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We have been working together as husband and wife, as management professor and management consultant, and as coauthors for over 30 years. During that time, we have tailored an operations research–based approach to represent the functional infrastructure of organizations as networks of agreements for the transfer of deliverables, e.g., products, services, and communications, which connect internal organizational units and also their external relations. The network model is useful to understand organizations, support organization change, and develop management practices that improve efficiency, teamwork, and effectiveness. Throughout the application of this approach, we have observed often that “management is missing,” in organizations in general and in organization change management in particular, where managers and change agents may underestimate or fail to recognize the productive relationships at the foundation of performance in organizations, that these relationships are different from authority or social/affinity relationships, and that they require management. In this chapter, we distinguish the network approach that is fundamental to our work and the “missing” elements of management that are recognizable by using that approach. We then examine how “management is missing” in change management and how it might be restored.

This chapter examines the specific role of strategic communication as a facilitator for business internationalization. It provides a new and comprehensive rationale for explaining the contribution of strategic communication to the global success of companies and shows communication leaders how they could demonstrate the value of communication for internationalization.

The chapter identifies an important contribution of strategic communication in today’s globalized world, which demands further attention in academia and in practice by addressing three research questions: (1) How can strategic communication be conceptualized as part of the internationalization of firms? (2) Which specific objectives, responsibilities and practices can be assigned to strategic communication within the process of internationalization? (3) Does the theoretical framework capture the significant components of strategic communication within internationalization, appropriately from the point of view of senior experts in the field?

The chosen approach is conceptual and empirical. A cross-disciplinary literature analysis has been performed to construct a framework that links possible forms and manifestations of strategic communication to different situations of international business development. Qualitative interviews with senior communication executives were conducted to verify the plausibility of the theoretical framework from a professional point of view. The study identifies four core fields of strategic communication within the internationalization processes: initiation, transformation, expansion and integration. Communication should be implemented differently within the typical periods of internationalization, and communication management should focus on different aspects during these processes. Empirical findings indicate that the core fields depicted in the framework are either already applied in practice or perceived as plausible and doable.

From a theoretical standpoint, this study emphasizes the value of a cross-disciplinary perspective on corporate communications, which helps to bridge gaps between management research and communication studies. The study expands the body of knowledge in strategic communication by integrating new objectives and activities.

The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference in their personal relationships, in their workplaces and in their communities.

The chapter explores the University of Arkansas at Little Rock Department of Speech Communication’s integrated approach to undergraduate and graduate curriculum that focuses on four types of casing complex problems and making positive, ethical recommendations to make a difference. Specifically, the chapter explores how problem-based learning; service-learning; narrative ethnography; and research projects can be used as meaningful ways to case complex communication issues and to make ethical, theory-informed recommendations to not only do no harm but also affect positive change and promote social justice in students’ personal relationships, organizations, and communities.

Lessons learned from the programmatic approach are shared that include building a theoretical base for students to draw from, integrating case approaches into the curriculum, and engaging resistance and failure. Chapter recommendations promote using theory as a lever for learning, building meaningful relationships with stakeholders, and adopting a process orientation that embraces failure.

The chapter offers a review of four undergraduate courses and four graduate courses, with explicit applications of the four case approaches. Additionally, learning objectives, major assignment descriptions, and assessment approaches are detailed for each course.

European industry, academia and potential end users for future solutions are widely involved in applying for European Union (EU) funding of research and innovation and implementation of the projects. Funding instrument requirements emphasise the influence of skills and know-how of these project consortia professionals. This chapter proposes a co-creative model for communication and dissemination, or project PR, based on the experiences of both planning and coordinating dissemination activities of three EU funded projects. Multidisciplinary international project Public Relations (PR) offers strategic opportunities for PR professionals.

The model employs the co-creation methods based on the pedagogical model called Learning by Developing (Laurea, 2011). In addition to the pedagogical model, the proposed conceptualisation of co-creation for public relations and dissemination utilises a media evaluation framework, which is adapted from Vos and Schoemaker’s model (2004), combining elements of both balanced scorecard and quality management.

The findings demonstrate that commitment and active participation of end-user groups in the early stage of the project are needed for successful dissemination, which should be supported by each partner’s PR actions and networks. The dissemination process should start when the project begins, be ongoing, even extending to beyond the project. Dissemination is an expanding process, and it requires facilitation that supports PR and the engagement of key stakeholders. The European Commission can gain from modernised PR and dissemination activities, and from as many end users as possible adopting new innovations, which generate more business possibilities for the industry, and further research projects for the academia.