Search results

The purpose of this paper is to examine the implications of corporate language policies that are implemented without formal decision-making processes.

A qualitative case study based on three Scandinavian multinational corporations which use English as a common corporate language without formal language policy decisions.

Non-formalised language policies are found to be clearly distinct from formalised language policies in terms of language policy format, language policy focus, language policy formation, language planning agency and management style. Non-formalised language policies can represent a type of informal control, but the absence of a policy document leaves employees without a common reference point which may cause confusion and inter-collegial conflict.

The study offers a nuanced perspective on the role of language policies in corporate communication by demonstrating that language policies may come in a variety of different forms, also as implicit assumptions about language use. Findings reveal benefits and drawbacks of the different language policy approaches.

This chapter argues that in today’s complex, globalised and technologised world, business and communication cannot remain in their separate silos – neither in academia nor in practice. The chapter approaches the topic with the help of a case and discusses how communication studies have invaded the fortress of the Aalto University School of Business, Finland. The development of an international Master’s Programme in Corporate Communication was informed by three major research projects in particular, which focused on internal communication practices of multinational companies and the perceptions of communication professionals on the knowledge and skills required of future communicators. Although Corporate Communication studies have been accommodated by the business school fortress for over 10 years, the time has not been without multidisciplinary challenges.

Literature on face‐to‐face intercultural business communication (IBC) suggests that language, culture, business culture, and interpersonal context variables lead to misunderstandings, but these predictors have not been studied with regard to e‐mail communication. This exploratory study identifies variables that cause e‐mail miscommunication, reduce work accomplishment, and harm business relationships. We conducted a survey to capture the effect of common predictors and asked respondents to share the most commonly employed strategies when communication problems arose. We offer a multi‐dimensional model for further research.

The purpose of this paper is to gain understanding of how young consumers with varying cultural and linguistic backgrounds experience and perceive humorous Business English lingua franca (BELF) mediated communication used in transit contexts.

For the collection of qualitative data, the present study relies on focus group discussions in three European countries. The data were analyzed by the authors by applying the phenomenographic approach as a method.

Young European consumers expressed a preference for humor and playfulness in BELF-mediated communication, yet they can be a challenging group to be informed and entertained with humorous BELF communication, as they differ in their taste of humor due to varying language- and culture-based identities. However, BELF as a communication tool was seen as functional and unproblematic by the informants. These informants perceive the role of resonant – wit type of humor in BELF – messages with noncultural references as fulfilling some of the aims of the messages. Yet, the role of comic – wit humor in BELF – messages with cultural references is more challenging to interpret.

The present results bring original viewpoints on the use of humor in cross-cultural corporate communication via a unique perspective of how young consumers' perceive and value humor in BELF-mediated communication.

The purpose of this paper is to explore how corporate values are interpreted by local and international employees in a multilingual organisation that has opted for the local language, not English, as its corporate language.

This is a research paper exploring how the recontextualisation and resemiotisation of value terms impact on how corporate values are interpreted, employing triangulation of questionnaire and interview results.

When values are recontextualised in employee discourse, proficiency in the corporate language and cultural background was found to have an impact on their interpretation. Internationals were found to have a broader and not exclusively professional interpretation compared to the locals. Internationals with a low level of proficiency in the local language were more sceptical than the locals as to whether there was a shared understanding of the values.

The questionnaire yielded fewer respondents than the authors expected, which should be taken into account when interpreting the results.

The paper suggests best practices for communicating corporate values to a multilingual workforce.

This paper contributes to the understanding of linguistic challenges in the multilingual work contexts.

To the authors’ knowledge, there is little prior in-depth research on how language impacts on employees’ interpretation of corporate values. As values are cohesive devices in organisations, the language used to convey them is worth addressing as the present paper aims to demonstrate.

The purpose of this paper is to focus on corporate communication issues that arise when a company offshores language-sensitive services to a country which does not have a workforce with the required language skills. It explores the consequences of adopting a total immersion policy and annual testing regime to build and maintain linguistic competence among the workforce, with regard to motivation, challenges and coping strategies.

The approach adopted was semi-structured interviews with management and employee representatives, interviewed separately. The interviews were transcribed and submitted to content analysis, supported by relevant company information.

The company’s language policy has generated a user environment where language proficiency is developed in corporate interaction, and where the workforce is motivated by both intrinsic and extrinsic factors. Strategic decisions relating to language policy need to take the workforce’s input into account to discuss the testing regime with a view to test content and relevance.

The findings relate to a limited material of 6 interviews with 14 interviewees in total.

The paper focusses on how to strike a balance between developing the skills needed to perform job tasks and preparing for new more complex tasks without demotivating the workforce. The conclusion sets out managerial implications.

The paper contributes to understanding the dynamics of working in a multilingual context.

To the authors’ knowledge the specificities of offshoring of language-sensitive services with regard to motivation and coping strategies have not been explored previously. The fact that the services in question have to be carried out in a minor language and that a total immersion strategy has been adopted also represents something new.

The purpose of this study is to determine the effects of four different forms of feedback (such as, complete solution, line-by-line correction, line-by-line hint and correct-incorrect final answer) of a mobile-assisted learning application on linear equations and motivation of students towards mathematics learning on students’ mathematics performance.

Totally, 285 Grade 7 students (72 students each for the first-three feedback and 69 students for the last feedback) participated in the five-day experiment. A validated instrument was utilized to determine the motivation of students in learning mathematics.

It was revealed that students solved more problems and spent more time in the line-by-line hint type of feedback. The correct-incorrect final answer group had the most number of incorrect problems solved. It was found that the scores of the students would be different from one another after they utilized the app. Nonetheless, all of them learnt significantly from the app. Five steps of hierarchical regression revealed that all types of feedback were consistent predictors of posttest scores. Thus, the first null hypothesis stating that there is no significant difference between the pretest and posttest scores of the students when categorized by different forms of feedback was rejected. The second null hypothesis stating that the four types of feedback and motivation of students do not influence mathematics performance is partially rejected.

The study can be replicated in a school with a different atmosphere.

The use of the application is highly recommended for students who are beginning to learn linear equations. Teachers can replicate the four types of feedback in an actual classroom setting.

It was confirmed that the four types of feedback can teach the students learn mathematics, regardless of the motivation of the students.