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This paper illuminates the distinction between individual and organizational actors in business-to-business markets as well as the coexistence of formal and informal mechanisms of coordination in multinational corporations. The main questions addressed include the following. (1) What factors influence the occurrence of personal contacts of foreign subsidiary managers in industrial multinational corporations? (2) How such personal contacts enable coordination in industrial markets and within multinational firms? The theoretical context of the paper is based on: (1) the interaction approach to industrial markets, (2) the network approach to industrial markets, and (3) the process approach to multinational management. The unit of analysis is the foreign subsidiary manager as the focal actor of a contact network. The paper is empirically focused on Portuguese sales subsidiaries of Finnish multinational corporations, which are managed by either a parent country national (Finnish), a host country national (Portuguese) or a third country national. The paper suggests eight scenarios of individual dependence and uncertainty, which are determined by individual, organizational, and/or market factors. Such scenarios are, in turn, thought to require personal contacts with specific functions. The paper suggests eight interpersonal roles of foreign subsidiary managers, by which the functions of their personal contacts enable inter-firm coordination in industrial markets. In addition, the paper suggests eight propositions on how the functions of their personal contacts enable centralization, formalization, socialization and horizontal communication in multinational corporations.

The conflict in Angola saw some of its most intense periods after the end of the Cold War, missing a favorable period of conflict resolution in this transition. This chapter analyzes the reasons that were behind the failure to reach a successful peace process at this specific time when Namibia worked out a peaceful solution but Angola failed with the Gbadolite initiative. The analysis uses a “ripeness” model focusing on agency and processes over the 1989 Gbadolite Accords and its immediate context of the 1988 New York Accords and the aftermath of the 1991 Bicesse Accords. It is proposed that there was a lack of “ripeness” in Angola. On one hand, a resolution of the Angola conflict was not essential to finding a regional solution for Southern Africa, and on the other hand, both parties, the Popular Movement for the Liberation of Angola (MPLA) and National Union for the Total Independence of Angola (UNITA), lacked the conditions to effectively engage in a political solution. Namely, the parties were monolithic, the military process had not reached a point of hurting stalemate, and the incentive structures in terms of oil and diamond wealth in the country hindered both party predispositions. It concludes that finding a point of “ripeness” might take time; it is an agency envisioned process and as such can be possible within virtual new solutions that accommodate old power concerns.

This chapter focuses on how Maasai traders prepare for business negotiations at the livestock auction market. The Maasai community live in the forest, rearing their animals; they are characterised by less education and appear to be bound by their traditional practices. The current study utilised a qualitative method; interviews and focus group discussions were employed for data collection from the livestock auction market with a focus on the techniques that Maasai livestock traders use in preparation for business negotiations. Content qualitative analytical technique was used for data analysis. Four issues emerged as important for pre-negotiation, namely goal setting, advice from others, seeking assistance and apprenticeship. In general, the study shows that livestock keepers prepare young learners to master the art of negotiations through an apprenticeship approach. Additionally, the study has implications for business development services (BDS) and institutions that offer negotiation training to include the practices of the Indigenous societies in their courses, either as short courses or long-term programmes.

A book on case study research would be remiss without a chapter that introduces the reader to relevant literature on personal exchanges and face-to-face talk. Chapter 9 offers a conceptual property–space analysis for theory and research on personal exchanges including talk. The chapter describes a study on face-to-face conversation analysis (i.e., talk) in a buyer–seller context. The study includes examining forty transactions between actual insurance salespersons (n=3) and prospective clients (n=57) interacting in field settings. The chapter reports the relationships between purchase behavior and the frequency of key orientation and bargaining statements made by the salespersons and customers. The findings support the importance of studying social factors, influence, and situation variables in constructing a general conceptualization of exchange relationships.

The concept of innovation should not be reduced to its technological dimension but encompasses the whole context of its deployment and implementation. Regardless of technology, an innovation may be successful or not depending on how well its implementation suits each single context. In the case of education, this consists, to a sizeable extent, in a communicational and interpersonal context. The hypothesis of this piece is that maintaining optimal communication between participants is a key factor of success of new online teaching methods. Given that in this regard, there are similarities between negotiating practice and teaching practice, it is worth examining whether good practices developed in online international negotiation are transferable to online teaching. The chapter identifies a number of practices from online negotiation that perform well in online teaching. It focuses on communicational aspects, mutual understanding (monitoring and optimization of understanding), motivation to listen, attention, active participation, and non-verbal communication. Online teaching and online negotiation share another common feature: some unresolved challenges are common to both disciplines. This should also be taken into account when migrating educational programmes online. The research is informed by the author's first-hand experience from practice in both international diplomatic negotiation and academic teaching.

Purpose – A geologist and sociologist have developed a pair of Earth resource courses to teach geology in global context and critical thinking and negotiation skills. The energy and minerals courses emphasize the physical and geological sciences as well as an understanding of the political, social structural, cultural, economic, and environmental factors that influence resource extraction and use. We are seeking to develop the global citizenship skills students will need to participate in future discussions on Earth resource issues. To this end, active learning approaches involve students in group problem solving and negotiation.

Methodology – For five years we have been developing these courses and regularly assessing the accomplishment of course goals. Focus groups and before/after surveys guide course modifications.

Findings – Though limited, our evidence shows an increased awareness and willingness on the part of our students to engage in discussions searching for solutions to Earth resource issues. Geology students are enthusiastic about the content that goes beyond geology. Non-geology students appreciate knowing more of the science of Earth resources that help thereby providing critical insight and background for their interest in environmental and social problems.

Value of the paper – The L(SC)2 paradigm we have developed can be adopted or adapted to a variety of possible partnerships between the sciences and the social sciences and humanities. Studying Earth resource issues in global context connects the immediate concerns of consumers to the practices and problems of Earth resource extraction and processing around the world to better foster citizen involvement.

When we try to explain the dynamic relationship between actors and their environment, “unidirectional” paradigms clustered at either end of an agency–determinism continuum, theoretical absolutes, and a focus on final outcomes are of limited value. Comparative research is uniquely positioned to move beyond such limitations and toward accounts of organizing that incorporate variation, interests, and interaction. To guide comparative research toward this more relational approach, we (1) highlight a move toward the middle ground of the agency–determinism continuum, that is, varieties of interaction and mutual influence between actors and their environments across levels of analysis; and (2) propose to conceptualize actor–environment relations as a “negotiation.” We use this metaphorical lens to stimulate a focus on the variety of different “negotiation spaces” and “negotiation moves,” which actors may utilize in an organizational field to affect stability or change. We provide an exemplary application of the framework and conclude with some observation on the implications for future research.

How is information experienced in creating and sharing content? Is it merely a concrete object? A more abstract idea? This chapter explores how teens experienced information while creating and sharing content in digital communities. Teens engaged in different forms of content creation but had similar experiences of information that included: participation, inspiration, collaboration, process, and artifact. The findings in this chapter are part of a larger whole that defined the information practices of teens, suggesting how information is experienced is a component of information practices and should be understood as such. The information experiences described here emerged through a grounded theory study of teen content creators. The analysis of the data was informed by constructionism, and the emergent theory was informed by practice theory.