Stakeholder integration

This study examines the central contention ofinstrumental stakeholder theory— namely, that firms that breed trust-based, cooperative ties with their stakeholders will have a competitive advantage over firms that do not.Acase study of the introduction ofgenetically modified food products in the Netherlands provided the basis for the empirical analysis. The results support the instrumental stakeholder management thesis, showing that stakeholder integration, through the development ofmutually enforcing relationships with external parties, may result in both organizational learning and societal legitimacy

How fair versus how long: An integrative theory‐based examination of procedural justice and procedural timeliness

Although studies have linked procedural justice to a range of positive attitudes and behaviors, the focus on justice has neglected other aspects of decision‐making procedures. We explore one of those neglected aspects: procedural timeliness—defined as the degree to which procedures are started and completed within an acceptable time frame. Do employees react to how long a procedure takes, not just how fair it seems to be? To explore that question, we examined the potential effects of procedural timeliness using six theories created to explain the benefits of procedural justice. This integrative theory‐based approach allowed us to explore whether “how long” had unique effects apart from “how fair.” The results of a three‐wave, two‐source field study showed that procedural timeliness had a significant indirect effect on citizenship behavior through many of the theory‐based mechanisms, even when controlling for procedural justice. A laboratory study then replicated those effects while distinguishing procedures that were too fast versus too slow. We discuss the implications of our results for research on fostering citizenship behavior and improving supervisors’ decision‐making procedures

Internationalization and its pedagogical implications: Understanding and implementing global perspectives in higher education

Two trends currently characterize International Education in higher education institutions of the USA: the increase in the administrative concern to internationalize , and the continued growth of international student enrollments. The purpose of this study was twofold: (a) to understand how the mission to internationalize was understood and implemented by administrators, faculty and students and (b) to facilitate ongoing discussion among educators of what it means to internationalize a higher education institution. The University, a large midwestern research institution was in the fifth year of its formal, institution-wide internationalization effort. Three research questions guided this investigation: What is internationalization as understood by diverse members of The University? How is internationalization implemented by diverse members of The University? What is the role of international students in the process of internationalization at The University? Designed as an embedded dual case study, this investigation focused on the internationalization efforts of two departments: one in the School of Science and the other in the School of Business. Data were gathered through interviews with two university administrators, two departmental administrators, six faculty members and twelve students. Additional data were gathered through documents pertaining to the internationalization strategies of The University and the two schools. The findings indicate that (a) internationalization is understood and implemented in diverse ways, (b) participants\u27 perspectives were linked to their perceptions of the relevance of internationalization to their academic field, (c) there were significant disjunctions between the rhetoric of internationalization and its implementation, and (d) international students were underutilized as educational resources on the campus. Another outcome of this study is the conceptual definition of internationalization that emerged through the consideration of the multiple perspectives evident in the theoretical framework, the extant literature and the research findings. This definition emphasizes the administrative as well as the pedagogical implications of internationalization. The recommendations offered are intended to facilitate educators\u27 critical thinking about internationalization in order that its implementation might lead to responsible citizenship in a globally interdependent world