The purpose of this paper is to build on personal engagement and role theory to develop a conceptual definition of engagement to different organizational roles (job, organization, supervisor, and coworkers) and create and validate the Role-Based Engagement Scale (RBES). Data were collected from four samples (n = 1,302) of employees, including three from multiple organizations and one from an aircraft manufacturer. Results across three studies consistently support the four dimension structure of the RBES, its internal consistency, convergent, discriminant, and predictive validity based on a series of confirmatory factor analyses. The RBES is a psychometrically sound instrument that measures engagement to job, organization, supervisor, and coworkers. This instrument will provide more targeted information for human resource management (HRM) professionals tasked with developing training methods and processes to improve low-scoring dimensions of engagement, optimizing HRM interventions.

Local isomorphism constitutes the regulatory, cognitive and normative profile of a host country. The regulatory institutional setting reflects the rules and legislation governing collective bargaining agreements, trade unions, local content laws and employment relationships. The cultural or cognitive dimension supports the widely held cultural and social knowledge and the normative profile acknowledges the influences of social groups and organizations on acceptable normative behaviour. Earlier literature lends support to the importance of institutional profile and its influence on the design and implementation of multinational enterprises’ human resource management policies and practices. This paper seeks to advance the concept of local isomorphism and highlight the implications of local isomorphism for future research on the transfer of multinational enterprises’ human resource management practices across and between subsidiaries.

The power of stories to persuade in infl uencing the process of change is the focus of this article. Attention is given to the importance of stories in making sense of past experience, of unifying groups, and in presenting options for future engagement and action. Unlike the narrative concern with sequencing, coherence and the need for a beginning, middle and end, it is argued that stories are often partial and ongoing, occur at multiple levels compete, complement and redefine positions. The plurality and political nature of stories are illustrated in an analysis of data drawn from a longitudinal study of six health care sites in remote and rural Scotland. The study concludes by arguing that stories are a powerful political vehicle in influencing sense-making and a critical component in maintaining choice and defl ecting the imposition of a single simple solution (hegemonic influence) over various interpretations of what are complex context-based issues.

In recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.

The case method of teaching and learning is prominent in management education. We know little about the processes involved in writing and learning through cases. One element that may help the beginning of a theoretical understanding of these processes comes from an experiment with students entering organisations and writing cases for use with other management students. Students not only gain more knowledge related to management and organisations than in using prepared cases, but they also gain substantial additional process skills that are far more generalisable and to do with life-long learning – than those developed using traditional case learning.

Employer perspectives on work–life balance are under-developed and under-represented within the context of public debate on work and family. The current state of policy debate on work and family is grounded in the value of ‘choice’ and implicitly suggests that expanding the range of programs available will inevitably deliver a superior program for employees and employers. While diversity in program design is obviously an important priority for both parties, the current debate has not substantially increased knowledge or awareness of how best to assess program ‘fit’ nor evaluate program effectiveness for either party. This paper presents the experience of two organisations which have implemented successful work-life programs by focusing exclusively on workplace and workforce need, rather than policy rhetoric. Comparing the experience of these two organisations demonstrates that the needs of employers may be better served by a shift in the policy debate toward program ‘appropriateness’ and improved program evaluation techniques, and away from ‘choice’. Government rhetoric on ‘choice’ may actually serve to confuse rather than assist employers in the formation of an integrated and effective organisational wide work and family policy and program.

This paper examines the learning process within collaborations from a political perspective and explores the implications of power for the process of learning. The central argument is that the processes of collaboration and collaborative learning are inherently influenced by dynamics of power that occur at the organisational, collaboration and collaboration-environment levels. These power dynamics develop as a consequence of the interactions among collaborating organisations and their power bases. The paper presents a theoretical basis for considering the nature and impact of power dynamics at the various levels on the collaborative learning process and outcomes and sets forth some propositions that provide an agenda for future research.

We argue that social support can be helpful or hurtful in the context of performance outcomes for employees experiencing co-worker exclusion. We contend that employees' perceptions of co-worker exclusion are negatively associated with task performance and citizenship, and positively associated with interpersonal deviance. We further contend that whether social support strengthens or weakens the negative performance outcomes of co-worker exclusion depends on whether the source of social support is from co-workers or family and friends. Using data obtained from 135 supervisor–subordinate dyads across various occupational positions, we find that co-worker support is hurtful, whereas family and friends support is helpful. We also find a three-way interaction: task performance suffers most when employees who feel highly excluded also perceive higher co-worker support and lower family and friends support. These results suggest a need for a more nuanced view of social exchange/support, and build our knowledge about ambivalent relationships.

Arguing that it would serve scholars and practitioners better to view impression management (IM) from a coworker's perspective than from that of an actor's outcomes, this study demonstrates that IM by a coworker triggers a self-serving attributional process. The authors reason that denial of another's relative advantage leads the observing coworker to attribute this behavior to the actor's incompetence, consequently leading to counterproductive behavior toward them in efforts to reduce their own relative disadvantage. Data were collected at T1 and T2 from 142 service sector employees. Our results were consistent with our hypotheses. However, the moderated-mediation models for conditional effects of hostile attributional style were not supported. This study offers an integrated view of previously isolated domains of IM and attribution, suggesting future literature considers a similar perspective for more meaningful investigations.

Inclusive workplaces rely on the joint optimization of disability management and human resource management. However, disability management has been predominantly investigated as an independent issue, overlooking its interplay with human resource management. The article delivers a bibliometric and interpretive review of the scholarly debate falling at the crossroad of disability management and human resource management, mapping the state of the art of this study domain. Departing from a knowledge core of 91 papers, 6 research streams were identified through bibliographic coupling. They account for the evolution of disability management from a fix-it initiative aimed at fostering return to work of people with disability towards a holistic management approach targeted at inclusiveness. Aligning the hard and the soft sides of disability management and embedding it in the organizational culture are crucial to enact inclusive workplaces and make organizations able to engage people with disability at work.

Most international students entering RMIT's MBA program have relatively limited work experience and lack self-presentation skills. Some shortcomings in self-confidence in a western culture, job-seeking skills, networking experience and personal presentation skills are also evident. In these qualities the international students are notably different from the older Australian part-time students with whom they study. This visible diversity provided the catalyst for developing several “internationalising components” to better meet the needs of international students to enable international students to present themselves as informed, capable, culturally aware and desirable graduates. This paper describes how program changes were made with the objectives of building team interaction and problem solving skills, as well as cross-cultural awareness, building self-awareness of “me as a manager in the global marketplace” and exploring cultural diversity in business practices. In addition, the “competencies” stream was modified, with emphasis being placed on students' ability to assess the appropriateness and cultural fit of western models and theories in their own countries.

Re-visiting the ideas of some key educational thinkers and critical management theorists, this paper re-affirms the need for a critical pedagogy of organizational power and politics to foster deeper levels of reflection and ethical attitudes among undergraduate management students. While prescriptive pedagogical approaches can impart knowledge that may be useful to future managers, they often encourage a shallow and instrumental view of power in which profits are placed above ethics, and expediency above morality. As argued here, a critical pedagogy will encourage a more productive analysis of power-related phenomena in organizations, and will nurture attitudes and behaviours that can humanize management practice. The first part of the paper examines the key theoretical concepts of the proposed approach, the second discusses a set of themes emerging from a critical analysis of organizational power and politics in a management subject, and the third discusses common challenges encountered by academics committed to critical approaches.

This article presents a conceptual framework that participants in cooperative ventures may use to protect core competencies and proprietary information, while allowing the cooperative venture to benefit from these. While strategic alliances, in various forms, are becoming more common (Beamish and Delios, 1997), a potentially issue that often remains unresolved is how to protect your core competencies, while still cooperating openly with your partner, particularly when advanced technology is involved. It can be difficult for partners in an alliance to cooperate and openly share strategic know-how. Cooperation and openness are necessary, however, if a joint venture is to succeed. Since the success of any strategic alliance is based on cooperation, trust and an open sharing of competencies, potentially sensitive knowledge might be exposed through the joint venture. This is why many executives regard strategic alliances with reservation (Lorenz, 1992). They resist giving away core strategic competencies that might be misused in other contexts.

Over the last twenty years management courses offered in Australia have undergone considerable change. Most notable is the number of different programmes available and the varied content of these. However, in an environment which is changing rapidly, management education and its provision are under continuous review. Data gathered recently to examine the perceptions of academics in relation to management education, has drawn attention to an issue that warrants consideration. Should management academics be agents of change or should they simply make changes in response to new demands? The answer to this question has significant implications for the future development of management education. This paper seeks to examine the role that the management academic has in a situation of continuous change.

The increasing integration of digital technologies in business processes calls for a deeper understanding of their impact on business model efficiency. This study explores how digital alignment, composed by strategic decision support and operational support, affects business model efficiency, while also examining the extent to which strategic flexibility moderates this relationship. To test the proposed hypotheses, we adopt a quantitative approach on a sample of Italian small and medium-sized enterprises in the manufacturing industry. In particular, a regression analysis, complemented by a necessary condition analysis, is performed. We find that digital alignment, both in terms of strategic decision support and operational support, fosters business model efficiency. Strategic flexibility strengthens the relationship between strategic decision support and business model efficiency. To the best of our knowledge, this study is the first to operationalise digital alignment as composed of strategic decision support and operational support. Accordingly, this study contributes to the extant literature on digital alignment and business models.

The purpose of this research is to examine configurations of proactive personality and ICT-enabled technostress creators as drivers of job crafting for Gen Z, Gen Y, and Gen X+ workers. Adhering to configurational theorizing, the study was conducted using fuzzy set qualitative comparative analysis (fsQCA). Survey responses collected from 335 full-time workers revealed that the presence of a proactive personality was a necessary condition for job crafting to occur within the context of ICT demands for these generations. Four configurations for Gen Z, five configurations for Gen Y, and four configurations for Gen X+ workers revealed sufficient conditions for job crafting. The present research contemporizes Job Demands-Resources (JD-R) theory by incorporating ICT as a modern-day job demand. In using fsQCA as a novel qualitative methodological tool, this research offers new meaning to the prior regression-based findings regarding proactive personality trait's relationship with job crafting.

The experience of working from home changed drastically with the arrival of COVID-19. Compared to pre-pandemic experiences, key differences included the vast number of people involved, its involuntary nature, the suddenness of its implementation, its lengthy duration, and the presence of others at home. The demands of this form of remote work during lockdown have partly been mitigated by the resources employees have accessed. This study aimed to investigate the factors impacting employee performance and wellbeing while compulsorily working from home during New Zealand's first nationwide lockdown. We analyzed qualitative data gathered from employees in two organizations. The resulting aggregate dimensions across both demands and resources include organizational factors, furniture and technology factors, and individual factors. Given the ongoing nature of COVID-19 we identify new research directions for investigating remote work, and practical implications focusing on suitable home furniture and technology, plans for future remote work, and supporting employees.

Adoption of management innovations like the balanced scorecard is generally a complex process. Many subdecisions are involved and customization is often required before firms can enjoy the benefits of these innovations. Consequently, firms tend to experiment before finally implementing such complex innovations. We develop a framework differentiating between antecedents of experimentation with and actual implementation of the balanced scorecard, a distinction that has largely been neglected in the literature. Focusing on a small set of firms that experimented with the balanced scorecard, we provide initial empirical evidence. The results support the framework showing that top management involvement, innovation-contingent departments and organizational-context factors play a significant positive role in the experimentation stage, while interdepartmental communication and formalization are important variables with positive and negative influences in the implementation stage. We discuss the findings and their managerial implications.