Critical Perspectives on International Business最新文献

Purpose

This study aims to explore academic women’s silence from the perspective of social cognitive theory (Bandura, 1986), by examining the triadic influences of the individual, environment and behaviour, which impacts their silence. The study examines how women use personal, proxy and collective agency (Bandura, 2018) to reduce silence.

Design/methodology/approach

Interviewing 22 academics (20 women, 2 men) at a leading Polish university, this study used the Gioia et al. (2013) method to analyse the interviews, creating first- and second-order codes and final aggregated concepts.

Findings

This study finds, from an environmental perspective, that societal-level gendering, which is underpinned by critical social factors and institutional logics that are part of Poland’s culture promoting gender stereotypes and family values influences women’s silence. There is clear evidence for the regression of women’s rights, which compounds women’s silence. These societal-level factors influence a hierarchical, bureaucratic organizational structure, alongside gender segregation. From an individual perspective, reasons for silence include socialization, fear, women’s lack of power, inequality and self-silencing to mitigate harassment or discrimination. Collective agency was a strongly mentioned theme to help reduce silence, which includes implementing training and development initiatives, creating a safe platform to voice concerns, structural transformation and cultural change.

Originality/value

This study contributes to literature regarding women’s silence by exploring reasons for silence through the lens of Bandura’s social cognitive theory and agentic perspective, which demonstrates how silence could be reduced through collective action, in the understudied context of Poland, which highlights how country context intersects with organizational context and individual experience, influencing women’s silence.

Purpose

This paper aims to clarify how business education has and should incorporate more resources, policies and stakeholder engagement towards the incorporation of sustainability, by conducting a literature review on sustainability in business and international business education and proposing future opportunities for researchers and practitioners.

Design/methodology/approach

The authors take a systematic, qualitative analysis approach to evaluate multidisciplinary literatures on sustainability in business education. The authors identify 192 qualifying papers published in 68 journals between 2015 and 2023.

Findings

The authors propose five categories of education solutions. Four of them are integrated, in two macro–micro levels: university (stakeholders and shared-mindset change) and student (pedagogical methods and curriculum); and one at meso level: international business (holistic integration) serving to unify the university and student levels.

Research limitations/implications

The review highlights the value of applying a holistic approach and interdisciplinary pedagogical methods in future research on sustainability education in business school to effectively prepare future business leaders to contribute to a more sustainable future.

Practical implications

Insights from this review can usefully guide scholars and programme directors in their future research and administrative efforts towards business curriculum design, stakeholder management and policy-making.

Social implications

The findings highlight how by embracing holistic perspectives, proper policies and self-awareness, business education shapes the mindsets and skill sets of the next generation of socially conscious practitioners.

Originality/value

The review stands out as one of the few that offers a forward-looking trajectory for the adaptation of international business education in response to sustainability challenges, through a holistic perspective.

Purpose

This study aims to critically discuss and reorient the diversity, equity and inclusion (DEI) debate toward the idea of addressing and rectifying the pervasive structural inequalities that DEI, in its undiluted form rooted in social justice (SJ), aims to combat. Drawing on Bourdieu, the study first examines the diffusion and contestation of DEI into international business (IB). It then proposes a Bourdieu-inspired agenda to advance the transposition of SJ principles into IB.

Design/methodology/approach

The study interpretively reconstructs the process of DEI’s ideational diffusion. It examines how the interplay between ideas and field dynamics in IB shapes ideational processes and outcomes.

Findings

In response to rising global inequalities – to which multinational enterprises (MNEs) have significantly contributed – SJ movements have propelled DEI into the wider social and political arena, including corporate boardrooms. Within IB, a diluted version of DEI – IB-DEI – emerged as a paradigm to improve MNEs’ performance, but failed to address underlying structural inequalities. As the social impacts, utility and legitimacy of DEI have been challenged, the DEI debate has come to a flux. The study proposes conceptual and contextual extension of DEI within IB and advancing socially engaged research and practice that help reinforce DEI’s core SJ purpose – tackling structural inequalities.

Originality/value

The study is one of the few to openly tackle SJ-IB contradictions on DEI, while advancing the application of Bourdieu to critical studies of IB.

Purpose

The purpose of this paper is to share two Indigenous perspectives on diversity, equity and inclusion (DEI). It is grounded in aspirations for de-othering and de-colonisation. De-othering is the unpicking of the status of “other” bestowed upon us by the dominant culture, and de-colonisation involves the deconstruction of the ways the settler states in which we live have defined and oppressed us.

Design/methodology/approach

The methodology is a critical self-reflection, drawing on the lived experience of two Indigenous scholars in business fields outside of the international business discipline.

Findings

The findings explore policies, like affirmative action emerging in the 1960s, to the pantheon of DEI theory and strategies developed, as tools of the dominant culture, albeit well-meaning, that perpetuate the dependency of the “other” on the largesse of the “dominant”, which ultimately maintain relations of oppression.

Research limitations/implications

The limitations of the paper include, that we cannot speak for all Indigenous peoples. This paper is a personal viewpoint and is not a meta-analysis of theory and literature. The authors draw on the personal, which for Indigenous peoples is also the political, perspectives, that are steeped in their cultural histories and identities, and underpinned by their aspirations for social change and social justice for their peoples.

Practical implications

The authors offer practical implications for those Indigenous Peoples and allies looking to develop empowering strategies for de-othering individuals and communities defined by dominant cultures as “others”, which in turn has social implications for engagement in truly empowering work in social justice at the borderlands of power, particularly in terms of international business guided by ethics and social responsibility.

Social implications

In this paper, the authors use the following terms: Maori, Aboriginal and Torres Strait Islander, First Peoples and Indigenous Peoples. They use the term Peoples to denote that they are not one homogenous People but a collective society that consists of many distinct communities, peoples and nations.

Originality/value

The authors offer practical implications for those Indigenous Peoples and allies looking to develop empowering strategies for de-othering those defined by dominant cultures as “others”, which in turn has social implications for those engaged in truly empowering work for social justice at the borderlands of power, particularly in terms of international business guided by ethics and social responsibility. They make no apologies for this paper, as it is entirely based on personal viewpoints.

Purpose

Colonial epistemes distort ideologies through power structures and control, perpetuating differences and the development of an inferior status. This study aims to serve dual purposes: Firstly, the authors advocate for Pacific and international business (IB) researchers to consider adopting inclusive research practices, particularly regarding Pacific and indigenous populations. Secondly, the authors argue that decolonization presents conflicting challenges, demonstrating that the authors still have a long way to go regarding the decolonization agenda within academia, the university, IB and broader society.

Design/methodology/approach

An essay style is adopted to introduce inclusive Pacific research practices specific to the Pacific context, what that looks like and the advantages of using culturally appropriate methods.

Findings

This paper highlights some examples that justify why Pacific methods should be used, such as spirituality and prayers underpinned by the va (i.e. relational spaces) – a concept well-known in Pacific cultures but missing in Western academic frameworks, models and approaches. Additionally, the authors found that the endeavours to be inclusive can paradoxically lead to exclusion and marginalization within academia, the university and popular mainstream media.

Social implications

This paper enriches IB theory and pedagogy by advocating for the co-creation of inclusive research practices in collaboration with Pacific and indigenous communities. It contributes to the broader movement to restore indigenous knowledge and scholarship research spaces.

Originality/value

The originality and value of the viewpoint lie in its potential to stimulate conversations and reflections among IB researchers regarding inclusive research practices of decoloniality. Thereby strengthening the “trumpet-shell” call to decolonize the field and academia, which IB as a discipline should not be immune to.

Purpose

This study aims to explore the ways in which management scholars affiliated with Peruvian universities navigate the tensions between global expectations and local realities in their research practices, drawing on their capitals and habitus.

Design/methodology/approach

Drawing on Bourdieu’s field theory, the authors analyse 25 in-depth interviews and a unique database of academic publications in the business and management field from 2000 to 2022. The analysis identifies the positions scholars occupy within the Peruvian management field and examines the factors influencing their research practices.

Findings

The authors find that the Peruvian management field is complex and unequal, where actors have different positions and interests, but are all influenced by a logic of academic dependency on the Global North. The authors identify three main positions held by scholars: transnational dominators, who accumulate greater resources and ignore local debates; dominated adaptors, who unsuccessfully try to imitate the dominant logic; and isolated innovators, who critique the dominant model but lack institutional support to develop alternatives.

Originality/value

This research presents an analysis of the Peruvian management field, a site often overlooked in international business studies. By examining scholarly practices, the authors reveal how academic inequalities are reproduced by the forces of globalization. The study underscores the urgent need for greater acknowledgement of regionally informed research, advocating for a more inclusive and diverse understanding in the field of management research.

Purpose

Research on the political connections of multinational enterprises’ (MNEs’) subsidiaries in emerging host countries has been growing. The purpose of this paper is to integrate institutional and resource dependence theories to argue that MNEs-subsidiaries are likely to develop fewer formal (i.e. board-level) political connections when operating in welfare-state monarchies as compared to in host countries with developmental-state democratic systems. Furthermore, this paper argues that MNE-subsidiaries develop formal political connections to a greater extent in industries where religion influences the development of products and services considerably. Finally, the extent of developing formal political connections varies by the scale of the MNEs’ investment (or subsidiary density) in the host market.

Design/methodology/approach

The paper tests its hypotheses on a sample of foreign-owned subsidiaries operating in Saudi Arabia and Egypt. The data was collected by combining information from Bureau Van Dijk’s Orbis database with company websites and other secondary sources. The final sample consisted of 156 observations – 70 MNEs-subsidiaries operating in Saudi Arabia, and 86 in Egypt.

Findings

The findings confirm that foreign subsidiaries are likely to develop fewer formal political connections in a welfare-state monarchy as compared to in a developmental-state democratic system. Furthermore, formal political connections are more significant in industries that are impacted by the influence of religion – such as the financial industry in Arab countries. Finally, the extent of using political connections varies by the scale of the MNEs’ investment in the host market – that is, with a greater scale of investment (or higher subsidiary density), formal political connections are greater.

Originality/value

The paper contributes theoretically by explaining that a combination of institutional heterogeneity and its associated resource dependence conditions between MNEs and host governments influence MNE-subsidiaries' political connections. The paper tests its hypotheses in an emerging Arab context, which is characterized by both autocratic and semi-democratic political settings, and which makes the integration of institutional and resource dependence theories useful in explaining how MNE-subsidiaries navigate local complexities in this region.

Purpose

This paper aims to critically examine how dual-listed multinational enterprises (MNEs) that are embedded across multiple national contexts interact with other actors to shape the diversity, equality and inclusion (DEI) narrative, outcomes and the associated dynamics of social change in the mining industry.

Design/methodology/approach

The authors use data from the publicly available sustainability reports of two global mining conglomerates with dual-listing structure, Rio Tinto and Anglo American, alongside prevalent DEI regulations in the UK, Australia and South Africa to understand how DEI discourse and practice and the corresponding role of key actors have evolved since 2015. The authors combine a case study approach with topic modelling and qualitative content analysis to critically analyse the linkage between actors’ stated posture and actions in their DEI field and their impact upon various exchange relationships within the mining industry exchange field over the period 2015–2021.

Findings

The analysis revealed three broad phases of evolution in the DEI involvement of the MNEs emphasizing on diversity, equality and inclusion, respectively. Both firms progressed at a different pace across the three phases highlighting the need for a systemic perspective when addressing DEI concerns.

Originality/value

This paper is one of the earliest to adopt an issue and exchange field perspective towards examining the complexity of DEI. Taking a critical performative stance, the authors argue that for improving convergence between MNEs’ DEI rhetoric and reality and to advance DEI in new ways organizations and policymakers must devise structural interventions in the DEI field that substantively impact MNEs’ industry exchange field relationships.

Purpose

International business (IB) education typically focuses on the multinational enterprise (MNE) and how it navigates varying institutional setups for its own benefit. This reductionist and MNE-centric approach underplays the influence these firms have on the societal and environmental fabric of the geographies they are operating in. This paper aims to propose integrating systems thinking into IB education to address this shortcoming with the intention to setup IB education to engage with wicked grand challenges.

Design/methodology/approach

This conceptual paper offers an approach for integrating complexity, criticality and diversity into IB education through teaching systems thinking capabilities.

Findings

Integrating systems thinking into IB education allows for a more realistic appreciation of IB’s contribution to addressing grand challenges. The authors propose a systems thinking perspective to IB education and offer how systems thinking capabilities could be taught in IB.

Originality/value

Grand challenges are characterised by wicked problems. Addressing them requires a multilevel, cross-disciplinary approach that takes into consideration the inter- and intradependencies of all actors within a system.