This review examines the concept of organizational routines and its potential for investigating educational initiatives in practice. The studies in our review revealed three different approaches to routines: (1) examining organizational routines as entities, (2) (also) examining conversational routines, and (3) examining the internal structure of organizational routines. Current definitions, operationalizations, and examinations can lack clarity and validity. At present, the concept of organizational routines not only holds potential but is also ambiguous. To bolster the potential of the concept, two working definitions of organizational routines are formalized that best allow researchers to investigate initiatives in practice. These working definitions are needed to create clarity regarding the concept and for it to be able to deliver on its promise for providing meaningful and relevant information on how new initiatives actually work and unfold in practice.

本综述考察了组织惯例的概念及其在实践中调查教育举措的潜力。我们审查中的研究揭示了三种不同的例程方法：（1）将组织例程作为实体检查，（2）（也）检查对话例程，以及（3）检查组织例程的内部结构。当前的定义、操作和检查可能缺乏清晰度和有效性。目前，组织惯例的概念不仅具有潜力，而且还很模糊。为了加强这个概念的潜力，组织例程的两个工作定义被正式化，最适合研究人员调查实践中的举措。