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In this chapter, we align two approaches on the multinational enterprise (MNE), that is, research on languages and international business, and micropolitics, in order to establish the language-based underpinnings of micropolitical behavior in the MNE.

This theoretical chapter departs from a social, relational perspective on power relationships in the MNE. Power relationships are constituted in multilingual encounters between different language users.

Our analysis builds on the assumption that the mandated corporate language in the MNE, which often is English, results in a language hierarchy. This hierarchy creates inequality and tension between the languages in use in the MNE. However, language agents, that is, headquarters, foreign subsidiaries, teams, managers, and employees can – individually or collectively – change, challenge, and disrupt this hierarchical order. Their micropolitical behavior is essential for action as it redraws organizational structure, alters the degree of foreign subsidiary autonomy and control, redefines the privileged and the disadvantaged groups in the MNE, and reinforces subgroup formation and dynamics in multilingual teams.

We highlight the important role played by language agents who sit at the interstices of organizational networks in the MNE. The interplay between their actions and motivations and their historical and situational contexts represents an underexplored and undertheorized area of study.

Senior managers in MNEs are frequently very competent or native users of the English language. Appreciating the continued existence of various languages has implications for how different MNE units can effectively connect and operate as an overall entity.

This chapter highlights the languages-based mechanisms that underpin power relationships in the MNE.

This chapter introduces the issue of language into the already complex nature of e-HRM system implementation in multinational corporations (MNCs). In the light of scant empirical research on language in international business in general and e-HRM in particular, this chapter reviews the research on language issues in the MNC context. The chapter then illustrates the challenges presented by language by reporting findings from a qualitative study into the effects of language standardization on e-HRM system acceptance and use in the foreign subsidiaries of a Finnish MNC.

This chapter looks critically at the changed language of education due to the adoption in the last two or three decades of a ‘business model’ for improving education. It briefly traces the history of these changes which have rarely been brought to the attention of the public.

This chapter delves more deeply beneath this language in order to explore the unacknowledged philosophical assumptions – referring to Wittgenstein’s aim which was to help people to pass from a piece of disguised nonsense to the recognition of it being patent nonsense.

This points out how, given the managerial language, this distorts our understanding of what it means to educate – there is an inappropriate ‘logic of action’.

The ethical dimension to educational leadership gets distorted or ignored. There is a need therefore to examine more carefully what is meant by an ‘educational practice’ – otherwise leadership coursed might be good at teaching ‘effectiveness’ in teaching to the test, but have little to do with education.

In this paper, we explore the effects of emerging digital technologies on professionalization within organizations. Specifically, we examine how the emergence of data analytics as a new cross-functional profession rooted in new digital technologies is challenging human resources (HR) as an established organizational profession. Our qualitative study reveals how rhetorical work and material work have established a symbiosis between data science and HR. Rather than leading to de-professionalization, new technologies are enabling HR practices to be augmented and new actors to be integrated into the professionalization project, thereby elevating the status of HR. These findings contribute to the literature on the role of technology in institutional theory and its influences on the professionalization.

In the Netherlands, childcare and primary schools are governed by two different systems of two ministries, and although these institutes are usually located nearby, there always have been low levels of cohesion with respect to institute-to-institute collaboration. However currently, there is a national trend in enhancing interprofessional collaboration (IPC) with the aim of inclusion and equity. This study focuses on getting insight into the differences in intensity of collaboration and how IPC is organized. A two-dimensional Child Centre Integration Model which accounts for the variations in the degree of IPC in child centres and gives insight into IPC at different levels and into conditions for intensifying IPC is presented. That Dutch education and childcare systems do not connect with each other is seen to be an important cause of the failure or complication of IPC. Because the systems do not connect at the macro level, we see struggles in the necessary normative dimension due to status differences (i.e., inequality between employees) and differences in funding and autonomy. Differences between public (education) and private (childcare) institutions also lead to difficulties when it comes to fostering closer collaboration. This chapter ends with key lessons for practice and policy, including the suggestion that one strong ministry for child affairs, including education and childcare, which stimulates an unambitious course at national level, is required. This course can then be translated at regional and local levels.

In the managerial and organizational cognition (MOC) literature, cognition is often studied by considering the observable characteristics of decision-makers. However, these studies have largely neglected cognitive differences stemming from the cultural, national, ethnical, and geographical (CNEG) characteristics of decision-makers – ones that are commonly studied in the field of international business (IB) research. Despite the contributions of IB research within the domain, the advancements have not found their way to the broader literature on MOC. In order to remedy this deficiency, this chapter seeks to introduce the work conducted within the IB field on the cognitive differences and the resultant cognitive distance stemming from decision-makers’ CNEG characteristics. This work has generated original insights on: (1) cognitive distances; (2) cognitive structures; (3) the legacy of the home country; and (4) tolerance to cognitive differences. As a result, this chapter strengthens the foundations for cumulative knowledge building by providing an integrative understanding of cognitive research based on the characteristics of managers.

Health care organizations are accustomed to rapid and often discontinuous environmental change. Even when contemplating large scale change including the decisions to merge or integrate operations, health care managers can draw upon the expertise and advise of peers who have gone through similar experiences. However a bioterror event is a class of change that represents something totally unplanned and for which the industry has little or no experience in confronting. The objective for health care organizations is to mitigate the effects of this type of an event. Specific ideas for taking systems oriented, network-centric approach to disaster planning are provided.

The multilingual MNC provides a promising territory for enhancing the dialogue between organization theory and International Business. We draw parallels between research on the multinational corporation and that on the multilingual corporation. Our review shows that the changing conceptualizations of the MNC toward a network model have carved space for language-sensitive research in International Business. We scrutinize this stream of research from the viewpoint of three organization theory lenses: the role of language in organizational design and architecture, in identity building and culture, and in organizational political systems, and comment on future research.

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.