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Kostova, Roth and Dacin called in 2008 for the advancement of a theoretical conception of the multinational corporation (MNC) that takes into account both power relationships among actors and the structure of its internal institutional field. While micro-political scholars of MNCs have started to answer the former part of the call regarding power, the second part has not been thoroughly addressed yet. Furthermore, the agentic aspects typical of power games and the structural aspects characterizing institutional fields have not been fully combined in a multi-level perspective of MNCs so far. Leaning on Bourdieu, we suggest an answer to the pending call. We theorize the MNC as a playing field of power emerging around the issue of finding a meta-rate of conversion of the actors’ capitals constituted in national fields. We conceive such issue field in a dynamic state due to the constant entry and exit of new players (e.g. through mergers, acquisitions or divestitures). This results in the need to continuously test the validity of exchange rates. The role of the metainstitutional field level of the MNC as a global category is also discussed.

Purpose – The purpose of the chapter is to introduce an actor-centered conflict perspective into research on multinational company (MNC) coordination. We first develop a theoretical framework of conflictual processes in MNC coordination and then use an empirical study of a German MNC in Japan to illustrate how cultural coordination in MNC subsidiaries triggers conflict processes.

Methodology/approach – The chapter integrates conflict theory and models of MNC coordination. The empirical study is based on qualitative data.

Findings – Coordination programs in MNC such as cultural integration through shared values lead to substantial conflictual processes. Local actors apply micro-political tactics to resist, delay or adjust coordination instruments developed by MNC headquarters.

Originality/value of chapter – The chapter applies conflict theory to MNC coordination issues, a field of research which so far is dominated by contingency approaches.

The article develops a model which conceptualizes headquarter-subsidiary relations in the multinational corporation as a multilevel discursive struggle between key managers. At the first level, the relations are conceptualized as a discursive struggle over decisions and actions using rationalistic discourses. At the second level, they are viewed as a discursive struggle over power relations using control and autonomy discourses. Finally, underlying the first two, at the third level, headquarter-subsidiary relations are conceptualized as a discursive struggle over managers’ worldviews using cultural (pre)conceptions about “the self” and “the other.”

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement and professional development, the practices and experiences of teacher leaders are more complex than that. The change in roles blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools. We conducted semi-structured interviews of 28 ‘teacher leaders’ in Flemish primary and secondary schools. We explored their perceptions and evaluation of their position in schools as well as the way their position and role as teacher leaders affected their professional relations with teacher colleagues and school leaders. The results demonstrate how the introduction of new positions and roles in the school as an organisation affects the professional relationships and collegiality. From a micro-political perspective, we show that the new positions also create emotional labour for the teacher leaders, since they find themselves juggling two different agendas of professional interests: on the one hand, receiving recognition by others of their position as teacher leaders, while on the other hand maintaining their former social–professional relationships as teachers with their former colleagues.

This chapter examines the intricacies of researching the initial preparation of school principals. First, the case is made for the importance of researching this formative stage in a principal's career trajectory. Second, an alignment is described between theory, research, and practice for informing fruitful approaches to preparation for the principalship. Third, a framework is articulated comprising four focal points portraying the complexities of principals' work. It is suggested that this framework could be used as a heuristic tool for connecting with the realities of the principal's world and the professional knowledge, skills, and dispositions that are required to perform the role effectively.

In many Asian countries, education systems are competitive based on high-stakes examinations. Additionally, due to the traditional one-way teaching styles, classroom practices can be highly authoritarian. The issue in such education systems is the alienation of students. They do not learn about themselves; rather, they work toward and/or get distracted by securing their positions according to the standards set by other people and institutions. Many students are thus disengaged from learning and share one common reason for their disengagement: their sense of loss about the meaning of learning is unheeded and they have no opportunity to voice their opinions. Consequently, various sentiments are prevalent, even extremely negative ones, almost equivalent to mutual hostilities. This chapter conceptually discusses the importance of listening in school reform, with special reference to the cases initiated by Manabu Sato and his fellow school leaders, such as Toshiaki Ose and Masaaki Sato. Their approach is known as school as a learning community (SLC) or lesson study for learning community (LSLC); the latter is used herein. LSLC is now widely practiced in various countries in Asia, including China, Taiwan, Korea, Indonesia, Vietnam, and Thailand. LSLC aims to overcome the negative sentiments described above and establish communal relationships for mutual learning and well-being. To achieve this, teachers in the schools running LSLC always start listening to each other. This chapter discusses how listening transforms hostilities into trust.

This chapter draws on a larger study on beginning teachers and on their experiences of becoming a teacher in unprecedented challenging circumstances in Portugal. The aim is to look at the ways in which changes in policy and school context, as well as in personal and professional context, impact teachers’ professional identity over time. Two beginning teachers’ accounts are used to illustrate the key influencing factors that have impacted the development of professional identities. Four main themes emerged: (a) the influence of context, both at a policy and social level and at a school level; (b) the importance of relationships in teaching, particularly with students and colleagues; (c) the emergence of inner tensions resulting from the mismatch between strong beliefs and reality; and (d) the role of emotions in (re)defining teachers’ practice of teaching and teachers’ identity development. The chapter concludes with the discussion of the findings and their implications.

Purpose – The purpose of this contribution is to clarify some of the institutional approaches in international business research and to identify opportunities to extend research on the role of institutions in international business.

Design/methodology/approach – Building on Douglas North's (1990) analogy of institutions as the rules of the game, we illustrate some of the differences between different institutional approaches in international business (IB) through a discussion of the rules and institutions surrounding the world of association football. We then briefly revisit the recent review by Hotho and Pedersen (2012) and compare and contrast three dominant institutional approaches in international business: new institutional economics, new organizational institutionalism and comparative institutionalism.

Findings – Our discussion illustrates that different institutional approaches address and explain different facets of international firm behaviour. The ways in which institutions matter for international business are therefore greatly dependent on how institutions are conceptualized and measured.

Originality/value – We highlight two recent developments in the literature on institutions which we believe offer important implications and opportunities for international business research. The first development is a move towards less deterministic approach to institutions. The second development is the recognition of institutional plurality and complexity, in the sense that organizations are often exposed to multiple logics with potentially contradictory prescriptions. These notions, we believe, offer important opportunities to advance our understanding of the relations between institutions and multinational enterprises (MNEs).

We demonstrate the role of regulatory fit and moral emotions, that is, contempt and anger, in influencing conflict resolution between the headquarters and subsidiary boundary spanners. We develop a theoretical framework, which integrates literature on international business and headquarters-subsidiary relationships with regulatory focus, moral emotions, and conflict resolution. The chapter outlines the relationships between the regulatory focus of a headquarters’ boundary spanner, and his or her manner of engagement, conflict sensitivity, violation of code, moral emotions, and the way conflicts are resolved. The theoretical framework developed here provides a starting point for future research on bargaining processes between boundary spanners of a multinational corporation (MNC). This chapter is the first one to discuss regulatory focus, and moral emotions, in the contexts of a MNC headquarters-subsidiary relationship.