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This chapter presents a review of the state of the art on the topic of knowledge transfer following post-merger integration (PMI) in international mergers and acquisitions (M&A) and identifies points of agreement and disagreement, recognizes underexplored areas and provides suggestions on how they could be explored in future studies. The chapter points to the limited amount of literature that describes knowledge transfer following international acquisitions, while highlighting it as an emerging field of research. The knowledge transfer literature mainly refers to innovation and innovation capabilities, while areas such as marketing and customer knowledge are vitally absent in the literature. In any international acquisition, such knowledge transfer would be of fundamental importance, given the acquisition motive to reach new markets or customers. Two case studies on the transfer of knowledge about customers following international acquisitions are provided. The case illustrations point to a focus on knowledge transfer on strategic levels in the post-merger integration following international acquisitions, while the operational sales forces’ transfer of knowledge is largely disregarded in practice. Since much of the tacit knowledge about customers is handled on that level, it needs to be recognized and developed. The chapter indicates that raising the awareness of the transfer of knowledge about customers following international acquisitions is important from a practitioner’s as well as a research point of view.

Since 2015, the authors of this chapter have been working together through a formal partnership between Manchester Metropolitan University and the 10 youth offending teams (YOTs) in the Greater Manchester region of north west England. ¹ This partnership, termed the Greater Manchester Youth Justice University Partnership (GMYJUP), is the first of its kind in a youth justice context. GMYJUP has predominately focused on strengthening justice-involved children's participation in decision-making processes and embedding meaningful participation in youth justice service delivery and practice (Smithson et al., 2020; Smithson & Gray, 2021; Smithson & Jones, 2021). In this chapter, the authors outline the Child-First narrative that is becoming increasingly apparent in the youth justice system in England and Wales, before describing our own body of participatory work which has resulted in the co-creation (with justice-involved children) of a transformative framework of practice that we term Participatory Youth Practice (hereafter referred to as PYP). The chapter goes on to provide a candid account of the facilitators and barriers that youth justice practitioners have encountered when endeavouring to embed PYP into existing youth justice processes. The authors conclude with a consideration of the value of child-centred practice for children and practitioners.

The emphasis on inter-organizational systems gave rise to concerns about inter-organizational relationships as trading partners became aware of the socio-political factors and trust that affect their relationships. This paper examines the importance of inter-organizational-trust in business-to-business E-commerce organizations. It examines how inter-organizational relationships impact trading partner trust, perceived benefits, perceived risks, and technology trust mechanisms in E-commerce that can in turn influence outcomes of business-to-business E-commerce. This paper develops a conceptual model and tests the model using a case study research methodology. The aim is to solicit qualitative in depth understanding of inter-organizational-trust in business-to-business E-commerce. Eight organizations from a cross section of industries that formed four bi-directional dyads participated in the third stage of this study. The first two stages include exploratory case studies in three organizations in the automotive industry that applied EDI via Value-Added-Networks in 1997, and a nationwide survey of organizations that examined the extent of E-commerce adoption in Australia and New Zealand in 1998. The findings identify the need for trustworthy business relationships in an E-commerce environment.

Social relationships play an important role in organizational entrepreneurship. They are crucial to entrepreneurs’ decisions because, despite the bleeding-edge technological advancements observed nowadays, entrepreneurs as human beings will always strive to be social. During the COVID-19 pandemic many companies moved activities into the virtual world and as a result offline Social relationships became rarer, but as it turns out, even more valuable, likewise, the inter-organizational cooperation enabling many companies to survive.

This chapter aims to develop knowledge about entrepreneurs’ SR and their links with inter-organizational cooperation. The results of an integrative systematic literature review show that the concept of Social relationships, although often investigated, lacks a clear definition, conceptualization, and operationalization. This chapter revealed a great diversity of definitions for Social relationships, including different scopes of meaning and levels of analysis. The authors identify 10 building blocks and nine sources of entrepreneurs’ Social relationships. The authors offer an original typology of Social relationships using 12 criteria. Interestingly, with regard to building blocks, besides those frequently considered such as trust, reciprocity and commitment, the authors also point to others more rarely and narrowly discussed, such as gratitude, satisfaction and affection. Similarly, the authors discuss the varied scope of sources, including workplace, family/friendship, past relationships, and ethnic or religious bonds. The findings of this study point to a variety of links between Social relationships and inter-organizational cooperation, including their positive and negative influences on one another. These links appear to be extremely dynamic, bi-directional and highly complex.

We use experiential learning theory to develop new conceptual insights into offshore outsourcing of innovation. In particular, we show how offshore vendor firms are able to overcome liability of outsidership and eventually learn how to innovate on behalf of their onshore clients as a result of their embedment with clients across multiple teams. We theorize that the cross-border relocation of innovative activities from a client firm to an offshore vendor is only possible when teams within the vendor team have assumed a double-loop learning capability from the client allowing them to determine governing variables relating to the client’s organizational environment. Through direct on-the-job experience working with each other, international teams comprised in part from the vendor and in part from the client can undergo different learning transitions, which we classify as either relationship-oriented or task-oriented. These transitions determine the extent to which double-loop learning can be developed in offshore locations and are influenced by intra-team dynamics and the way the joint teams organize and manage themselves. Our perspective has implications for our understanding of organizational designs associated with both client and vendor multinational enterprises seeking to benefit from innovation in offshore outsourcing.

Purpose –– The aim of the present study was to shed light on the role of Western expatriates in knowledge transfer processes in foreign subsidiaries in Central and Eastern Europe and the impediments they face in these roles in the context of socio-economic transformation.

Methodology/approach –– The findings are based on qualitative data collected via in-depth telephone interviews with 18 Finnish expatriates across a range of firms and industries –– nine located in Estonia and nine in the Czech Republic.

Findings –– The expatriates performed a wide variety of roles reflecting their use as mechanisms of control, coordination and the transfer of knowledge; however, the extent of their knowledge transfer activities was largely influenced by the MNCs' desired level of subsidiary integration. Challenges in the knowledge transferor role were identified at all three levels –– social, organisational and relational –– with some noticeable similarities and differences across the two countries.

Research limitations/implications –– This study included the views of expatriates only and not the views of other key stakeholders such as host-country employees and managers at headquarters. In order to verify the accounts of expatriates as well as establish a picture of how effective the expatriates are in their knowledge mobilisation roles, future research should endeavour to include other key parties in the knowledge transfer process.

This chapter focuses on the treatment and characterization of networks as an emerging discipline. Networks are defined. The authors call out and explain the importance of network domains, network geographies and topologies, network behaviors, network nodes, network links, relationships and flows, and network messages. While network sciences provide a strong foundation for research and analysis, the authors note the lack of knowledge networks. This chapter highlights the need to expand coverage to include knowledge networks.

We analyze the role of top managers in the process of improving existing products in large established firms. The results of an inductive study reveal two key arguments. First, we find that the process is an “involved” top-down approach, rather than middle-up-down or bottom-up, discussed in previous studies on new product creation. Top managers actively participate throughout the process, taking on four roles: evaluation of product market performance, selection of products for improvement, initiation of the innovation process through delegation to middle managers of the responsibility to organize bottom-level employees to take actions toward product improvement, and monitoring of progress to ensure improvement (ESIM). Top managers become involved as necessary to reduce the resistance of people at the middle and lower levels to change in current routines. Second, we find that in companies that achieve superior product improvement, managers have well-developed professional absorptive capacity and have routinized frequent interactions to evaluate, select, initiate, and monitor. Other characteristics of managers, such as personal absorptive capacity, incentive system, or mandate from above, are common across both high and low performers.

In consideration of the needs of the growing numbers of Spanish-speaking emergent bilingual students in U.S. classrooms who are learning English as a new language, this study explores the teachers’ understanding of instructional practice using a specific pedagogical framework designed for emergent bilingual classroom contexts called Preview/View/Review (P/V/R). A constructivist and a translanguaging lens informed the theoretical framework for this study. One set of qualitative data from interviews was collected from a random sample of teachers who participated in a Master’s program in bilingual education in a border university in South Texas. Interview questions focused on the teachers’ reflections on the planning for and the implementation of the pedagogical structure P/V/R in their dual language contexts. Three findings arose from the data: (a) participants demonstrated an understanding of planning for and implementation of the P/V/R structure as a scaffold to build background knowledge of new concepts in the different disciplines; (b) the P/V/R structure has the potential to facilitate cross-linguistic transfer and the potential to be implemented as a form of translanguaging pedagogy; and (c) the implementation of a well-planned P/V/R structure enhances students’ engagement with the learning in two languages. One identifiable limitation of the study is the small size of the sample. In addition, classroom observations of the implementation of the structure are needed to mitigate the possible over-reporting of P/V/R as a good practice on the part of the teachers. Insights from this study inform teacher educators in teacher preparation programs who are preparing teachers for working with emergent bilingual learners and the professional development of all teachers, including those who teach in bilingual school contexts.