Adler, P. S., Kwon, S. W., & Heckscher, C. (2008). Perspective – professional work: The emergence of collaborative community. Organization Science, 19(2), 359–376.Google Scholar

Alter, C., & Hage, J. (1993). Organizations working together. Newbury Park, CA: Sage.Google Scholar

Argyris, C. (1992). On organizational learning. Cambridge: Blackwell.Google Scholar

Argyris, C., Putnam, R., & Smith, D. M. (1985). Action science. San Francisco: Jossey-Bass.Google Scholar

Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.Google Scholar

Argyris, C., (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley.Google Scholar

Armstrong, D. (1984). The patient’s view. Social Science & Medicine, 18(9), 737–744.CrossRefGoogle ScholarPubMed

Arney, W. R., & Bergen, B. J. (1984). Medicine and the management of living: Taming the last great beast. Chicago: University of Chicago Press.Google Scholar

Atkinson, P. (1995). Medical work and medical talk: The liturgy of the clinic. London: Sage.Google Scholar

Ayton, P. (1992). On the competence and incompetence of experts. In Wright, G. & Bolger, F. (Eds.), Expertise and decision support (pp. 77–105). New York: Plenum.Google Scholar

Barley, S. R. (1988). On technology, time and social order: Technically induced change in the temporal organization of radiological work. In Dubinskas, F. (Ed.), Making time (pp. 123–169). Philadelphia, PA: Temple University Press.Google Scholar

Barrett, F. J. (1998). Creativity and improvisation in jazz and organizations: Implications for organizational learning. Organization Science, 9, 605–622.Google Scholar

Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine Books.Google Scholar

Bateson, G., & Bateson, M. C. (1987). Angels fear: An investigation into the nature and meaning of the sacred. New York: Rider.Google Scholar

Beer, M., & Nohria, N. (Eds.). (2000). Breaking the code of change. Boston, MA: Harvard Business School Press.Google Scholar

Bensman, J., & Lilienfeld, R. (1991). Craft and consciousness: Occupational technique and the development of world images (2nd ed). New York: Aldine de Gruyter.Google Scholar

Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.Google Scholar

Berg, M. (1992). The construction of medical disposals: Medical sociology and medical problem solving in clinical practice. Sociology of Health and Illness, 14, 151–180.Google Scholar

Berg, M. (1996). The fruitful a-modernism of a lingering modernist: Commentary on Bruno Latour’s “On interobjectivity.” Mind, Culture and Activity: An International Journal, 3, 252–258.CrossRefGoogle Scholar

Berkenkotter, C., & Ravotas, D. (1997). Genre as tool in the transmission of practice over time and across professional boundaries. Mind, Culture, and Activity, 4(4), 256–274.Google Scholar

Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., & Radley, A. (1988). Ideological dilemmas: A social psychology of everyday thinking. London: Sage.Google Scholar

Blackler, F., & McDonald, F. (2000). Power, mastery and organizational learning. Journal of Management Studies, 37, 833–851.Google Scholar

Boisot, M., Nordberg, M., Yami, S., & Nicquevert, B. (2011). Collisions and collaboration: The organization of learning in the ATLAS experiment at the LHC. Oxford: Oxford University Press.CrossRefGoogle Scholar

Bratus, B. S., & Lishin, O. V. (1983). Laws of the development of activity and problems in the psychological and pedagogical shaping of the personality. Soviet Psychology, 21, 38–50.Google Scholar

Brehmer, B. (1980). In one word: Not from experience. Acta Psychologica, 45, 223–241.Google Scholar

Brereton, J. (1997). Pathways for stroke care. In Johnson, S. (Ed.), Pathways of care (pp. 171–188). Oxford: Blackwell.Google Scholar

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.Google Scholar

Brown, S. L., & Eisenhardt, K. M. (1998). Competing on the edge: Strategy as structured chaos. Boston, MA: Harvard Business School Press.Google Scholar

Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.Google Scholar

Buchwald, C. (1995). New work in old institutions: Collaborative curriculum work of a teacher team. PhD dissertation. Department of Communication, University of California, San Diego [unpublished].Google Scholar

Burawoy, M. (2000). Introduction: Reaching for the global. In M. Burawoy et al., Global ethnography: Forces, connections, and imaginations in a postmodern world (pp. 1–40). Berkeley: University of California Press.Google Scholar

Butler, C. C., & Evans, M. (1999). The “heartsink” patient revisited. British Journal of General Practice, 49, 230–233.Google Scholar

Caines, E. (1997). A health lesson I never wanted: Need for National Health Service reforms. New Statesman, 126(4333), 24.Google Scholar

Charles, C., Gafni, A., & Whelan, T. (1997). Shared decision-making in the medical encounter: What does it mean? (or it takes at least two to tango). Social Science & Medicine, 44(5), 681–692.CrossRefGoogle ScholarPubMed

Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81.Google Scholar

Chi, M. T. H., Glaser, R. & Farr, M. J. (Eds.). (1988). The nature of expertise. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Cicourel, A. (1990). The integration of distributed knowledge in collaborative medical diagnosis. In Galegher, J., Kraut, R. E., & Egido, C. (Eds.), Intellectual teamwork: Social and intellectual foundations of cooperative work (pp. 221–242). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Cicourel, A. (1992). The interpenetration of communicative contexts: Examples from medical encounters. In Duranti, A. & Goodwin, C. (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 291–310). Cambridge: Cambridge University Press.Google Scholar

Cohen, M. Z., Tripp-Reimer, T., Smith, C., et al. (1994). Explanatory models of diabetes: Patient-practitioner variation. Social Science and Medicine, 38, 59–66.Google Scholar

Collins, H. M. (1987). Expert systems and the science of knowledge. In Bijker, W. E., Hughes, T. P., & Pinch, T. (Eds.), The social construction of technological systems (pp. 329–348). Cambridge, MA: MIT Press.Google Scholar

Collins, H. M. (1990). Artificial experts: Social knowledge and intelligent machines. Cambridge, MA: MIT Press.Google Scholar

Collins, H. M., & Evans, R. (2002). The third wave of science studies of expertise and experience. Social Studies of Science, 32(2), 235–296.Google Scholar

Collins, H. M., (2007). Rethinking expertise. Chicago: University of Chicago Press.Google Scholar

Collins, H. M., Evans, R., & Gorman, M. E. (2010). Trading zones and interactional expertise. In Gorman, M. E. (Ed.), Trading zones and interactional expertise: Creating new kinds of collaboration (pp. 7–24). Cambridge, MA: MIT Press.Google Scholar

Cussins, A. (1992). Content, embodiment and objectivity: The theory of cognitive trails. Mind, 101, 651–688.Google Scholar

Cussins, A. (1993). Nonconceptual content and the elimination of misconceived composites! Mind & Language, 8, 234–252.Google Scholar

Daston, L. (Ed.). (2000). Biographies of scientific objects. Chicago: University of Chicago Press.Google Scholar

Davydov, V. V. (1990). Types of generalization in instruction: Logical and psychological problems in the structuring of school curricula. Reston, VA: National Council of Teachers of Mathematics.Google Scholar

De Michelis, G. (1996). Co-decision within cooperative processes: Analysis, design and implementation issues. In Humphrey, P., Bannon, L., McCosh, A., Migliarese, P., & Pomerol, J-C. (Eds.), Implementing systems for supporting managerial decisions: Concepts, methods and experiences (pp. 124–138). London: Chapman and Hall.Google Scholar

DiMaggio, P., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48, 147–160.Google Scholar

Doubilet, P., & McNeil, B. J. (1988). Clinical decisionmaking. In Dowie, J. & Elstein, A. (Eds.), Professional judgment: A reader in clinical decision making (pp. 255–276). Cambridge: Cambridge University Press.Google Scholar

Doz, Y. L., & Hamel, G. (1998). Alliance advantage: The art of creating value through partnering. Boston: Harvard Business School Press.Google Scholar

Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.Google Scholar

Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. New York: Springer.Google Scholar

Elstein, A. S., Shulman, L. S., & Sprafka, S. A. (1978). Medical problem solving: An analysis of clinical reasoning. Cambridge, MA: Harvard University Press.Google Scholar

Elstein, A. S., Shulman, L. S., (1990). Medical problem solving: A ten-year retrospective. Evaluation & The Health Professions, 13, 5–36.Google Scholar

Engels, F. (1976). Ludwig Feuerbach and the end of classical German philosophy. In K. Marx & F. Engels, Selected works in three volumes. Vol. 3. (pp. 335–376). Moscow: Progress.Google Scholar

Engeström, Y. (1990). Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit.Google Scholar

Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In Chaiklin, S. & Lave, J. (Eds.), Understanding practice: Perspectives on activity and context (pp. 64–103). Cambridge: Cambridge University Press.Google Scholar

Engeström, Y. (1996). Development as breaking away and opening up: A challenge to Vygotsky and Piaget. Swiss Journal of Psychology, 55, 126–132.Google Scholar

Engeström, Y. (1998). Reorganizing the motivational sphere of classroom culture: An activity-theoretical analysis of planning in a teacher team. In Seeger, F., Voigt, J., & Waschescio, U. (Eds.), The culture of the mathematics classroom: Analyses and changes (pp. 76–103). Cambridge: Cambridge University Press.Google Scholar

Engeström, Y. (1999). Communication, discourse and activity. The Communication Review, 3, 165–185.Google Scholar

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.CrossRefGoogle Scholar

Engeström, Y. (2007). Enriching the theory of expansive learning: Lessons from journeys toward coconfiguration. Mind, Culture, and Activity, 14(1–2), 23–39.Google Scholar

Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge: Cambridge University Press.Google Scholar

Engeström, Y. (2009). The future of activity theory: A rough draft. In Sannino, A., Daniels, H., & Gutiérrez, K. D. (Eds.), Learning and expanding with activity theory (pp. 303–328). Cambridge: Cambridge University Press.Google Scholar

Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628.CrossRefGoogle Scholar

Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed). Cambridge: Cambridge University Press.Google Scholar

Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge: Cambridge University Press.Google Scholar

Engeström, Y., & Blackler, F. (2005). On the life of the object. Organization, 12, 307–330.Google Scholar

Engeström, Y., Brown, K., Christopher, L. C., & Gregory, J. (1997). Coordination, cooperation, and communication in the courts: Expansive transitions in legal work. In Cole, M., Engeström, Y., & Vasquez, O. (Eds.), Mind, culture and activity: Seminal papers from the Laboratory of Comparative Human Cognition (pp. 369–385). Cambridge: Cambridge University Press.Google Scholar

Engeström, Y., & Cole, M. (1997). Situated cognition in search of an agenda. In Kirshner, D. & Whitson, J. A. (Eds), Situated cognition: Social, semiotic, and psychological perspectives (pp. 301–309). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5, 319–336.Google Scholar

Engeström, Y., Engeström, R., & Saarelma, O. (1988). Computerized medical records, production pressure and compartmentalization in the work activity of health center physicians. In Proceedings of Conference on Computer-Supported Collaborative Work (pp. 65–84). New York: The Association for Computing Machinery.Google Scholar

Engeström, Y., Kaatrakoski, H., Kaiponen, P., Lahikainen, J., Laitinen, A., Myllys, H., & Sinikara, K. (2012). Knotworking in academic libraries: Two case studies from the University of Helsinki. Liber Quarterly, 21(3/4), 387–405.Google Scholar

Engeström, Y., Kajamaa, A., Lahtinen, P., & Sannino, A. (2015). Toward a grammar of collaboration. Mind, Culture, and Activity, 22(2), 92–111.Google Scholar

Engeström, Y., Lompscher, J., & Rückriem, G. (Eds.). (2005). Putting activity theory to work: Contributions from developmental work research. Berlin: Lehmanns Media.Google Scholar

Engeström, Y., & Middleton, D. (Eds.). (1996). Cognition and communication at work. Cambridge: Cambridge University Press.Google Scholar

Engeström, Y., Nummijoki, J., & Sannino, A. (2012). Embodied germ cell at work: Building an expansive concept of physical mobility in home care. Mind, Culture, and Activity, 19(3), 287–309.Google Scholar

Engeström, Y., Pasanen, A., Toiviainen, H., & Haavisto, V. (2005). Expansive learning as collaborative concept formation at work. In Yamazumi, K., Engeström, Y., & Daniels, H. (Eds.), New learning challenges: Going beyond the industrial age system of school and work (pp. 47–78). Osaka: Kansai University Press.Google Scholar

Engeström, Y., Rantavuori, J., & Kerosuo, H. (2013). Expansive learning in a library: Actions, cycles and deviations from instructional intentions. Vocations and Learning, 6(1), 81–106.Google Scholar

Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387.Google Scholar

Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118–128.Google Scholar

Ericsson, K. A. (Ed.). (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. Cambridge: Cambridge University Press.Google Scholar

Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (Eds.). (2006). The Cambridge handbook of expertise and expert performance. Cambridge: Cambridge University Press.Google Scholar

Ericsson, K. A., & Smith, J. (1991). Prospects and limits of the empirical study of expertise: An introduction. In Ericsson, K. A. & Smith, J. (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 1–39). Cambridge: Cambridge University Press.Google Scholar

Ericsson, K. A., (Eds.). (1991). Toward a general theory of expertise: Prospects and limits. Cambridge: Cambridge University Press.Google Scholar

Evans, R., & Collins, H. M. (2010). Interactional expertise and the imitation game. In Gorman, M. E. (Ed.), Trading zones and interactional expertise: Creating new kinds of collaboration (pp. 53–70). Cambridge, MA: MIT Press.Google Scholar

Falmagne, R. J. (1995). The abstract and the concrete. In Martin, L. M. W., Nelson, K., & Tobach, E. (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 205–228). Cambridge: Cambridge University Press.Google Scholar

Farr, R., & Moscovici, S. (Eds.). (1984). Social representations. Cambridge: Cambridge University Press.Google Scholar

Faulkner, W., Fleck, J., & Williams, R. (1998). Exploring expertise: Issues and perspectives. In Fleck, J., Faulkner, W., & Williams, R. (Eds.), Exploring expertise: Issues and perspectives (pp. 1–27). London: Palgrave Macmillan.Google Scholar

Feltovich, P. J., Ford, K. M., & Hoffman, R. R. (Eds). (1997). Expertise in context: Human and machine. Cambridge, MA: MIT Press.Google Scholar

Firth, A. (1995). Introduction and overview. In Firth, A. (Ed.), The discourse of negotiation: Studies of language in the workplace (pp. 3–40). Oxford: Pergamon.Google Scholar

Foot, K. A. (2001). Cultural-historical activity theory as practice theory: Illuminating the development of a conflict-monitoring network. Communication Theory, 11, 56–83.Google Scholar

Freedman, D. H. (2010). Wrong: Why experts keep failing us and how to know when not to trust them. Boston: Little, Brown and Co.Google Scholar

Freidson, E. (1989). Medical work in America: Essays on health care. New Haven, CT: Yale University Press.Google Scholar

Friend, J. (1993). Searching for appropriate theory and practice in multi-organizational fields. Journal of the Operational Research Society, 44, 585–598.Google Scholar

Galison, P. (1997). Image and logic: A material culture of microphysics. Chicago: University of Chicago Press.Google Scholar

Galison, P. (2010). Trading with the enemy. In Gorman, M. E. (Ed.), Trading zones and interactional expertise: Creating new kinds of collaboration (pp. 25–52). Cambridge, MA: MIT Press.Google Scholar

Georgeson, M., Thorpe, L. E., Merlino, M. et al. (2005). Shortchanged? An assessment of chronic disease programming in major US city health departments. Journal of Urban Health: Bulletin of the New York Academy of Medicine, 82, 183–190.Google Scholar

Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press.Google Scholar

Gilbert, J. K., Reiner, M., & Nakhleh, M. (Eds.). (2007). Visualization: Theory and practice in science education. New York: Springer.Google Scholar

Gill, D., & Sharpe, M. (1999). Frequent consulters in general practice: A systematic review of studies of prevalence, associations and outcome. Journal of Psychosomatic Research, 47, 115–130.Google Scholar

Glaser, R., & Chi, M. T. H. (1988). Overview. In Chi, M. T. H., Glaser, R., & Farr, M. J. (Eds.), The nature of expertise (pp. xv–xxxvi). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Goldman, R., Pea, R., Barron, B., & Derry, S. J. (2014). Video research in the learning sciences. New York: Routledge.Google Scholar

Goodwin, C., & Goodwin, M. H. (1996). Seeing as situated activity: Formulating planes. In Engeström, Y. & Middleton, D. (Eds.), Cognition and communication at work (pp. 61–95). Cambridge: Cambridge University Press.Google Scholar

Göranzon, B., & Josefson, I. (Eds.) (1988). Knowledge, skill and artificial intelligence. London: Springer-Verlag.Google Scholar

Gorman, M. E. (Ed.). (2010). Trading zones and interactional expertise: Creating new kinds of collaboration. Cambridge, MA: MIT Press.Google Scholar

Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78(6), 1360–1380.Google Scholar

Gray, B. H. (1991). The profit motive and patient care: The changing accountability of doctors and hospitals. Cambridge, MA: Harvard University Press.Google Scholar

Grint, K., & Woolgar, S. (Eds.). (1997). The machine at work: Technology, work, and organization. Cambridge: Polity Press.Google Scholar

Grudin, J., & Grinter, R. E. (1994). Ethnography and design. Computer Supported Cooperative Work, 3(1), 55–59.Google Scholar

Gunnarsson, B-L., Linell, P., & Nordberg, B. (1997). Introduction. In Gunnarsson, B-L., Linell, P., & Nordberg, B. (Eds.), The construction of professional discourse (pp. 1–12). London: Longman.Google Scholar

Gutierrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286–303.Google Scholar

Hamm, R. M. (1988). Clinical intuition and clinical analysis: Expertise and the cognitive continuum. In Dowie, J. & Elstein, A. (Eds.), Professional judgment: A reader in clinical decision making (pp. 78–105). Cambridge: Cambridge University Press.Google Scholar

Hammer, M. (1990). Reengineering work: Don’t automate, obliterate! Harvard Business Review, 68:4, 104–112.Google Scholar

Hammer, M., & Champy, J. (1993). Reengineering the corporation. New York: Harper Business.Google Scholar

Hammond, K. R. (1981). Principles of organization in intuitive and analytical cognition. Report #231. Boulder: University of Colorado, Center for Research on Judgment and Policy.Google Scholar

Hargadon, A., & Fanelli, A. (2002). Action and possibility: Reconciling dual perspectives of knowledge in organizations. Organization Science, 13(3), 290–302.Google Scholar

Hargrove, R. (1998). Mastering the art of creative collaboration. New York: McGraw-Hill.Google Scholar

Harvey, D. (1989). The condition of postmodernity: An enquiry into the origins of social change. Malden, MA: Blackwell.Google Scholar

Hasu, M. (2000). Blind men and the elephant. Outlines: Critical Practice Studies, 2(1), 5–41.Google Scholar

Hasu, M., & Engeström, Y. (2000). Measurement in action: An activity-theoretical perspective on producer-user interaction. International Journal of Human-Computer Studies, 53, 61–89.Google Scholar

Hatchuel, A., & Weil, B. (1995). Experts in organizations: A knowledge-based perspective on organizational change. New York: Walter de Gruyter.Google Scholar

Haug, M., & Lavin, B. (1983). Consumerism in medicine. Beverly Hills, CA: Sage.Google Scholar

Heath, C., & Luff, P. (1996). Convergent activities: Line control and passenger information on the London Underground. In Engeström, Y. & Middleton, D. (Eds.), Cognition and communication at work (pp. 96–129). Cambridge: Cambridge University Press.Google Scholar

Heath, C., (2000). Technology in action. Cambridge: Cambridge University Press.Google Scholar

Helman, C. G. (1985). Communication in primary care: The role of patient and practitioner explanatory models. Social Science & Medicine, 20(9), 923–931.Google Scholar

Hirschhorn, L. (1984). Beyond mechanization: Work and technology in a postindustrial age. Cambridge, MA: MIT Press.Google Scholar

Hobsbawm, E. (1997). On history. London: Weidenfeld & Nicolson.Google Scholar

Hoc, J-M., Cacciabue, P. C., & Hollnagel, E. (Eds.) (1995). Expertise and technology: Cognition and human-computer cooperation. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Høeg, P. (1994). Borderliners. London: Macmillan.Google Scholar

Hoffman, R. R. (Ed.). (1992). The psychology of expertise: Cognitive research and empirical AI. New York: Springer.Google Scholar

Hoffman, R. R. (Ed.) (2007a). Expertise out of context: Proceedings of the sixth international conference on naturalistic decision making. New York: Lawrence Erlbaum.Google Scholar

Hoffman, R. R. (2007b). Introduction: A context for “out of context”. In Hoffman, R. R. (Ed.), Expertise out of context: Proceedings of the sixth international conference on naturalistic decision making (pp. 3–6). New York: Lawrence Erlbaum.Google Scholar

Huber, D. L., & Oermann, M. (1998). The evolution of outcomes management. In Blancett, S. S. & Flarey, D. L. (Eds.), Health care outcomes: Collaborative, path-based approaches (pp. 3–12). Gaithersburg, MD: Aspen.Google Scholar

Hunt, L. M., Jordan, B., & Irwin, S. (1989). Views of what’s wrong: Diagnosis and patients’ concepts of illness. Social Science and Medicine, 28, 945–956.Google Scholar

Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.Google Scholar

Huxham, C. (Ed.). (1996). Creating collaborative advantage. London: Sage.CrossRefGoogle Scholar

Iedema, R., Degeling, P., & White, L. (1999). Professionalism and organizational change. In Wodak, R. & Ludwig, C. (Eds.), Challenges in a changing world: Issues in critical discourse analysis (pp. 127–155). Vienna: Passagen Verlag.Google Scholar

Ilyenkov, E. V. (1977). Dialectical logic: Essays in its history and theory. Moscow: Progress.Google Scholar

Ilyenkov, E. V. (1982). The dialectics of the abstract and the concrete in Marx’s “Capital”. Moscow: Progress.Google Scholar

Illich, I. (1973). Tools for conviviality. New York: Harper & Row.Google Scholar

Jasanoff, S. (2003). Breaking the waves in science studies: Comment on H. M. Collins and Robert Evans, “The third wave of science studies”. Social Studies of Science, 33(3), 389–400.Google Scholar

Jewson, N. D. (1976). The disappearance of the sick-man from medical cosmology, 1770–1870. Sociology, 10(2), 225–244.Google Scholar

Johnson, S. (1997). What is a pathway of care? In Johnson, S. (Ed.), Pathways of care (pp. 15–24). Oxford: Blackwell.Google Scholar

John-Steiner, V. (2000). Creative collaboration. Oxford: Oxford University Press.Google Scholar

Josephson, J. R., & Josephson, S. G. (Eds.). (1994). Abductive inference: Computation, philosophy, technology. Cambridge: Cambridge University Press.Google Scholar

Jowsey, T., Dennis, S., Yen, L., Mofizul Islam, M., Parkinson, A., & Dawda, P. (2016). Time to manage: Patient strategies for coping with an absence of care coordination and continuity. Sociology of Health & Illness, 38(6), 854–873.Google Scholar

Kaatrakoski, H., & Lahikainen, J. (2016). “What we do every day is impossible”: Managing change by developing a knotworking culture in an academic library. Journal of Academic Librarianship, 42(5), 515–521.Google Scholar

Kanter, R. M. (1989). When giants learn to dance. New York: Simon and Schuster.Google Scholar

Keller, C. M., & Keller, J. D. (1996). Cognition and tool use: The blacksmith at work. Cambridge: Cambridge University Press.Google Scholar

Kerosuo, H. (2006). Boundaries in action: An activity-theoretical study of development, learning and change in health care for patients with multiple and chronic illnesses. Helsinki: University of Helsinki, Faculty of Behavioral Sciences.Google Scholar

Kerosuo, H., Mäki, T., & Korpela, J. (2015). Knotworking and the visibilization of learning in building design. Journal of Workplace Learning, 27(2), 128–141.Google Scholar

Kessler, E. H., Bierly, P. E., & Gopalakrishnan, S. (2001). Vasa syndrome: Insights from a 17th-century new-product disaster. Academy of Management Executive, 15(3), 80–91.Google Scholar

Kirshner, D., & Whitson, J. A. (Eds.). (1997). Situated cognition: Social, semiotic, and psychological perspectives. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Klein, G. (1998). Sources of power: How people make decisions. Cambridge, MA: MIT Press.Google Scholar

Klein, G., Orasanu, J., Calderwood, R., & Zsambok, C. E. (Eds.). (1993). Decision making in action: Models and methods. Norwood, NJ: Ablex.Google Scholar

Kleinman, A. (1980). Patients and healers in the context of culture: An exploration of the borderland between anthropology, medicine, and psychiatry. Berkeley: University of California Press.Google Scholar

Kleinman, A. (2013). From illness as culture to caregiving as moral experience. New England Journal of Medicine, 368(15), 1376.Google Scholar

Knorr-Cetina, K. (1997). Sociality with objects: Social relations in postsocial knowledge societies. Theory, Culture & Society, 14(4), 1–30.Google Scholar

Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.Google Scholar

Knorr-Cetina, K. (2001). Postsocial relations: Theorizing sociality in a postsocial environment. In Ritzer, G. and Smart, B. (Eds.), Handbook of social theory (pp. 520–537). London: Sage.Google Scholar

Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.Google Scholar

Kvarnström, S. (2008). Difficulties in collaboration: A critical incident study of interprofessional healthcare teamwork. Journal of Interprofessional Care, 22(2), 191–203.Google Scholar

Larsson, U. S., Säljö, R., & Aronsson, K. (1987). Patient-doctor communication on smoking and drinking: Lifestyle in medical consultations. Social Science & Medicine, 25(10), 1129–1137.Google Scholar

Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.Google Scholar

Latour, B. (1996). On interobjectivity. Mind, Culture and Activity, 3, 228–245.Google Scholar

Latour, B., & Woolgar, S. (1979). Laboratory life: The construction of scientific facts. Princeton, NJ: Princeton University Press.Google Scholar

Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.Google Scholar

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar

Law, J., & Hassard, J. (Eds.). (1999). Actor network theory and after. Oxford: Blackwell.Google Scholar

Leblebici, H., Salancik, G. R., Copay, A., & King, T. (1991). Institutional change and the transformation of interorganizational fields: An organizational history of the U.S. radio broadcasting industry. Administrative Science Quarterly, 36, 333–363.Google Scholar

Leifer, R., O’Connor, G. C., & Rice, M. (2001). Implementing radical innovation in mature firms: The role of hubs. Academy of Management Executive, 15(3), 102–113.Google Scholar

Lektorsky, V. A. (1984). Subject, object, cognition. Moscow: Progress.Google Scholar

Leont’ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Leont’ev, A. N. (1981). Problems of the development of the mind. Moscow: Progress.Google Scholar

Loewe, R., Schwartzman, J., Freeman, J., et al. (1998). Doctor talk and diabetes: Towards an analysis of the clinical construction of chronic illness. Social Science and Medicine, 47, 1267–1276.Google Scholar

Luff, P., Hindmarsh, J., & Heath, C. (Eds.). (2000). Workplace studies: Recovering work practice and informing system design. Cambridge: Cambridge University Press.Google Scholar

Maccoby, M. (2006). Health care organizations as collaborative learning communities. In Adler, P. S., & Heckscher, C. C. (Eds.), The firm as a collaborative community: Reconstructing trust in the knowledge economy (pp. 259–280). Oxford: Oxford University Press..Google Scholar

Manganelli, R. L., & Klein, M. M. (1994). The reengineering handbook: A step-by-step guide to business transformation. New York: Amacom.Google Scholar

March, J. G. (1988). Decisions and organizations. Oxford: Blackwell.Google Scholar

March, J. G. (1999). The pursuit of organizational intelligence. Oxford: Blackwell.Google Scholar

Marcus, G. E. (1998). Ethnography through thick and thin. Princeton, NJ: Princeton University Press.Google Scholar

Margolis, H. (1993). Paradigms and barriers: How habits of mind govern scientific beliefs. Chicago: University of Chicago Press.Google Scholar

Marková, I. (1982). Paradigms, thought and language. Chichester: Wiley.Google Scholar

Martin, B. (1996). Confronting the experts: Freeing teachers from the tyranny of texts. Albany: SUNY Press.Google Scholar

Marton, F. (1984). Towards a psychology beyond the individual. In Lagerspetz, K. M. J. & Niemi, P. (Eds.), Psychology in the 1990s (pp. 45–72). Amsterdam: North Holland.Google Scholar

Mathers, N., Jones, N., & Hannay, D. (1995). Heartsink patients: A study of their general practitioners. British Journal of General Practice, 45, 293–296.Google Scholar

May, J., & Thrift, N. (2001). Timespace: Geographies of temporality. London: Routledge.Google Scholar

McDonald, J. C. (1994). Inpatient flow management: A collaborative approach. In Howe, R. S. (Ed.), Case management for healthcare professionals (pp. 131–142). Chicago: Precept Press.Google Scholar

McKinlay, J. B., & Stoeckle, J. D. (1988). Corporatization and the social transformation of doctoring. International Journal of Health Services, 18(2), 191–205.Google Scholar

Mead, G. H. (1934). Mind, self and society. Chicago: University of Chicago Press.Google Scholar

Mechanic, D. (1976). The growth of bureaucratic medicine: An inquiry into the dynamics of patient behavior and the organization of medical care. New York: Wiley.Google Scholar

Mehan, H. (1984). Institutional decision-making. In Rogoff, B. & Lave, J. (Eds.), Everyday cognition: Its development in social context (pp. 41–66). Cambridge, MA: Harvard University Press.Google Scholar

Mehan, H., Hertweck, A., & Meihls, J. L. (1986). Handicapping the handicapped: Decision making in students’ educational careers. Redwood City, CA: Stanford University Press.Google Scholar

Mische, A. (2009). Projects and possibilities: Researching futures in action. Sociological Forum, 24(3), 694–704.Google Scholar

Mische, A. (2014). Measuring futures in action: Projective grammars in the Rio+20 debates. Theory & Society, 43, 437–464.Google Scholar

Mizrahi, T. (1986). Getting rid of patients: Contradictions in the socialization of physicians. New Brunswick, NJ: Rutgers University Press.Google Scholar

Modell, J. (1996). The uneasy engagement of human development and ethnography. In Jessor, R. & Colby, A. (Eds.), Ethnography and human development: Context and meaning in social inquiry (pp. 479–504). Chicago: University of Chicago Press.Google Scholar

Moscovici, S. (2001). Social representations: Explorations in social psychology. New York: New York University Press.Google Scholar

Mosier, K. L., & Fischer, U. M. (Eds.). (2011). Informed by knowledge: Expert performance in complex situations. New York: Psychology Press.Google Scholar

Nelson, K. (1985). Making sense: The acquisition of shared meanings. New York: Academic Press.Google Scholar

Nelson, K. (1995). From spontaneous to scientific concepts: Continuities and discontinuities from childhood to adulthood. In Martin, L. M. W., Nelson, K., & Tobach, E.(Eds.), Sociocultural psychology: Theory and practice of knowing and doing (pp. 229–249). Cambridge: Cambridge University Press.Google Scholar

Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Newman, S. E. (1998). Here, there, and nowhere at all: Distribution, negotiation, and virtuality in postmodern ethnography and engineering. In Gorenstein, S. (Ed.), Knowledge and society. Vol. 11. Research in science and technology studies: Knowledge systems (pp. 235–267). Stamford, CT: JAI Press.Google Scholar

Nichols, T. (2017). The death of expertise: The campaign against established knowledge and why it matters. New York: Oxford University Press.Google Scholar

Nickelsen, N. C. (2009). Rethinking interventionist research: Navigating oppositional networks in a Danish hospital. Journal of Research Practice, 5(2), 1–18.Google Scholar

Nugus, P., Greenfield, D., Travaglia, J., Westbrook, J., & Braithwaite, J. (2010). How and where clinicians exercise power: Interprofessional relations in health care. Social Science & Medicine, 71(5), 898–909.Google Scholar

Nyíri, J. C., & Smith, B. (Eds.) (1988). Practical knowledge: Outlines of a theory of traditions and skills. London: Croom Helm.Google Scholar

O’Dowd, T. C. (1988). Five years of heartsink patients in general practice. British Medical Journal, 97, 528–530.Google Scholar

Patel, V. L., Evans, D. A., & Groen, G. J. (1989). Biomedical knowledge and clinical reasoning. In Evans, D. A. & Patel, V. L. (Eds.), Cognitive science in medicine: Biomedical modeling (pp. 53–112). Cambridge, MA: MIT Press.Google Scholar

Pattee, H. H. (1982) The need for complementarity in models of cognitive behavior: A response to Fowler and Turvey. In Weimer, W. B. & Palermo, D. S. (Eds.), Cognition and the symbolic processes (Vol. 2), (pp. 21–30). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Paynter, J., Ambrose, K., & Dolan, K. (1997). Integrating geriatric evaluation and management with a multidisciplinary care planning process. In Spath, P. L. (Ed.), Beyond clinical paths: Advanced tools for outcomes management (pp. 85–103). Chicago: American Hospital Publishing.Google Scholar

Perrow, C. (1984). Normal accidents: Living with high-risk technologies. New York: Basic Books.Google Scholar

Pettigrew, A., Ferlie, E., & McKee, L. (1992). Shaping strategic change. Making change in large organizations: The case of the National Health Service. London: Sage.Google Scholar

Polanyi, M. (1967). The tacit dimension. London: Routledge.Google Scholar

Potter, J., & Litton, I. (1985). Some problems underlying the theory of social representations. British Journal of Social Psychology, 24(2), 81–90.Google Scholar

Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. London: Sage.Google Scholar

Pressman, J. L., & Wildavsky, A. (1984). Implementation (3rd ed.). Berkeley: University of California Press.Google Scholar

Putnam, L. L. (1994). Challenging the assumptions of traditional approaches to negotiation. Negotiation Journal, 10, 337–346.Google Scholar

Rabardel, P., & Waern, Y. (2003). From artefact to instrument. Interacting with Computers, 15, 641–645.Google Scholar

Randall, D., Hughes, J., & Shapiro, D. (1993). Systems development, the fourth dimension: Perspectives on the social organization of work. In P. Quintas (Ed.), Social Dimensions of systems engineering: People, processes, policies and software development (pp. 197–214). Upper Saddle River, NJ: Ellis Horwood.Google Scholar

Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research, 4(3), 1–27.Google Scholar

Reason, P., & Bradbury, H. (Eds.). (2008). The SAGE handbook of action research: Participative inquiry and practice. (2nd ed.). London: Sage.Google Scholar

Reeves, S., Rice, K., Conn, L. G., Miller, K. L., Kenaszchuk, C., & Zwarenstein, M. (2009). Interprofessional interaction, negotiation and non-negotiation on general internal medicine wards. Journal of Interprofessional Care, 23(6), 633–645.Google Scholar

Renfrew, C., & Scarre, C. (Eds.). (1998). Cognition and material culture: The archaeology of symbolic storage. Cambridge, UK: McDonald Institute for Archaeological Research.Google Scholar

Rheinberger, H.-J. (1997) Towards a history of epistemic things: Synthesizing proteins in the test tube. Stanford, CA: Stanford University Press.Google Scholar

Rich, M., Patashnick, J., & Chalfen, R. (2002). Visual illness narratives of asthma: Explanatory models and health-related behavior. American Journal of Health Behavior, 26(6), 442–453.Google Scholar

Rip, A. (2003). Constructing expertise: In a third wave of science studies? Social Studies of Science, 33(3), 419–434.Google Scholar

Rogers, A., Hassell, K., & Nicolaas, G. (2001). Demanding patients? Analysing the use of primary care. Buckingham: Open University Press.Google Scholar

Rogers, Y. (1997). Reconfiguring the social scientist: Shifting from telling designers what to do to getting more involved. In Bowker, G., Star, S. L., & Turner, W. (Eds.), Social science, technical systems, and cooperative work: Beyond the great divide (pp. 57–77). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Rosendal, M., Fink, P., Bro, F., & Olesen, F. (2005). Somatization, heartsink patients, or functional somatic symptoms? Towards a clinical useful classification in primary health care. Scandinavian Journal of Primary Health Care, 23(1), 3–10.Google Scholar

Sannino, A. (2008a). Experiencing conversations: Bridging the gap between discourse and activity. Journal for the Theory of Social Behaviour, 38(3), 267–291.Google Scholar

Sannino, A. (2008b). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234–257.Google Scholar

Sannino, A. (2010). Breaking out of a professional abstraction: The pupil as materialized object for trainee teachers. In Ellis, V., Edwards, A., & Smagorinsky, P. (Eds.), Cultural-historical perspectives on teacher education and development: Learning teaching (pp. 146–159). London: Routlege.Google Scholar

Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 1–15.Google Scholar

Sannino, A., & Engeström, Y. (2017). Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 80–96.Google Scholar

Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599–633.Google Scholar

Sarason, S. B., & Lorentz, E. M. (1998). Crossing boundaries: Collaboration, coordination, and the redefinition of resources. San Francisco: Jossey-Bass.Google Scholar

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.Google Scholar

Scott, W. R., Ruef, M., Mendel, P. J., & Caronna, C. A. (2000). Institutional change and healthcare organizations: From professional dominance to managed care. Chicago: University of Chicago Press.Google Scholar

Scribner, S. (1985). Vygotsky’s uses of history. In Wertsch, J. V. (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 119–145). Cambridge: Cambridge University Press.Google Scholar

Selinger, E., & Crease, R. P. (2006). The philosophy of expertise. New York: Columbia University Press.Google Scholar

Sennett, R. (1998). The corrosion of character: The personal characteristics of work in the new capitalism. New York: Norton.Google Scholar

Shchedrovitskii, G. P., & Kotel’nikov, S. I. (1988). An organization game as a new form of organizing and a method for developing collective thinking activity. Soviet Psychology,26(4), 57–90.Google Scholar

Shortell, S. M., Gillies, R. R., Anderson, D. A., Erickson, K. M., & Mitchell, J. B. (2000). Remaking health care in America: The evolution of organized delivery systems (2nd ed.). San Francisco; Jossey-Bass.Google Scholar

Shrum, W., Genuth, J., & Chompalov, I. (2007). Structures of scientific collaboration. Cambridge, MA: MIT Press.Google Scholar

Simon, D. P., & Simon, H. A. (1978). Individual differences in solving physics problems. In Siegler, R. (Ed.), Cildren’s thinking: What develops? (pp. 325–348). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Smith, B. C. (1996). On the origin of objects. Cambridge, MA: MIT Press.Google Scholar

Speedling, E. J., & Rose, D. N. (1985). Building an effective doctor-patient relationship: From patient satisfaction to patient participation. Social Science & Medicine, 21(2), 115–120.Google Scholar

Spekman, R. E., Isabella, L. A., & McAvoy, T. C. (2000). Alliance competence: Maximizing the value of your partnerships. New York: Wiley.Google Scholar

Spinosa, C., Flores, F., & Dreyfus, H. L. (1997). Disclosing new worlds: Enterpreneurship, democratic action, and the cultivation of solidarity. Cambridge, MA: MIT Press.Google Scholar

Starfield, B., Lemke, K. W., Herbert, R., Pavlovich, W. D., & Anderson, G. (2005). Comorbidity and the use of primary care and specialist care in the elderly. Annals of Family Medicine, 3, 215–222.Google Scholar

Sternberg, R. J., & Frensch, P. A. (1992). On being an expert: A cost-benefit analysis. In Hoffman, R. R. (Ed.), The psychology of expertise: Cognitive research and empirical AI (pp. 191–203). New York: Springer.Google Scholar

Stoeckle, J. D. (1984). Medical advice books: The search for the healthy body. Social Science & Medicine, 18(9), 707–712.Google Scholar

Strauss, A. L. (1978). Negotiations: Varieties, contexts, processes, and social order. San Francisco: Jossey-Bass.Google Scholar

Strauss, A. L. (1993). Continual permutations of action. New York: Aldine de Gruyter.Google Scholar

Strauss, A. L., Fagerhaugh, S., Suczek, B., & Wiener, C. (1985). The social organization of medical work. Chicago: University of Chicago Press.Google Scholar

Styhre, A. (2011). Knowledge sharing in professions: Roles and identity in expert communities. Farnham, UK: Gower.Google Scholar

Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge: Cambridge University Press.Google Scholar

Suchman, L. (1995). Making work visible. Communications of the ACM, 38:9, 56–64.Google Scholar

Suchman, L. (1996). Constituting shared workspaces. In Engeström, Y. & Middleton, D. (Eds.), Cognition and communication at work (pp. 35–60). Cambridge: Cambridge University Press.Google Scholar

Suchman, L. (1997). Centers of coordination: A case and some themes. In Resnick, L. B., Säljö, R., Pontecorvo, C., & Burge, B. (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (pp. 41–62). Berlin: Springer.Google Scholar

Sullivan, T. J. (Ed.). (1998). Collaboration: A health care imperative. New York: McGraw-Hill.Google Scholar

Supper, I., Catala, O., Lustman, M., Chemla, C., Bourgueil, Y., & Letrilliart, L. (2015). Interprofessional collaboration in primary health care: A review of facilitators and barriers perceived by involved actors. Journal of Public Health, 37(4), 716–727.Google Scholar

Susskind, R. E., & Susskind, D. (2015). The future of the professions. Oxford: Oxford University Press.Google Scholar

Thrall, J. H. (2005). Prevalence and costs of chronic disease in a health care system structured for treatment of acute illness. Radiology, 235, 9–12.Google Scholar

Tikhomirov, O. K. (1988). The psychology of thinking. Moscow: Progress.Google Scholar

Tomasello, M. (2000). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.Google Scholar

Toulmin, S., & Gustavsen, B. (Eds.). (1996). Beyond theory: Changing organizations through participation. Amsterdam: John Benjamins.Google Scholar

Trella, B., & Sarran, H. S. (1998). Pathways for managing the frail older adult across the continuum. In Blancett, S. S. & Flarey, D. L. (Eds.), Health care outcomes: Collaborative, path-based approaches (pp. 355–376). Gaithersburg, MD: Aspen.Google Scholar

Tuckett, D., Boulton, M., Olson, C., & Williams, A. (1985). Meetings between experts. London: Tavistock.Google Scholar

Van den Heuvel, W. J. (1980). The role of the consumer in health policy. Social Science & Medicine. Part A: Medical Psychology & Medical Sociology, 14(5), 423–426.Google Scholar

Van der Heijden, K. (1996). Scenarios: The art of strategic conversation. Chichester: Wiley.Google Scholar

Victor, B., & Boynton, A. C. (1998). Invented here: Maximizing your organization’s internal growth and profitability. Boston: Harvard Business School Press.Google Scholar

Virkkunen, J., & Newnham, D. S. (2013). The Change Laboratory: A tool for collaborative development of work and education. Rotterdam: Sense.Google Scholar

Virkkunen, J., Newnham, D. S., Nleya, P., & Engeström, R. (2012). Breaking the vicious circle of categorizing students in school. Learning, Culture and Social Interaction, 1(3), 183–192.Google Scholar

Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. 1. (pp. 39–285). New York: Plenum.Google Scholar

Wartofsky, M. W. (1978). Models: Representation and the scientific understanding. Dordrecht: Reidel.Google Scholar

Weick, K. E. (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative Science Quarterly, 38, 628–652.Google Scholar

Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.Google Scholar

Weick, K. E. (1998). Improvisation as a mindset for organizational analysis. Organization Science, 9, 543–555.Google Scholar

Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38, 357–381.Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.Google Scholar

Wiener, C., Fagerhaugh, S., Strauss, A., & Suczek, B. (1984). What price chronic illness? In Strauss, A. L. (Ed.), Where medicine fails (4th ed.) (pp. 13–36). New Brunswick, NJ: Transaction Books.Google Scholar

Wodak, R. (1997). Disorders of discourse. London: Longman.Google Scholar

Wynne, B. (2003). Seasick on the third wave? Subverting the hegemony of propositionalism: Response to Collins & Evans (2002). Social studies of science, 33(3), 401–417.Google Scholar

You, J. J., Fowler, R. A., & Heyland, D. K. (2014). Just ask: Discussing goals of care with patients in hospital with serious illness. Canadian Medical Association Journal, 186(6), 425–432.Google Scholar

Zerubavel, E. (1979). Patterns of time in hospital life: A sociological perspective. Chicago: University of Chicago Press.Google Scholar

Zsambok, C. E. (1997). Naturalistic decision making: Where are we now? In Zsambok, C. E. & Klein, G. (Eds.), Naturalistic decision making (pp. 3–16). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Zuboff, S. (1988). In the age of the smart machine: The future of work and power. New York: Basic Books.Google Scholar

Zuiderent-Jerak, T. (2015). Situated intervention: Sociological experiments in health care. Cambridge, MA: MIT Press.Google Scholar