Affective conflict and identification of knowledge sources in MNE teams

Vahtera, Pekka; Buckley, Peter J.; Aliyev, Murod

doi:10.1016/j.ibusrev.2017.02.006

Cited by 20 publications

(17 citation statements)

References 101 publications

(198 reference statements)

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“…Consequently, multinational enterprises (MNEs) are increasingly internationalizing their R&D functions and tapping into diverse knowledge spread across the global networks of emerging and developed markets (Ambos & Schlegelmilch, 2003;Awate et al, 2015;Subramaniam & Venkatraman, 2001). This research stream emphasizes the importance of international teams to organizations not only in terms of knowledge acquisitions, utilization and new product development (Frost & Zhou, 2005;Sarin & McDermott, 2003;Vahtera et al, 2017), but also for safeguarding the long-term survival of firms and their ability to develop new product development capability (Subramaniam & Venkatraman, 2001), thus improving new product performance (NPP).…”

Section: Introductionmentioning

confidence: 99%

“…Arguably, a principal tenet of many successful organizations is increasingly predicated on the ability to assemble, develop and utilize cross-functional teams spanning geographical context (Sarin & McDermott, 2003;Vahtera et al, 2017). By mobilizing and utilizing diverse teams, organizations become well-endowed to be able to develop creative solutions and make better decisions (Curşeu, Schruijer, & Boroş, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…However, cultivating and nourishing teams across borders is often time consuming and requires a high level of skills to curtail any sources of conflict and mistrust. More so, cross-cultural differences or conflicts can hamper the productivity of international teams (see Ambos & Schlegelmilch, 2004), which further hinders the coordination of knowledge collaboration across R&D units (e.g., Vahtera et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

R&D intensity, knowledge creation process and new product performance: The mediating role of international R&D teams

Adomako

Amankwah‐Amoah

Danso

et al. 2021

Journal of Business Research

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

R&D intensity, knowledge creation process and new product performance: The mediating role of international R&D teams

Adomako

Amankwah‐Amoah

Danso

et al. 2021

Journal of Business Research

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“…There are different facets or textures of conflict. Conflict may be affective, which is a condition in which cluster members have interpersonal clashes branded by anger, frustration, and other adverse emotional states [8,9]. Substantive conflict is characterized by divergences among group members' ideas and opinions about the task being performed, such as disagreement regarding the school's curriculum and expected outcomes compared to resources available [10].…”

Section: Background Of the Studymentioning

confidence: 99%

Teachers’ Perceptions on Management of Conflict in Primary Schools in Mberengwa District

Nkomo¹,

Mavondo

Moyo

et al. 2020

JESBS

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Introduction: Conflict is major social construct happening in most communities where people of divergent and different backgrounds finds themselves inhabiting a common environment. Schools formulate habitat with semi-seclusion from the rest of society and conflict arising needs to be managed. Also engaging is conflict resolution without taking sides in such environments where children interact with adults more frequently requires skills and training which aspects do not form part of teaching and learning curriculum. Peri-urban schools find themselves as rich ground for conflict due to their being neither urban or rural but tend to receive influence from both settlements. Conflict nature and conflict resolution may tend to take different forms from an aggregate of approaches seen or taken in urban and rural settings. Therefore, the study explored school teachers’ perceptions on conflict management in eight representative schools in Mberengwa District. Materials and Methods: The sample of the study comprised of eight school managers, thirty-two members of school disciplinary committee members and twenty-four junior classroom practitioners Both qualitative and quantitative approaches were used in the study. The qualitative research design followed focused group discussions and open-ended questions fielded during interviews to school heads and school disciplinary committee members who formed the management team of the schools. Quantitative data was obtained through closed ended questionnaires given to primary school teachers. The school teachers were selected using a stratified simple random sampling technique and purposive sampling were used to select both the school heads and the school disciplinary members. Results: The study revealed that poor communication(100%),unfairness (87.5%), shortage of resources(100%), role-conflicts(70.3%), poor governance (87.5%) and political afflictions (87.5%) were the root causes of conflict in primary schools when compares to other causes (P <0.05). Thirty disciplinary committee members (100%) and twenty-four teachers (92.2%) indicated that student-student, teacher-teacher and teacher-managers conflicts were common in peri-urban schools contrasted to other forms of conflict (P <0.05). Conflict resulted in strained relationships (100%), caused of disunity (100%), disrupted teaching and learning (88%), was time consuming (78%), lowered production (78%), caused stress and high blood pressure (100%) and diverted attention from crucial activities (75%). Heads of schools displayed a conflict avoidance as a conflict resolution strategy. Conflict management literature was in short supply in schools and schools rarely conducted conflict management meetings. Confrontation, collaboration and compromise were the most used conflict management strategies. Managed conflict had benefits of creating social change and allowed staff to engage more and needed to be included in curriculum development. Conclusion: Primary school head teachers need to conduct meetings on conflict management and procure literature on conflict management to resolve conflict appropriately. Members of disciplinary committee need to handle conflict fairly and to consult literature on conflict management so that they can handle conflicts progressively and as benefit to teaching and learning. Educational officers need to facilitate and ensure that conflicts are handled appropriately and progressively. Introduction of conflict management as a learning tool, study area or be taken as a cross-cutting component in the competency-based curriculum was necessary.

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“…Conflito é definido, neste artigo, como o desequilíbrio no relacionamento entre dois ou mais atores que buscam agir visando somente cumprir seus objetivos (VAALAND;HAKANSSON, 2003). Alguns autores (PANTELI;SOCKALINGAM, 2005;VAHTERA et al 2017) defendem que algum grau de conflito pode auxiliar na criação e no desenvolvimento de conhecimento, uma vez que os desequilíbrios e problemas entre os atores acabam gerando a necessidade de soluções. ParaGadde e Håkansson (1993) o conflito pode ser analisado sob duas perspectivas, a primeira disruptiva e dissociativa, e a segunda ambígua que tanto pode ser benéfica como prejudicial à estabilidade da rede.…”

unclassified

Poder, Centralidade E Embeddedness Como Mecanismos Para Aumentar a Eficiência De Captura Do Conhecimento Das Subsidiárias Em Suas Redes Locais

Isaac

Barcelos²,

Ogasavara

2019

Contextus

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A literatura de Negócios Internacionais enfatiza as relações interorganizacionais em redes de negócios, baseadas no embeddedness, como mecanismo para uma empresa multinacional melhorar seu desempenho. Entretanto, uma análise aprofundada da literatura mostra que o embeddedness por si só é insuficiente para que as subsidiárias obtenham vantagem competitiva local. Assim, buscando compreender melhor esta questão, foi realizada uma revisão sistemática da literatura com 45 artigos que abordam três constructos centrais em redes: embeddedness, poder e centralidade. A análise sugere uma lacuna nos estudos sobre poder e centralidade da subsidiária em sua rede externa. Portanto, por meio de um modelo conceitual, mas com aplicação gerencial, este artigo sugere que a subsidiária utilize de forma integrada embeddedness, poder e centralidade de modo a otimizar o acesso aos recursos tangíveis e intangíveis e reduzir os conflitos da rede local necessários para obter vantagem competitiva específica (SSA) e global (FSA).

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Affective conflict and identification of knowledge sources in MNE teams

Cited by 20 publications

References 101 publications

R&D intensity, knowledge creation process and new product performance: The mediating role of international R&D teams

R&D intensity, knowledge creation process and new product performance: The mediating role of international R&D teams

Teachers’ Perceptions on Management of Conflict in Primary Schools in Mberengwa District

Poder, Centralidade E Embeddedness Como Mecanismos Para Aumentar a Eficiência De Captura Do Conhecimento Das Subsidiárias Em Suas Redes Locais

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