For example, Bresman (2013) uses an interesting embedded multiply case design, focusing on two units in a pharmaceutical company, and examining learning transferred among four successive projects occurring in each unit (for a total of eight units of analysis). His inductively derived four-phase model of vicarious learning is replicated across all his cases. This design reflects Eisenhardt's (1989), Eisenhardtand Graebner's (2007) and Yin's (2009) recommendations for building theory from cases studies. Similarly, Bruns (2013) replicates her model of collaborative research in two different setting involving multiple groups. Maquire and Hardy (2013) also compare two different cases of risk assessment processes, showing how both incorporated similar bundles of normalizing and problematizing practices, but how the differential ordering of these practices led to diffent consequences for the construction of risk.