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Casper Hoedemaekers

Researcher at University of Essex

Publications -  18
Citations -  339

Casper Hoedemaekers is an academic researcher from University of Essex. The author has contributed to research in topics: Subjectivity & Corporation. The author has an hindex of 9, co-authored 18 publications receiving 309 citations. Previous affiliations of Casper Hoedemaekers include Cardiff University.

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Lacan and organization

TL;DR: The work of Jacques Lacan has become an influential source to most disciplines of the social sciences, and is now considered a standard reference in literary theory, cultural studies and political theory as discussed by the authors.
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Performance Pinned Down: Studying Subjectivity and the Language of Performance

TL;DR: In this paper, the authors draw on Lacan's notion of language to study employee subjectivity in a public sector organization (Publica) in the Netherlands and find that desire and identification are channelled in specific ways to activate employee self-regulation in achieving devolvement of responsibility and labour intensification.
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‘Not even semblance’: exploring the interruption of identification with Lacan:

TL;DR: In this paper, the authors explore the question of identification through a Lacanian lens, paying specific attention to the interruption of identification in the self-presentation of employees, and conclude that the examined interruptions indicate considerable space for resistance and re-signification in identifications.
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Traversing the empty promise: management, subjectivity and the Other's desire

TL;DR: In this paper, the authors explore the notion of desire in relation to subjectivity at work by drawing on the work of Jacques Lacan and explore the possible ways in which desire is evoked and channeled in managerial practices that are aimed at managing the self.
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The financialisation of business ethics

TL;DR: In this paper, the authors argue that the financial crisis must be understood as the very foundation for contemporary Business Ethics in particular and for contemporary business and management education more generally, and that post-crisis pedagogy must rather take the fact that it is requested now, in light of the crisis, as its very point of departure.