects of leadership, the majority has emphasized follower perspectives. In addition, many studies have focused on identifying destructive traits, rather than on how leaders reflect on and learn from their own behaviors. The theoretical framework integrates four key perspectives: emotional intelligence (Goleman, 1995), reflective practice (Schön, 1983), organizational culture (Schein, 2010), and psychological safety (Edmondson, 1999). These theories provide a comprehensive lens to examine how internal awareness, and external conditions influence leaders’ ability to recognize, make sense of, and learn from their actions. We collected data through eight semi-structured interviews with leaders from various sectors and organizational levels. The findings were analyzed thematically, which resulted in seven core themes. The results indicate that reflection enables leaders to identify unproductive behavioral patterns, improve relational dynamics, and strengthen ethical decision-making. However, psychological safety, self-awareness, and organizational culture closely shape the effectiveness of reflection. The study concludes that reflection is both an individual competency and a relational, contextual process. Reflection can be a powerful mechanism for preventing bad leadership when embedded and supported within a psychologically safe environment. The thesis proposes a framework for reflective leadership and offers practical implications for leadership development and organizational learning.

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