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Organizations that adopt new practices employ managers to make decisions about how to materialize these practices. I examine how these managers move between the meanings and resources found in extra-local and local realms. I find that managers’ practices shift over time from adapting BPR practices to inhabiting BPR as an idea. Managers’ approaches are shaped by each organization’s history of efforts to introduce extra-local ideas. Rather than adapting BPR practices, managers draw on change tools, techniques, and methods that have worked in the organization and integrate BPR work into ongoing interactions, activities, and language in the local context.

Lately, a number of authors have applied institutional theory when discussing global marketing and emerging market specificities. It has also been argued that the institutional forces influencing a firm will differ between markets and that firms can approach them in different ways. In this paper we conduct a qualitative analysis, based upon NVIVO, of three Swedish firms as they position themselves on the Chinese and Brazilian markets. We compare the institutional context as perceived by the firms in China and Brazil and we also analyse to what extent they have a proactive or a reactive approach when managing their institutional environment, and to what extent their actions are governed by local practices and corporate practices. As a result we present a country institutional profile including a set of issue-specific factors that concern firms’ positioning on emerging markets.

The increasing pressure for social responsibility and sustainability that multinational enterprises (MNEs) are facing in their global operations represents one important emerging phenomenon within the international business field. In this book chapter, we present an in-depth case study on how a global fashion MNE develops and implements sustainability practices in their operations in an emerging market context. The case study focusses on the MNE’s work related to energy efficiency and renewable energy in the production market of Bangladesh. The purpose of this chapter is to advance the understanding about particular practices pertinent to a proactive approach to corporate social responsibility (CSR). The chapter contributes to ongoing discussions within the international business field on the role of MNEs in driving and implementing sustainability practices. We add an in-depth understanding of the proactive CSR practices undertaken by an MNE, in an emerging market context.

How does distance influence the type of corporate social responsibility (CSR) implementation strategy the subsidiaries of a multinational enterprise (MNE) adopt? In this chapter, I argue that the relationship between distance and CSR relies on the subsidiaries’ relative need for internal versus external legitimacy. I propose that, on average, subsidiaries that are more distant from the MNE’s home country pay more attention to the demands of their local stakeholders compared to those of their headquarters because they want to acquire local legitimacy. I propose that this local prioritization will broaden the set of practices that distant subsidiaries implement on a certain CSR issue as they try to satisfy a larger set of stakeholders but reduce the extent to which they implement each of them. Furthermore, I expect that dependence on the parent MNE should limit the effect of distance on local prioritization, and therefore reduce the overall negative relationship between distance and CSR implementation level and focus. And finally, in case of high local stakeholders’ consensus, the overall negative relationship between distance and CSR implementation level and focus should again be assuaged. Thus, by looking at the subsidiaries’ simultaneous need for internal and external legitimacy and introducing the moderating effects of dependence on the parent and consensus among local stakeholders, this chapter nurtures the current discussions on the impact of distance on CSR implementation in MNEs.

Owing to the climate change, the number of flood hazards and communities at risk is expected to rise. The increasing flood risk exposure is paralleled with an understanding that hard flood defense measures should be complemented with soft sociotechnical approaches to flood management. Among other things, this involves development of a dialogue between professionals and flood-prone communities to ensure that the decisions made correspond to the peculiarities of local socioenvironmental contexts. However, in practice, establishment of such a dialogue proves to be challenging. Flood-prone communities are often treated as mere recipients of professional knowledge and their local knowledge remains underrated. Building on an illustrative case study of one rural settlement in North-West Russia, we examine how at-risk communities develop their local knowledge and put it to use as they struggle with adverse impacts of flooding, when the existing flood protection means are insufficient. Our findings showcase that local knowledge of Russian flood-prone communities is axiomatic and tacit, acquired performatively through daily interaction of local residents with their natural and sociotechnical environments. Even if unacknowledged by both the local residents and flood management professionals as a valuable asset for long-term flood management, it is local knowledge that informs local communities' practices and enables their coexistence with the treacherous waters.

This study examines how small famers in southern Costa Rica think about environmental issues and climate change in agricultural practice and sustainability, assuming local models about these issues must be understood as dynamic representations which are modified in response to both changing conditions and new ideas.

Ethnographic research in Coto Brus, in southern Costa Rica, in the late 1990s and mid-2000s forms the basis of this analysis.

Farmers in this area understand environmental issues in terms of local controllable circumstances around environmental issues. This puts them at odds with government agents and outside researchers, who offer solutions based on their perceptions of the situation rather than farmer perceptions. Farmer resistance to proposals which do not solve problems that farmers see as important frustrates government representatives, who perceive these actions to be arbitrary.

The research is quite limited in time and space, giving only a quick snapshot of a complicated and ongoing problem.

Different models for understanding problems and a lack of understanding of how other stakeholders perceive the situation has made it harder to improve the sustainability of agriculture in southern Costa Rica. Similar dynamics can be seen elsewhere and suggest that a greater attempt to engage with local models and understandings can improve development and acceptance of innovations and improvements.

The exploration of conflicts between local and national/scholarly understandings of environmental issues suggests a way forward, engaging with local understandings and concerns to change behavior.

This chapter examines the potential and barriers for evidence-based practices in Californian schools. In a large and complex school system, the state plays an important role in legitimating the use of certain types of evidence, but evidence-based practices are heavily determined by the resources, actors, and prevailing cultures in a local district environment. Until recently, high-stakes accountability policies mandated improvements in student test performance and intrusive interventions for failure. In recent years, the state has shifted to a different accountability approach that emphasizes local control and the use of multiple measures of school performance to pursue continuous improvement around locally developed goals and interventions. Amid this context, two stories arise about evidence-based practices in California. In one story, a set of major and highly touted districts have led the way in demonstrating evidence-informed continuous improvement district-wide. In these districts, the new state accountability approach, enabling leadership, long-term commitments to collective learning, networked opportunities to learn, and access to elite external expertise have contributed to fairly extensive practices of disciplined team problem-solving involving rich data. In a second story, schools and districts that face resource scarcity, high turnover, and conflict and in which past high-stakes accountability left a deep imprint on prevailing norms and routines, leaders and teachers have had difficulty establishing a conducive context for collective learning. However, given ingrained practices and limited absorptive capacity, it is not entirely clear how to enable productive evidence-based practices in such contexts.