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For many decades, foreign correspondents have been regarded as a highly prestigious press corps with the core proposition of bearing witness to events in remote places. However, the advent of the Internet and the new technologies has challenged this position. Citizens living where the events occur can make use of a wide range of digital technologies and inform the rest of the world, without the need for the journalist intermediaries who were essential in the past. In addition, the new economic pressures brought to legacy media by the digital technology have paved the way for the rise of a new type of foreign correspondent, the multiskilled staffer, who has to be technologically literate in order to fulfil his daily task. This study based on 51 interviews with foreign correspondents aims at investigating how the foreign correspondents perceive these trends in their daily working routines and if the digital technology has caused a deprofessionalization of the foreign correspondence or we are witnessing the emergence of a new professional discourse which embraces a new core of professional traits.

Extending the argument made in Bushe and Marshak (2009) of the emergence of a new species of Organization Development (OD) that we label Dialogic, to differentiate it from the foundational Diagnostic form, we argue that how any OD method is used in practice will be depend on the mindset of the practitioner. Six variants of Dialogic OD practice are reviewed and compared to aid in identification of a Weberian ideal-type Dialogic Mindset, consisting of eight premises that distinguish it from the foundational Diagnostic Mindset. Three core change processes that underlie all successful Dialogic OD processes are proposed, and suggestions for future research offered.

This chapter explores recent shifts from diagnostic to more dialogic, relational, and emergent OD practices and poses the question: How is diversity and inclusion integral to Dialogic OD and how do Dialogic OD practices support the goals of diversity and inclusion? Dialogic OD practices turn our attention to the deeply embedded patterns that we may otherwise take for granted, foster a readiness to disrupt these patterns, and enable a shift to alternative and perhaps more inclusive narratives. My focus is on how the dialogic and communication perspectives address systemic forces that maintain undesirable prevailing narratives and build the capacity to create more inclusive communities.

This chapter aims to understand the communication practices of CSR in technological environments, specifically corporate websites. It is important to know what are the dimensions of CSR most valued in online communication, what content is more widespread, and if there is dialogic communication between organizations and different stakeholders. It was used a quantitative method of analysis, using the expanded web content analysis. It was based on the study results of the 1,000 largest Portuguese companies published by the Economic Journal in 2014. The chapter includes the analysis of the best companies from 24 sectors of activity of Portugal. Portuguese organizations use their websites to communicate about CSR practices. A large majority of companies dedicate to these subjects a higher number of pages. The findings indicate that the issues disseminated are various, but the predominance content is related to environmental dimension. Results suggest a low level of dialogic dimension adoption. It is proposed a theoretical framework of online communication of CSR that integrates a set of indicators from three interlinked dimensions: the technical dimension, the informational dimension and dialogical dimension, considering the different kind of publics and the different practice areas inherent to CSR. This framework is a contribution to the deepening of knowledge and understanding of online communication of CSR practices, on the perspective of public relations theory. It has practical implications to communication, because it proposes guidelines that should be considered in an effective online communication of CSR in organizations of various sectors of activity in Portugal. It is proposed a theoretical framework of an effective online communication of CSR that integrates a set of indicators from three interlinked dimensions that are part of the dialogical capacity of organizations.

Web 2.0 and the social networks have changed how organizations interact with their publics. They enable organizations to engage in symmetric dialogic communications with individuals. Various organizations are increasingly ­using different social media to enhance their visibility and relationships with their publics. They allow them to disseminate information, to participate, listen and actively engage in online conversations with different stakeholders. Some social networks have become a key instrument for corporate communication. Therefore, this chapter presents a critical review on the organizations’ dialogic communications with the publics via social networks. It puts forward a conceptual framework that comprises five key dimensions including ­“active presence,” “interactive attitude,” “interactive resources,” “responsiveness” and “conversation.” This contribution examines each dimension and explains their effect on the organizations’ dialogic communication with the publics. Hence, this contribution has resulted in important implications for corporate communication practitioners as well as for academia. Moreover, it opens future research avenues to academia.

What I refer to as a “monological” tendency is clearly seen in Spector and Kitsuse’s definition of their central term: …we define social problems as the actions of individuals or groups making assertions of grievances and claims with respect to some putative conditions (2001, p. 75).There is no mention here of audiences who hear such claims and grievances. The definition suggests that social problems are spoken into existence unilaterally by those who are especially aggrieved by perceived conditions of group life. Speakers are thus of primary importance, while listeners are not. There is likewise no reference to interactions between speakers and their audiences.

The era of globalization has increased the challenges for multinational corporations (MNCs) to retain legitimacy. In striving for legitimacy, MNCs increasingly engage in dialogue processes with their stakeholders. However, the era of globalization and the parallel rise of the Internet and the new “Web 2.0” have dramatically widened the range of options for such dialogue processes. Non-governmental organizations (NGOs) in particular make use of “social media” (e.g., Facebook, Weblogs, Twitter) which enable them to quickly generate attention regarding socially and environmentally harmful business practices by MNCs. In response, MNCs have started applying social media technologies for corporate communication purposes. However, given the novelty of these activities, we lack knowledge on how these organizations make use of social media. Therefore, in this chapter, we examine how MNCs and NGOs utilize one particular social media application, that is, Twitter, for dialogic stakeholder communication.

In our empirical study, we examine current practices of Twitter usage by MNCs and NGOs. We investigate a dataset of more than 3,000 Twitter articles from 30 MNCs and 30 NGOs in the German-speaking world. Our analysis is based on the “conceptual orality or literality” scale by Koch and Oesterreicher (1994).

The comparative analysis shows that on average MNCs and NGOs exhibit a surprisingly similar profile on Twitter. Both tend toward conceptual literality. However, the analysis of Tweets per organization reveals a much larger variance. At the extreme poles, while some NGOs (like Greenpeace Youth) make extensive use of the medium’s potential for conceptual orality, some MNCs (like Deutsche Börse) almost entirely adhere to conceptual literality. In other words, these MNCs promote a classical one-way model of communication and fail to make use of the dialogue-like qualities of the medium.

We analyzed a small number of organizations and we restricted our study to MNCs and NGOs in the German-speaking world. Furthermore, Twitter only allows for short messages with a maximum of 140 letters or signs. This, in turn, renders questionable whether the medium is suited to establish deliberative dialogues between MNCs and NGOs that are based on more elaborate arguments which can be expressed in the short format.

Our study addresses the lack of research regarding new possibilities for stakeholder communication in the age of social media. Moreover, the study methodologically contributes to the study of social media in the context of corporate communication by applying the scale of “conceptual orality or literality” to MNCs’ and NGOs’ Twitter usage.

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS) – a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example – that is, it offers empowering dialogues within the traditional teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations.

Dialogue has been an elusive concept for academics when it comes to its definition within organisational contexts. In spite of the vast amount of academic research, it is not easy to find concrete proposals – both from theoretical and empirical standpoints – that analyse how companies manage dialogue processes with their stakeholders. The aim of this chapter is to fill this gap by highlighting the role of dialogue in strategic decision-making processes. In order to achieve this purpose, this work is structured into two parts. Firstly, multidisciplinary literature regarding how Public Relations and Management studies research on dialogue is reviewed. Secondly, the chapter presents a managerial proposal of dialogue for decision-making processes called the IDEA model. This chapter aims to scale back the theoretical fragmentation of the concept of dialogue while looking into its practicality based on an original proposal for scholars and practitioners.

This chapter focuses on one particular practice that came to the forefront in over a dozen teacher education sessions with government schoolteachers in southern India- the reflective practice “Dialogic Modeling.” This chapter delves into two primary facets of dialogic modeling: how it operates and how it fosters opportunities to study the practices being modeled. To help supporters’ and critics’ reading, this chapter examines the form of several episodes of dialogic modeling. By form, the author refers to terms such as logic, structure, and conditions. This form and function analytic is critical to recognizing the mechanics of the practice, and provides an understanding of how a reflective dialogic practice can operate. The chapter also takes up why this form matters for how teachers learn to do their work, and how doing the work of teaching can be bolstered through reflective practice. By doing so, the chapter aims to provide additional warrants for the claims that teacher education can, and likely should, involve teacher-learners in the deliberate study of principled practices. Moreover, the author argues that modeling as it is commonly done leaves much to chance and squanders the opportunity to learn and build teachers’ capacities.