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This chapter discusses why employees keep their knowledge to themselves. Despite managers’ best efforts, many employees tend to hoard knowledge or are reluctant to share their expertise with coworkers or managers. Although many firms have introduced specialized initiatives to encourage a broader dissemination of ideas and knowledge among organizational members, these initiatives often fail. This chapter provides reasons as to why this is so. Instead of focusing on why individuals might share their knowledge, however, we explain why individuals keep their knowledge to themselves. Multiple perspectives are offered, including social exchange, norms of secrecy, and territorial behaviors.

As e-HRM systems move into the ‘smart’ technology realm, expectations and capabilities for both the automational and informational features of e-HRM systems are increasing. This chapter uses the well-established DeLone and McLean (D&M) model from the information systems literature to analyze how a smart workforce management system can create value for an organization.

The chapter is based on an exploratory case study conducted with a North American industrial products firm. We review three systems-level predictors of success from the D&M model (system quality, information quality, and service quality) and evaluate the company’s systems on these attributes.

The company’s e-HRM systems fall short on the information quality dimension, which limits potential for overall system success related to smart workforce management.

The e-HRM literature focuses on individual-level factors of system success, while the D&M model uses more macro factors. Blending these may help researchers and practitioners develop a more complete view of e-HRM systems. Conclusions from this chapter are limited due to the use of a single, exploratory case study.

Companies must pay attention to all three predictors of system quality when developing smart workforce management systems. In particular, implementation of a data governance program could help companies improve information quality of their systems.

This chapter adds to the literature on smart workforce management by using a model from the information systems literature and a practical example to explore how such a system could add value.

Susan Brodt (PhD, Stanford University) is E. Marie Shantz associate professor of organizational behavior and associate professor of psychology at Queen's University. Her research examines aspects of effective work relationships and how psychological and organizational processes help or hinder their development. She is currently studying the dynamics of interpersonal trust – trust building, violation, and repair – and how factors external to a work relationship (e.g., personal blogs) can facilitate trust development and repair. Her work has been published in numerous scholarly as well as practitioner-oriented journals. Susan has served on Editorial Review Boards of several scholarly journals and has held leadership positions in both the Academy of Management (Program and Division Chair, Conflict Management Division) and the International Association for Conflict Management (Program Chair, Board of Directors). She is also an experienced executive educator and consultant on such topics as negotiation, executive leadership, interpersonal trust, and managing global teams.

This chapter explores the theme of symbolic violence (Bourdieu, 2001; Thapar-Björkert et al., 2016), a central theme in my doctoral thesis.

My thesis looked at the experiences of a group of female undergraduate students in their first year of Initial Teacher Education in Primary Education at the university where I teach. I explored the perceived choices my participants made in terms of choosing to become primary school teachers, arguing that symbolic violence is a controlling force in society so powerful and insidious that ‘individuals do not question their own role in the production and reproduction of domination and subordination’ (Thapar-Björkert et al., 2016, p. 9). Through class and gender, primary school teaching has insidiously presented itself to be a suitable profession for young women.

I position myself as a woman from working-class origins who made the choice to become a primary school teacher and who has recognised the impact of symbolic violence. As a result, some of this chapter is written from an autoethnographic perspective. My overarching methodological approach is narrative inquiry and I have used poetry to present my data throughout. My co-author, Catherine, was one of my doctoral supervisors and we were drawn together by our shared investment in narrative and the impact of early experiences on our subsequent selves. For this chapter, we present our own narrative poems describing the impact of symbolic violence on our own lives alongside that of the participants.

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.

This chapter weaves together the voices of five teachers and teacher educators (two first-year classroom teachers and three teacher education faculty) collaborating to better understand socially just outcomes in the field of English language arts teacher preparation. Building from the premise that it is the seeking of multiple perspectives and the notion of voice that lie at the heart of socially just pedagogy, this collaboration aims to tell one story – a research narrative – through many voices. As White, female educator-researchers who experience privilege along a multitude of dimensions (e.g., socioeconomic status, language, race, ability, sexual orientation), the authors embrace activist-ally identities that seek to understand systemic injustices; act with an empowered and critically self-reflective sense of agency; and mobilize their resources in concert with others. This chapter narrates the authors’ learning of how activist-oriented teaching and research is (and might be) conceptualized and realized in the contexts of their work in one public high school, one K-12 charter school, and one teacher education program. Each author will share the inspirations, successes, and barriers she encountered while purposefully eliciting the perspectives, questions, and voices of multiple stakeholders, including K-12 students, cooperating school personnel, families, and other community members. Through the telling of this story as a collage of many voices, the authors hope to encourage others to act as allies for social justice on the ground – that is, in the teacher education and K-12 classrooms where we learn to teach as we consider how that learning impacts those it most directly affects.

With the rise in the number of women faculty since the 1970s, the traditional academic model of an exclusive devotion to work has been increasingly contested. Broad changes have occurred in academic culture and policies to make many universities more family-friendly. Recent research on graduate students points to a shift in attitudes about work/family management as well. Graduate students, both male and female, seem to balk at expectations for a sole devotion to an academic career to the exclusion of family life. We examine how faculty members carry out acts of resistance to this traditional model.

This article presents research from two separate but related qualitative studies for a combined sample of 74 faculty members with children.

Women and men faculty make professional and personal choices and engage in behaviors that, in essence, are acts of resistance against the dominant but perhaps “old” culture of academe.

Resistance to the ideal worker norm in academia has been largely overlooked in studies about faculty parents (particularly fathers) and work/family balance. We demonstrate how faculty members act as agents of social change in academia.

Purpose – This chapter introduces two empirical models that could be used to examine the influence of Eastern and Western culture on strategic management: the cultural consensus model (CCM) and the cultural mixture model (CMM).

Methodology/approach – We describe how strategic management scholars can use these models and suggest areas where these models can be of greatest use, including international market entry, international mergers and acquisitions and international alliances, global headquarters and subsidiary relationships, and corporate governance.

Findings – Originally developed by cognitive anthropologists and cultural psychologists, these models can measure domain specificity, scope, and heterogeneity of cultural influences within and across Eastern and Western societies; can address multilevel issues; and can measure an individual or firm's representativeness of the culture.

Social implications – This new research methodology can help strategic management researchers address the impact of “West meets East” on strategic management outcomes and processes.

Originality/value of chapter – The two empirical models provide methodologies that integrate qualitative and quantitative methods.