2,752 research outputs found

    Complementarity: Ensuring that Contracts Are Compatible with Collaborative Relationships

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    AbstractContracts, with their focus on safeguarding a firm’s interests, traditionally, have been considered to be incompatible with collaborative relationships. This chapter explains the basis for this incompatibility and considers how it may be resolved. The key to ensuring that contracts complement collaboration is in the way the coordination function of contracts is aligned with mutuality and consequent trust development. Even dysfunctional relationships may then be repaired.</jats:p

    Breaking the conduit:A relational approach to communication in management and entrepreneurship

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    Breaking the conduit:A relational approach to communication in management and entrepreneurship

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    HOW DO FOLLOWERS EXPERIENCE SHARED LEADERSHIP AS A LIVED EXPERIENCE? Understanding the relationality, processes and practices informing such collaboration.

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    How do followers experience shared leadership as a lived experience? Understanding the relationality, processes and practices informing such collaboration. Within shared leadership research culture, the aspiration is to explore “leadership as a dynamic interactive influence process”’ at the group level, supporting goal achievement (Pearce and Conger, 2003, P.1). However, the motivation of much research has focused on performance improvement, whereby discrete leadership variables are examined, using reductionist methods, to determine relevant linkages to team effectiveness (Denis et al., 2012. See also Fairhurst et.al, 2020). In expanding understanding of shared leadership from a follower perspective, enabling a fuller appreciation of how that has been experienced and operationalised over time, an immersive, participatory action research study was conducted, to facilitate a processual view of shared leadership; one that embraces relational aspects of shared leadership and considers its dynamic emergence within a hierarchical leadership setting. Unconventionally, Relational Cultural Theory has been applied to enable a more meaningful and nuanced consideration of this leadership phenomenon (Fletcher, 2012). This expanded consideration of shared leadership has produced four main findings: • The follower “voice” has been meaningfully expressed regarding experiences and actions, occurring throughout such collaboration. • A more processual understanding of the shared leadership undertaking itself, reveals how the cultivation of interdependence enables the dynamic operationalisation of expertise in relational and reciprocal ways. • The shifting nature of power dynamics has been explicated, as well as recognising the degree of interdependence occurring between followers and their leaders. • Learning History methodology was innovatively applied to facilitate a more processual understanding of shared leadership, facilitating new theoretical and practical understanding. This study challenges some of the negative connotations that may surround conceptualisations of followers and followership (Uhl-Bien, 2018), as well as actively elevating and emotionalising their experience, which is uncommon (Reitz, 2014). Finally, this study, through its positive conceptualisation of share leadership effectively challenges the myth of individual achievement that pervades much organisational life (Miller, 2012)

    Conducting Online Focus Groups - Practical Advice for Information Systems Researchers

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    Video-based online focus groups (OFGs) present an emerging opportunity for Information Systems (IS) researchers to circumvent spatial and temporal constraints in collecting rich data. They enable researchers to overcome interpersonal and operational challenges arising from face-to-face (F2F) focus groups (FGs) by allowing participants, who are located anywhere in the world, to share their personal experiences from behind their screens. However, the realization of the full potential of OFGs for IS research is currently hampered by challenges and uncertainty over best practices when conducting such FGs. Consequently, we offer a detailed account of our own experiences with seven OFGs in the context of digital platforms. In supplementing our own experiences with those of others reported in extant literature on (online) FGs in and beyond the IS discipline, we (a) arrive at hurdles inherent to the OFG method, (b) derive lessons learned from our own experience with OFGs, and (c) prescribe actionable advice to researchers who are interested in conducting OFGs in the future

    Once More, With Feeling: Partnering With Learners to Re-see the College Experience Through Metaphor and Sensory Language

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    This study focuses on better understanding students and their internal worlds through conceptual metaphor theory and sensory language. Using a phenomenological and arts-based approach, I examined students’ metaphorical constructions of their college experiences and the sensory language and information informing those constructions. By engaging participants in a multimodal process to re-see their experience through connoisseurship and criticism, I explored the following research questions: How do students metaphorically structure their college experience? What sensory language do college students use to describe the metaphorical dimensions of their college experience? How does sensory information shape the metaphorical structuring of their college experience? Through conversations centered on participant-generated images and chosen sensory language, I identified five complex metaphors that represented participants’ constructions of their college experience: college is an unwieldy package; college is up, forward, and out; college is current and future nostalgia; college is a prism; and college is a movie and peers are the soundtrack. By considering these themes, it may be possible for educators to better partner with diverse learners to design personally meaningful experiences that support student development and success. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)

    Raising Critical Consciousness in Engineering Education: A Critical Exploration of Transformative Possibilities in Engineering Education and Research

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    This thesis represents a critical exploration of the opportunities, challenges, and barriers to enacting social justice via the engineering curriculum. Through an ethnographic case study of a British engineering for sustainable development course, I illuminate tensions and contradictions of attempts to “do good” while “doing engineering” in a higher education setting. This work is couched within critical and anti-colonial theoretical frames. Through critical and reflexive analysis, I illustrate attempts of participants to innovate in engineering education toward a counter-hegemonic engineering practice, and highlight transformative possibilities, as well as barriers. This case illustrates how the structures that formed modern engineering continue to shape engineering higher education, restraining attempts to transform engineering training for social good.A central question that has driven this work has been: Is it possible to cultivate a more socially just form of engineering practice through engineering higher education? The function of asking this question has been to interrogate a core assumption in engineering education research – that with the right blend of educational interventions, we can make strides towards social justice. My intent in interrogating this assumption is not to be nihilistic per se. I believe it is entirely possible that engineering could potentially be wielded for just cause and consequence. However, if we do not critically examine our core assumptions around this issue, we may also miss out on the possibility that socially just engineering is not achievable, at least in the way we are currently approaching it or in the current context within which it exists.An examination of this topic is already underway in the US context. However, it is under-explored in a British context. Given the different historical trajectories of engineering and engineering in higher education between these two contexts, a closer look at the British context is warranted

    From transactions to partnerships : Essays in honor of Jukka Vesalainen

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    This Festschrift for Professor Jukka Vesalainen is a collection of articles related to business relationships. The book focuses on different types of business relationships that constitute business networks, the development of business relationships and a practical perspective on relationship management. The book builds on the assumption that no firm is an island, and any business development takes place within ecosystems, networks, and relationships, where firms and other organizations collaborate. Firms are seen to be interdependent with other firms and actors in their business environment. Even though firms would not choose to operate in networks, they end up in networks, as perfect markets rarely exist. This emphasizes the importance of relationship management in today’s business activities. The collection contains empirical, theoretical and practical articles that all reflect the impact of the research and practical work done by Professor Vesalainen. The articles relate to important academic and practically oriented topics of Vesalainen’s research and academic career and also provide a sense of each contributor’s relationship with him.fi=vertaisarvioimaton|en=nonPeerReviewed

    Summer/Fall 2023

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    Linking Leadership, Investment Strategy and Competence to Organizational Performance with special reference to post-M&A firms

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    M&A is an important research topic in the areas of strategic management, organization development, leadership, management of change, and corporate culture. There are seminal works with solid empirical evidence of effective M&A strategic planning, leadership, competence, and effective cultural integration as success factors for realizing M&A strategic goals. However, managing the entire M&A strategic planning and execution process holistically with synergistic integration of the three domains that the 3H framework (Yu, 2019) advocates has not been studied. With due respect to the significance of the previous studies on single or couples of key independent variables, it appears that they have offered some necessary yet not sufficient conditions for securing effective M&A strategic planning and execution. It is envisaged that this study will help illuminate the holistic management approach in this important research topic. For this study, the main research problem statement is “M&A strategy, leadership and employee competence have a direct impact on the merged organizational performance. However, in order to realize the intended M&A synergies, it is hypothesized that the acquirer has to adopt a holistic approach to manage all these three constructs effectively and efficiently.” This study provides a holistic view of the key factors affecting the performance of post-M&A performance. The findings of the study have been used to develop a 3H-M&A framework and model which link Leadership, Strategy and Competence to post-M&A organizational performance
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