Greg Fetzer is an Assistant Professor at the UCL School of Management in the Organisations & Innovation group. He earned his BS in Psychology from Brigham Young University and his MS and PhD in Organization Studies from the Carroll School of Management at Boston College. Prior to joining UCL, he was on the faculty of the University of Liverpool Management School.

Greg is interested in the challenges and triumphs of creative work and how people find meaning and purpose in their jobs. He is especially interested in the collective and temporal aspects of these phenomena; for example, how collaborative creativity unfolds over time and how individuals find meaning in their work across the lifespan. His work generally takes a qualitative approach, grounded in various organizational settings–everything from professional sports to skilled craft work to Fortune 500 companies to songwriting. His work has been published in Academy of Management Journal, Organization Studies, and Organizational Research Methods. 

He teaches courses focused on how to make workplaces more humane, creative, and meaningful (and thus productive), at the undergraduate and graduate level. 

Outside of work Greg enjoys playing LEGO, and begrudgingly shares with his three kids. 

Publications

Fetzer, G. (2025). Days of Future Past: The tradition–novelty paradox and the endurance of heritage crafts. Organization Studies, 46(4), 471-497. https://doi.org/10.1177/01708406251317267 

Fetzer, G., Harrison, S. H., & Rouse, E. D. (2023). Navigating the paradox of promise through the construction of meaningful career narratives. Academy of Management Journal, 66(6), 1896-1928. https://doi.org/10.5465/amj.2021.0292

Fetzer, G., & Pratt, M. G. (2021). Meaningful work and creativity: Mapping out a way forward. In Creativity at work: A festschrift in honor of Teresa Amabile (pp. 131-142). Cham: Springer International Publishing.

LeBaron, C., Jarzabkowski, P., Pratt, M. G., & Fetzer, G. (2018). An introduction to video methods in organizational research. Organizational Research Methods, 21(2), 239-260. https://doi.org/10.1177/1094428117745649