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Personal influence is one of the most powerful strategies to influence publics’ behaviours. Yet, there is scant attention on how personal influence is leveraged for different public relations purposes in different cultural contexts. This study empirically investigates the presence and use of personal influence among Italian public relations professionals.

A survey was conducted through a self-administrated, web-based questionnaire and was developed from earlier studies investigating personal influence in public relations literature. Survey participants included public relations professionals across public, non-profit and private sectors.

The findings empirically show the presence and regular use of personal influence by professionals from all sectors to cultivate interpersonal relationships. Personal influence is considered a personal resource and used to leverage own influencing power. The findings also document four major manifestations of personal influence, which were named: relational closeness strategy, engagement strategy, expertise strategy and added value strategy.

This study enhances our understanding of personal influence in a specific cultural context and offers strategic insights for international professionals seeking to leverage influence in the socio-political environment of Italy. It also offers elements to improve public relations education and training.

The study offers some preliminary understandings of how Italian professionals leverage their personal influence in their daily public relations activities contributing with empirical evidence to the body of knowledge in public relations.

This study aims to investigate how small- and medium-sized enterprises (SMEs) perceive the benefits and obstacles with university cooperation for themselves and regional development, setting out from the personal relations the parts have formed.

A quantitative approach was adopted, using a sample of 336 Brazilian SMEs that had undertaken some cooperation with universities in the past years.

From structural equation modelling, results show that interpersonal relations interfere in the type of cooperation formed, these being a catalyst in formalizing the cooperation. These relations also interfere in the perception of barriers and benefits of cooperation for the firm.

The results are clearer in the firm domain and less so in the region, implying that university-SME cooperation does not yet present clearly disseminated benefits so that firms can be more aware of the results. The barriers to cooperation seem to be overcome by interpersonal relations but also by the contracts established since they were more evident in the informal type of cooperation.

This study provides more empirical evidence about these relations in a context of low socio-economic development, a topic which is still under-explored in the field of university-firm cooperation.

Developing countries are fast becoming the emerging markets in a ‘global village’. Yet few systematic analyses exist about public relations in developing nations. This study uses Grunig's models of public relations to explore the nature of public relations in a sample of four types of organisations in India. Data were collected from 18 organisations and 40 public relations professionals using the survey method and ethnographic analysis. Whereas the self‐reported questionnaires revealed that respondents engaged in two‐way symmetrical communication, the ethnographic data suggested that the press agentry/publicity model was predominantly used by all the organisations. In addition, a new model, the personal influence model, was found to be most popular in the sample organisations.

This paper examines the processes used to create and communicate the public identities of New Zealand women politicians. Interviews conducted with women politicians and their public relations practitioners are drawn upon in order to develop a public relations framework for working with individuals. The framework is developed from Foucault’s work on technologies of the self and comprises six technologies of the self: historical narration, positioning, commodification, mediatisation, aestheticisation, and moral career.

Research on employee training has largely focused on either the employer or employees, and has investigated the likelihood or amount of training rather than the content of training. Our understanding about how organizations decide to focus on different skills therefore remains constrained. To address this issue, the current study examines what affects training consulting organizations’ focus on different types of training, and in particular, their focus on personal development training, a highly popular type of training in recent years. Training organizations have become an increasingly important supplier in the training field. Building on the neo-institutional perspective of organizations, I propose an institutional analysis of training organizations. I argue that at a fundamental level, the kinds of skills organizations consider useful (such as specific-technical, general-technical, human relations, and personal development skills), are affected by the shared organizing principles of their time, and I draw on the research on managerial ideology to understand how such shared frameworks evolved over time. Training organizations try to conform to the dominant organizational model at their founding in order to gain legitimacy for their product offerings and convince their clients of the efficacy of their services. The focus of training is thus shaped by the dominant organizational model at founding and tends to stay with training organizations. Specifically, I argue that training organizations founded later in time, when the participatory citizenship model of organization became dominant, are more likely to focus on personal development. I analyze a 10% random sample (N=269) of the population of training organizations in 1994 with logistic models. Empirical results are consistent with the proposed link between the skills trained and the dominant organizational model at the training organizations’ founding. Characteristics of training organizations focused on personal development are also compared with those focused on other types of training. The implication of this study for the classic question, “why do employers provide general-skill training?” is discussed.

Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students’ ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others.

In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students’ explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others.

Students were most likely to focus their reflections on making connections, understandings, collaboration and support by and for others as well as expression of emotions, getting feelings out, sharing issues; followed by references to conflicts, arguing, stress, negative perceptions or exclusion; references to ideas or impressions about ethics, respect, values, morals; use of “insider language;” slang, jargon, dialects; use of humor, joking, parody; and references to adult and authorities’ perceptions or influences.

This research was limited to students’ portrayals of their languaging actions through writing as opposed to observations of their lived-world interactions with others.

These results suggest the value of having students engage in explicit reflections about their languaging actions portrayed in narratives as contributing to their growth in use of languaging actions for enacting relations with others.

Students’ ability to reflect on their language actions enhances their ability to enact social relations.

A languaging perspective provides an alternative approach for analyzing reflections on types of languaging actions.

Social relationships play an important role in organizational entrepreneurship. They are crucial to entrepreneurs’ decisions because, despite the bleeding-edge technological advancements observed nowadays, entrepreneurs as human beings will always strive to be social. During the COVID-19 pandemic many companies moved activities into the virtual world and as a result offline Social relationships became rarer, but as it turns out, even more valuable, likewise, the inter-organizational cooperation enabling many companies to survive.

This chapter aims to develop knowledge about entrepreneurs’ SR and their links with inter-organizational cooperation. The results of an integrative systematic literature review show that the concept of Social relationships, although often investigated, lacks a clear definition, conceptualization, and operationalization. This chapter revealed a great diversity of definitions for Social relationships, including different scopes of meaning and levels of analysis. The authors identify 10 building blocks and nine sources of entrepreneurs’ Social relationships. The authors offer an original typology of Social relationships using 12 criteria. Interestingly, with regard to building blocks, besides those frequently considered such as trust, reciprocity and commitment, the authors also point to others more rarely and narrowly discussed, such as gratitude, satisfaction and affection. Similarly, the authors discuss the varied scope of sources, including workplace, family/friendship, past relationships, and ethnic or religious bonds. The findings of this study point to a variety of links between Social relationships and inter-organizational cooperation, including their positive and negative influences on one another. These links appear to be extremely dynamic, bi-directional and highly complex.

The purpose of this paper is to investigate interorganizational knowledge exchange from the perspective of the individual manager/professional. The paper aims to study the kinds of relationships managers/professionals in SMEs are involved in and the way in which they construct boundaries within and around these interorganizational relationships enabling and hindering knowledge acquisition.

The paper is based on 31 interviews with managers and professionals in seven SMEs. Interviews focused on the interorganizational relationships they viewed as important sources of knowledge for themselves and their organizations.

The study shows that managers/professionals gain vital knowledge from far more interorganizational relationships than those formally designed for knowledge acquisition. The most important sources of knowledge were relationships with suppliers and customers. The study also identifies five boundary dimensions – interests, interpretive frameworks, trust, private/organizational and priority – which respondents use in constructing boundaries within and around the relationships. These boundary dimensions represent important conditions for knowledge acquisition through the relationship.

The five boundary dimensions are generated based on a sample of SMEs in Sweden. They must thus be regarded as provisional and need to be validated in further research including larger organizations in different cultural contexts. Future studies should also focus on the dynamics of the boundaries and their interrelations as relationships evolve.

This paper adds to research on interorganizational knowledge acquisition by taking an individual level perspective and identifying boundary dimensions through which the relationships and their knowledge flows are shaped.

This study proposes personal network of social entrepreneurs as a key antecedent factor of their resource bricolage to understand the mechanisms underlying social entrepreneurial practices before the founding of social enterprises.

An empirical study is used to collect and analyze data. The questionnaire data are drawn from in-depth semistructured interviews with Chinese social entrepreneurs. This study develops a theoretical framework that draws upon two dimensions of social capital, namely, “ownership” and “use,” to explore relationships among personal network, resource bricolage and relation strength.

With data from 227 social enterprises in China, empirical results suggest that personal network of social entrepreneurs, that is, the “owned” social capital, shall be transformed by the intermediate role of resource bricolage into relation strength, that is, the “used” social capital. The relationship between resource bricolage and relation strength is positively moderated by the marketization degree and social class of social entrepreneurs.

This study introduces resource bricolage into the front-end course of social entrepreneurship. The results show that similar personal network can lead to different behavioral outcomes in the context of social entrepreneurship. Then the integration of resources and opportunities at the beginning of the social entrepreneurial process opens new avenues for future research. However, this study only investigates the transformation from network to resources implemented by social entrepreneurs before organization establishment. It does not explore potential outcomes of such a transformation for the development of social enterprises.

Social entrepreneurs at the prefounding stage shall make use of the values of available resources, fully use potential interpersonal relations in the personal network, and transform these relations into a close, steady relationship to realize potential values of available resources. Social entrepreneurs can start from excavation and foundation laying of strong relation networks, to avoid problems in legality, social awareness and failure risks generated from blind integration of external resources.

This study finds that social entrepreneurship exists between the motivation of the social entrepreneur and the establishment of the organization after the development over time. Creating first a phased result through the resource bricolage is necessary. This result establishes a complete process chain of social entrepreneurship from motivation to behavior, next to organization establishment and subsequent development. This study is an empirical test based on the theoretical interpretation to make a positive effect on the social entrepreneurship research in the theoretical construction and testing of the deficiencies.

The rise of a performativity discourse in education in England emanates from the importation of an economic ‘market’ structure for schools in order to improve the effectiveness and efficiency of the outputs of learning and to increase the opportunity of choice for the ‘consumers’ of education (Ball, 1998). Institutions focus their policies and practice, on improving performance and survival to maintain and develop their market share. This is due to the competitive nature of a market structure. The performativity criterion of efficiency and effectiveness is an optimisation of the relationship between input and output (Lyotard, 1979). In the case of education this means both ensuring a favourable qualitative award from a national inspection service and raising the achievement levels of pupils in national tests to ensure a high position in published tables of educational performance. High ratings on these two performativity indicators improve a school’s attraction to parents and students in the educational market place. This results in improved resources, increasing the opportunity for the school to be more selective about the students it accepts and the quality of the teachers it employs.