http://hdl.handle.net/10179/626 2018-01-23T17:16:21Z 2018-01-23T17:16:21Z Eweje, Gabriel Palakshappa, Nitha http://hdl.handle.net/10179/655 2012-07-28T20:49:58Z 2008-01-01T00:00:00Z

Partnering for progress: Business partnership with non-profits in New Zealand Eweje, Gabriel; Palakshappa, Nitha This paper examines partnerships between business organisations and non-profits in New Zealand. Collaboration is becoming increasingly essential as organisations grow in both size and influence, and public pressure intensifies for organisations to address pressing social and environmental concerns. An increasing number of businesses have responded by engaging in corporate citizenship programmes to resolve social problems. Social partnerships between business and non-profits are widely promoted as important new strategies which will bring significant benefits to wider stakeholders. A key concern in business/non-profit collaboration is how organisations might collaborate to achieve mutually beneficial objectives and align with the organisations corporate social responsibility. This research seeks to develop an understanding of what the objectives of such relationships might be and to what extent these objectives are achieved.

2008-01-01T00:00:00Z Wu, Minyu Eweje, Gabriel http://hdl.handle.net/10179/654 2012-07-28T20:49:10Z 2008-01-01T00:00:00Z

Stakeholder engagement as a facilitator of organizational learning Wu, Minyu; Eweje, Gabriel This paper examines the relationship between stakeholder engagement and competence building. Following the dual perspective of the firm, which indicated that managers deal with both transactions and competences concurrently, we argue that stakeholder interactions also concern both transaction cost reduction and value creation. Based on a review of the extant literature, we incorporated a micro-macro connection between organizational learning and competence building. Further to this, we developed a conceptual framework by linking stakeholder engagement and organizational learning. This framework demonstrates that stakeholder relations may have significant effects on organizational learning and thus stakeholder engagement can play the role of facilitator in building firm competences.

2008-01-01T00:00:00Z Antonova, Slavka http://hdl.handle.net/10179/653 2012-07-28T20:30:19Z 2007-01-01T00:00:00Z

Power and multistakeholderism in internet global governance. Towards a synergetic theoretical framework Antonova, Slavka With the advancement of multistakeholder collaboration as a governance principle in theglobal Internet Governance, how to investigate the political process in a ‘shared power’environment emerges as a challenging methodological issue. In this paper, a synergetic theoretical approach is proposed to the study of Internet governance political process, which focuses on the concept of power, and crosses the boundaries of three academic fields, namely, Political Philosophy, Political Science and International Relations, and Organization Studies. This approach aggregates, in a descending analytical manner, concepts intrinsically linked to the contemporary shifting governance paradigm (i.e. governmentality, global governance, global public-policy networks, shared power, multistakeholder collaboration). In addition, such an approach brings the collaborative process into focus (rather than the decisions it leads to) by accentuating the productive potential of a collaboration based on the ‘shared power’ formula. Each of those theoretical reflections on shifting power relations provides building elements for a synergetic theoretical framework that can be, and has been, applied to the investigation of the emergent Internet governance regime. As a result, stakeholder alliances can be mapped, instances of power dynamics can be discerned, and some longitudinal tangible and intangible outcomes of the multistakeholder collaboration can be envisioned.

2007-01-01T00:00:00Z Bathurst, Ralph Sayers, Janet Monin, Nanette http://hdl.handle.net/10179/652 2012-07-28T20:26:45Z 2007-01-01T00:00:00Z

Re-conceiving management education: Artful teaching and learning Bathurst, Ralph; Sayers, Janet; Monin, Nanette Artists derive inspiration from daily life. According to John Dewey, common experiences are transformed into works of art through a process of compression and expression. In this paper we adopt this frame, showing how it is used within the pedagogical environment. Students were asked to reflect on their lives and offer an artful response to those experiences. Artfulness is defined here as a process which relies on the discursive practices of satire, and in particular irony and parody. We demonstrate the use of these rhetorical techniques as reflective tools, offering a service management class as an exemplar. In this class students were asked to consider their common experiences as both customers and service providers, and create an ironic artefact. We analyse a cartoon sequence produced by students in response to this assignment, where they parodied the fast-food service experience, illustrating how a business studies classroom can be transformed into an artful space.

2007-01-01T00:00:00Z