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Rarely have studies on the acquisition of knowledge in internationalisation focused on institutional knowledge. The purpose of this paper is, therefore, to investigate the acquisition of this knowledge, and its assimilation and exploitation processes in internationalisation.

The paper utilises ten longitudinal revelatory case studies built from multiple semi-structured interviews conducted with three different firm types of small- and medium-sized enterprise (SMEs) in the pharmaceutical industry and secondary documents to which the researchers obtained proprietary access.

The study enhances the conceptual understanding of the institutional learning process in internationalisation by, for the first time, developing a framework to characterise this process. The study explores and identifies multiple types of institutional knowledge required, the sequencing of their acquisition, sources and learning methods utilised. It also discusses transferability of this learning across foreign markets and firms’ absorptive capacity for that knowledge. Regulatory-specific product knowledge, found to be the most important type required, appeared to affect significantly both market selection and mode of entry, and when acquired insufficiently, prevented internationalisation.

While the sample size is relatively small, and sector-specific, the findings were consistent across all the SME firms and firm types. They may also be generalisable to other sectors, firm sizes such as MNEs and types, particularly those which are knowledge-based or highly regulated, given that similar institutional knowledge and processes of acquisition are necessary for firms of all sizes in internationalisation.

International marketing managers will gain valuable insights, based on a framework proven to propel firms to successful internationalisation, upon how to plan, organise, manage and match their institutional knowledge-seeking and learning activities with their firms’ internal capabilities, staffing and other resources in an effective and timely manner.

This study contributes to the conceptual understanding of the institutional knowledge learning process in the internationalisation.

Business networks are of critical importance to firms and essential to the internationalisation of born-global and international new venture firms. Networking literature focuses on what are, generally, co-operative relationships and their effects between actors, activities and resources and illustrate the importance of quality and change in the networking process. Utilising Fletcher and Harris’ (2012) framework for understanding knowledge acquisition processes in internationalisation, this study investigates the importance of direct and indirect roles played by third parties in the networking for internationalisation processes of three different firm types within the knowledge-based natural health products (NHPs) (pharmaceutical) sector in Canada. The research presented here examines nine case studies of Canadian NHP firms and reveals that they utilised all network-related internationalisation processes simultaneously to internationalise including Johanson and Mattsson’s (1988, 1994) network theory, Johanson and Vahlne’s (2003) updated the Uppsala Model and the resource-based perspective on network theory (Ruzzier et al., 2006). They networked with and extensively utilised third parties, including government bodies, trade associations, government advisors, consultants and other domestic networks with international ties, in Canada and internationally to gain technical, market and internationalisation knowledge, and direct and indirect experiential knowledge which contributed to the internationalisation process confirming the study by Fletcher and Harris (2012). In a departure from the literature, this study found that weak ties (Granovetter, 1973) developed with third parties who were new to the networks allowed the NHP firms to develop competitive advantages necessary for them to overcome the liability of outsidership in entering new international markets. The type of technical, market and internationalisation knowledge gained, its content and the direct and indirect sources of knowledge from third parties were all shown to contribute to the internationalisation process.

Physiotherapists throughout the UK have a professional obligation to keep up to date and practice effectively. The Scottish Physiotherapists Clinical Effectiveness Network (SPCEN) was established in 1999 with the aim of providing a mechanism through which physiotherapists could share and learn from experiences, avoid duplication of effort and undertake proactive activities. The purpose of this paper is to report on the experience of the SPCEN and provide an evaluation of the impact the network has made on the clinical effectiveness activities of physiotherapists throughout Scotland.

A questionnaire survey was distributed to 2,118 physiotherapists across Scotland (response rate of 54.5 per cent). It aimed to determine the level of clinical effectiveness activity, the confidence of physiotherapists in engaging in these activities and the extent of involvement with clinical guideline implementation.

Results were analysed in two groups. Group 1 consisted of those that reported that they did participate in network activities (40 per cent n=330) and Group 2, those who did not (60 per cent n=686). Participants were significantly more engaged in undertaking a range of clinical effectiveness activities than non‐participants (p<0.0001), had greater confidence in their own ability to engage and were involved in the implementation of clinical guidelines to a greater extent (p<0.0001).

Establishing the SPCEN has resulted in more confident physiotherapists who are engaging in greater levels of clinical effectiveness activity throughout Scotland.

This paper provides the reader with an indication of the value networks can achieve.

This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education.

The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices.

Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate.

In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions.

Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

The purpose of this study is to investigate how enterprise social media (ESM) use combats turnover by impacting work perceptions, and ultimately turnover intention.

This study undertook a survey at a major information technology (IT) corporation. Data from a total of 276 working professionals were collected to test the proposed research model.

The structural equation modeling results show that ESM increase workplace integration; workplace integration decreased turnover intention, augmented job satisfaction and also reduced job tensions (perceived work stress) – job satisfaction and work stress perceptions influenced turnover intention.

Low response bias is one of the limitations in this study, although this study used a priori and post hoc measures to mitigate non-response bias. This study contributed to the theory by improving our understanding of the role of ESM in combating turnover by impacting work perceptions through the lens of social capital and emotional dissonance theories. This study also has practical implications for managers. The results suggest that incorporating ESM within organizations improves employees' perceptions and behaviors – providing an option for managers to consider it as a way to save costs associated with employee turnover.

Although several studies have been conducted on ESM, our understanding of the impact of ESM on work perceptions and turnover is still far from complete. This paper helps to close the gap in literature by improving our understanding of how ESM combats turnover by influencing work perceptions in an organization, which provides an essential contribution to research and practice in the field.

This chapter describes two change efforts involving participatory action research within the pharmacy operations division of Kaiser Permanente. Focus is on a parallel learning mechanism that has been used to support communications and change during two large-scale information technology interventions. It begins with basic background information on participatory action research in organizations. Since the case setting is Kaiser Permanente, the chapter provides some information on the U.S. healthcare industry context and then shifts to Kaiser’s communication forum, a learning mechanism that has been in place for 35 years. Cognitive, structural, and procedural aspects of the learning mechanism are explored, and the chapter features interviews with some of the key forum players. Both in the forum’s infancy and in its current more institutionalized state, the pharmacy organization has been in crisis. Implications for the use of parallel learning structures on a long-term basis to support long-term participatory action research are explored along with contributions to theory on insider/outsider action research.

For more than a decade, public opinion polls have shown that nearly 80% of Americans support hate crime legislation as a response to violence committed because of the victim's race, color, religion, and sexual orientation. Americans' widespread support for legislation aimed at bias-motivated crimes is not matched by the federal and state efforts devoted to responding to such crimes. This chapter describes the myriad factors contributing to America's limited police and prosecutorial response to hate crimes. After a discussion of the patchwork of state and federal legislation aimed at hate crimes, the chapter analyzes the substantial legislative and administrative structures that hamper the enforcement of hate crime law in the United States.

The purpose of this paper is to explore the current impact of virtual worlds on librarianship and identify significant gains in a new mode of information delivery and immersive learning.

Through exploratory research and observation, the prospective study addresses a very new trend in information delivery and technology within library services.

Provides evidence of global collaboration among information scientists, significant contributions to library collections, and potential for educational opportunities through immersive learning environments.

A small number of librarians are participating in virtual world librarianship in relation to the profession, due to the mode being a very new one. Future research should include studying the needs of library patrons and information seeking behaviors in virtual worlds along with accessibility, security and sustainability.

The study implies many educational opportunities and potential for information organization, information delivery, multimedia, and immersive learning on a global scale.

This study presents significant evidence that virtual worlds have provided a new medium of information delivery and educational opportunities that librarians are currently embracing and sharing with other fields, including medicine, art, science, and education.