Purpose – The purpose of this paper is to contribute to previous research on intraorganizational power in multinational corporations (MNCs). It shows that a subsidiary manager may use language and acts of translation to resist control from headquarters and to (re)define his and his unit’s power position in a headquarters-subsidiary relationship. It also uncovers the interplay between natural languages and “company speak” as a specialized language. Design/methodology/approach – The paper is based on a single case study of a European MNC undergoing strategic change. The data were drawn from company documents, personal interviews and focus group discussions. Findings – The findings show that actors at both headquarters and in the focal subsidiary employed language and translation to exercise power over meanings; headquarters exerted control over “mindsets” and practices, while subsidiaries responded by resisting these meaning systems. The authors argue that the crossing of language boundaries offers a window onto shifting power positions and micro-politics in the MNC. Research limitations/implications – The study was limited to a single translation act in a focal headquarters-subsidiary relationship. Practical implications – From the managerial perspective, any process of communication in a multilingual context needs to be sensitive to power (re)definitions associated with language and translation. Originality/value – This study sheds light on translation as a political act and hidden activity in the MNC.
Managers leading strategic change processes have to be skilled language users in order to convince others of the necessity of change and to shape the interpretations of their followers in a preferred direction. This paper asks how and why managers employ certain forms of language in their sensegiving during strategic change, and when these managers are effective in their language use to change the sensemaking of others in the organization. On the basis of a longitudinal case study of a European multinational corporation, we find that effective sensegiving is about providing organizational members with a pragmatic forma way of making sense rather than, as previous research suggests, about providing them with pre-packaged meanings. We extend prior research by distinguishing the effects that the different linguistic forms of managerial sensegiving have on organizational sensemaking. Furthermore, the managers we studied were effective in their sensegiving when they combined framing and narratives. These two forms of language supported each other by amplifying the overall effect on organizational sensemaking. This notion of a combined use of framing and narratives complements previous research, which has largely studied them separately.
Purpose The purpose of this paper is to shed new light on carrying out “at-home” ethnography by building and extending the notion of roles as boundary objects, and to elucidate how evolving roles mediate professional identity work of the ethnographer. Design/methodology/approach In order to theorize about how professional identities and identity work play out in “at-home” ethnography, the study builds on the notion of roles as boundary objects constructed in interaction between knowledge domains. The study is based on two ethnographic research projects carried out by high-level career switchers – corporate executives who conducted research in their own organizations and eventually left to work in academia. Findings The paper contends that the interaction between the corporate world and academia gives rise to specific yet intertwined roles; and that the meanings attached to these roles and role transitions shape the way ethnographers work on their professional identities. Research limitations/implications These findings have implications for organizational ethnography where the researcher’s identity work should receive more attention in relation to fieldwork, headwork, and textwork. Originality/value The study builds on and extends the notion of roles as boundary objects and as triggers of identity work in the context of “at-home” ethnographic research work, and sheds light on the way researchers continuously contest and renegotiate meanings for both domains, and move from one role to another while doing so.
The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative Funding information None * p < 0.05; ** p < 0.01.
In this cross-sectional study, a total of 394 U.S. American and Thai college students took an online survey investigating how they perceived humor used by their foreign-born instructors and how those perceptions then predicted their self-perceived cognitive and affective learning. Moderated mediation analyses revealed both student groups understood affiliative humor and considered it appropriate and humorous which then enhanced their learning. Aggressive humor positively predicted Thai students’ learning through the mediating role of humorousness and negatively predicted U.S. students’ learning through the mediating role of appropriateness. Self-defeating humor enhanced U.S. students’ learning through the moderating role of appropriateness. This study clarified the influence of different humor styles on learning and extended the instructional humor processing theory by demonstrating the moderating effect of culture. With the internationalization of higher education and increasing number of foreign-born instructors, this pioneering study provided preliminary suggestions for effectively using humor in cross-cultural classrooms.
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