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Interactivity is a dimension that describes a certain condition in business networks – a propensity to use interaction in business as a major means in development processes. Expectations formed as a collective attitude and knowledge about existing economic conditions and the importance of joint solutions formed through interactions to handle them are an expression of interactivity in the network. This collective condition is important because there are some obstacles confronting the development of substantive interaction. Businesses engage in interaction only when they acknowledge and accept that mutuality is something positive and a necessary condition to achieve some positive outcomes that cannot be achieved in isolation, and that interdependencies can be used in a constructive way. Finally, there must be managers prepared to use resources to build up relationships and to develop joint solutions that will pay in the long run. All relationships require investments. These attitude and knowledge factors, which are aspects of interactivity, are a condition for handling resources and activities to create efficiency and innovativeness.

I argue that while research on collective emotions is gaining in popularity, there has not been sufficient attention paid to understanding the mechanisms that explain how and why group emotions influence group outcomes. The goal of this chapter is to fill this gap by introducing group-member interactions as a group-level mechanism. I explore how positive and negative collective emotions in workgroups link to different types of member interactions, which in turn, influence group outcomes. Finally, I discuss the theoretical contributions of the research and the implications for future research on workgroup emotions and member interactions.

To examine – through video – the literate life as a school administrator through the use of multimodal interaction analysis (Norris, 2004) and dramaturgical metaphors (Goffman, 1959) in order to address how school administrators use language – both verbal and nonverbal language – to negotiate the roles they play with various audiences in daily interactions.

While studies on communication in school administration focus on its practical, relational, and logistic aspects, they tend to neglect the truly complex nature of literacy, communication, and social interaction. Through the use of video, Multimodal Interaction Analysis (MMI), and dramaturgy, it is possible to capture and analyze language use in its totality – to explore how it truly works on the stage of school: a constant, overlapping marriage of nonverbal and verbal communicative modes that cannot be divorced and should not be examined separately. This chapter provides a progressive approach to help school administrators understand how their verbal and nonverbal language affects the interactions they have with various audiences every day.

The autoethnographic study revealed the intersection of language and leadership in the life of a school administrator. It also showed how video, multimodal interaction analysis, and dramaturgical metaphors can help educational leaders understand their own literate lives through new lenses and how they can grow from that understanding.

Continued studies using video, multimodal interaction analysis, and dramaturgical metaphors can further illuminate the complex language practices of school leaders and provide unique lenses to examine other school-based and non-school-based social interactions, so we can better understand the myriad roles we play and the language we use to negotiate those roles.

This paper aims to clarify the meaning of children’s participation in the relationship between children’s individual action and the social treatment and consequences of this action. For this purpose, the paper explores the integration of different theoretical approaches that can shape research on children’s participation, looking at interactions, complex social systems that include interactions, and narratives that are produced in these complex social systems. This integration allows the understanding of the ways in which children actively participate in communication processes, social structures condition children’s active participation, and children’s active participation can enhance structural change in social systems, through the implementation of promotional communication systems. The paper highlights the following paradox: the relevance of children’s action for social change depends on the relevance of adults’ action in promoting children’s actions. This theoretical perspective is exemplified in the case of promotion of children’s active participation in the education system through the empirical analysis of cases of videotaped and transcribed interactions, highlighting facilitation systems of classroom communication. The analyzed data are based on a field research in Italian classrooms regarding a specific methodology of facilitation of communication. The analysis of these data shows the ways in which the facilitation system creates the paradoxical relationship between structures that condition children’s active participation and children’s active participation that enhances structural change. The paper highlights a new way of dealing with children’s participation, based on a social constructionist, systemic, and interactionist approach.

This chapter examines student responses to the usefulness of online course materials available through WebCT in an introductory accounting unit. Of particular importance was whether students felt that WebCT provided the key interactive opportunities for effective teaching and learning as outlined by Moore (1993). Results showed that students overwhelmingly felt that WebCT was useful and provided efficient interactions between the content and the learner. WebCT also has the potential for effective interactions between the instructor and the learner. Among learners, however, these are yet to be fully realized. Given the dearth of research in this area, the findings have implications for faculty members, students, and university administrators.

The issue dealt with in this chapter is the role of management in developing and maintaining business relationships among companies. Interdependent business network structures result from interactions in dyads between single actors and interactions among all involved actors collectively. Managers as ‘architects and constructors’ of business relationships, involved directly in developing the relationships between customers and suppliers, are mostly middle-management positions rather than top management. Purchasing managers, sales managers and technical managers are fundamental for the development of business relationships as they create value in business relationships. Relationships between companies cannot be developed unilaterally; they have to be developed jointly. Since value creation requires involvement of others, motivating other actors and mediating are fundamental in developing relationships and creating value. The effective development of business relationships of value hinges on the capability and skills of management to work with and through others, to relate to others and to cope with interdependencies that arise in relationships. However, the capability of a company to interact and create value in business relationships is not simply a sum of individual managerial skills; it is an issue of organising the interfaces in relationships to other business.

Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations related to three types of interactions: learner–content, learner–instructor, and learner–learner. Learners interact with content through the course structure and layout. They also interact with peers who may be cast in the role of community members, there to provide social support, or they may be more prominently cast as information providers and/or collaborators. The learner is at the center of both content and peer interactions. Instructor interactions set expectations for learners and facilitate learner interactions with content and peers. Instructors are instrumental forces in bringing about connections between learners, enabling the social presence necessary for collaboration. Instructor interaction may also be relational, enabling individualized connections between learners and the instructor. Redesign decisions center on creating a course structure that fits the learner and content and results in a satisfying course experience. We use the power of metaphor to bring into focus the most relevant considerations. In the end, we illustrate the redesign of a single course through the lens of three separate metaphors to demonstrate how metaphor shapes the process, bringing together design and interaction decisions to create unique and elegant course designs.

This chapter delineates the interactional structure of flirtation. Refining Simmel's analysis, I show flirtation as a way in which two time frames are continuously maintained within the same interaction. Rather than moving into a future interaction by using what I term “actualization practices” – actions which thrust the present interaction into a future – interactants simultaneously use practices from both time frames, careful not to irrevocably shift the situation. The management of interactional ambiguity in flirtation is then analyzed as a key to examine other ambiguous or “suspended” interactions, where interactants must work to keep different potential future possibilities open.