The transfer of HR practices of four multinational companies (MNCS) to their subsidiaries in Nigeria

A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of PhilosophyThis thesis examines the transfer of HR practices in the Nigerian subsidiaries of MNCs from emerging countries. It aimed to address a number of gaps identified from the literature, especially as there is a dearth of study in this area in developing countries in contrast to developed countries. Specifically, the study attempts to shed light on the nature of the HR practices, the process of the transfer of HR practices, the factors that influence the transfer process and the role of HR in the transfer process. The study utilised 48 semi-structured interviews conducted between November 2012 and March 2015 in the Nigerian subsidiary of the four case companies. The data was predominantly gathered using an in-depth semi-structured interview of HR managers and specialists, line managers of other functional departments, senior managers and others who are involved with people-related issues on the nature of HRM policies applied in subsidiaries of MNCs from emerging economies and their approach to the management of their human resources in overseas subsidiaries. Generally, the findings from this study reveal that these MNC case companies display more similarities than differences. In particular, similarities were found to be the increasing emphasis on training and development, which was used to develop employees extensively, implementing standard appraisal systems which are more target-oriented and standardised communication. However, differences existed in the areas of compensation and benefits, and recruitment and selection. Additionally, expatriates are appointed in key positions and are used to facilitate the transfer of these practices. Furthermore, similarities and differences are influenced by a number of factors. Overall, the study’s findings contribute to knowledge in several ways. First, they extend knowledge on the convergence debate and show that there is convergence among EMNCs themselves and with western MNCs, and this convergence is with regards to the adoption of Anglo-Saxon practices that are known to be globally accepted standard practices. The study also contributes to the Upper Echelon Theory in that it confirms that the education and experience of top and senior managers affects the nature of HR practices adopted. This study can be extended into other contexts. Secondly, it contributes to knowledge on the approaches adopted by the MNCs and the findings reveal that various IHRM approaches could be used depending on the policy or practice that is considered of “strategic importance”. It reveals that an exportive approach was adopted by the parent companies

DOES ENTREPRENEURIAL EDUCATION MATTER IN THE CULTIVATION OF BUSINESS ENTREPRENEURIAL INTENTIONS AND SOCIAL ENTREPRENEURIAL INTENTIONS?

open access journalThis study examines whether or not entrepreneurial education can predict business entrepreneurial intentions and social entrepreneurial intentions. This research draws primarily from the analysis of survey data of collegiate students as well as relevant literature in the field. In addition to entrepreneurial education, the effect of gender on entrepreneurial intentions was also examined. Results of this analysis can be used to foster increased entrepreneurial activities within the collegiate community

An Integrative Review of Research into Black African Migrant Women Entrepreneurs Access to Leadership Development Skills

This article presents the findings of an integrative literature review (ILR) of studies conducted in a 10-year period from 2010 to 2020 covering the contribution of Black African Migrant Women (BAMW) Entrepreneurs in the host country and sustain family in the home country. Furthermore, it highlights the psychological impact of pressure to earn a living juxtaposed with the expectations of their highly skilled status. The review underscores how their intersectionality leaves them predisposed to multiple barriers and disadvantages in the labour market and entrepreneurship. Thus, making an important scholarly contribution by offering further insights on intersectional complexity, women’s entrepreneurial skills and contributions, and self-inclusion drawing from lived experiences of BAMW. Finally, the paper signposts areas for further research into BAMW’s entrepreneurial motivations and outcomes at this critical juncture in participation of women and migrants in the achievements of the United Nations (UN) Sustainable Development Goals (SDGs)

Responsible Education: What Engages International Postgraduate Students – Evidence from UK

Purpose: Responsive educational approaches focus on a set of well-designed practises intended to create engaging, social cohesion, better knowledge outcomes and excellent students experience. Therefore, this article engages in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Methodology: By applying an ethnographic approach and interview of 45 international students from three UK business schools, it proposes that a sense of ‘belongingness’ is a prerequisite for learning, personal and professional development. Due to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings: The findings indicate that international students measure their experience by ‘sense of belonging’, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are major concerns. The kinds of support students received and the quality of feedback from tutors is important for International studies integration and sense of belonging. Originality: The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this article is based on findings from UK higher education institutions (HEIs), the insights are of relevance to many countries such as Australia, Canada, Germany, France and the US who have a significant proportion of overseas students

DECOLONIZING MANAGEMENT AND LEADING CHANGE THROUGH AFRICAN PHILOSOPHY

open access journalAfrica currently operates and manages her affairs with and from a colonial perspective, in business, politics, and education. Living everyday life through a colonial lens has stunted growth and innovation because instead of using her strengths, which is leading with African management philosophy, Africa continues to operate with a Western framework, that is a system where the toxic influence and effects of coloniality continues to permeate African political institutions, the education system and culture. The authors advocate for a return to indigenous management philosophy, to ensure success and long-term sustainability. This paper sheds light on a historical background of African societies prior to the destruction of her cultures and institutions by slavery and colonialism. The authors offer key differences between African and Western approaches to show why the Western system has failed Africa. Lastly, the authors offer a framework for policy formulation in the form of propositions

Decolonizing Management and Leading Change through African Philosophy

Africa currently operates and manages her affairs with and from a colonial perspective, in business, politics, and education. Living everyday life through a colonial lens has stunted growth and innovation because instead of using her strengths, which is leading with African management philosophy, Africa continues to operate with a Western framework, that is a system where the toxic influence and effects of coloniality continues to permeate African political institutions, the education system and culture. The authors advocate for a return to indigenous management philosophy, to ensure success and long-term sustainability. This paper sheds light on a historical background of African societies prior to the destruction of her cultures and institutions by slavery and colonialism. The authors offer key differences between African and Western approaches to show why the Western system has failed Africa. Lastly, the authors offer a framework for policy formulation in the form of propositions

Organization culture types and the replication of transferred human resource management practices in multinational subsidiaries in Nigeria

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Organization culture types and the replication of transferred human resource management practices in multinational subsidiaries in Nigeria

No description supplie