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The purpose of this paper is to analyze the influence of the use of different types of management controls (cost information, budget information, nonfinancial indicators and informal controls) on product innovation mediated by knowledge sharing and moderated by technological turbulence.

Partial least squares structural equation modeling and fuzzy-set qualitative comparative analysis have been used in a sample of 142 Brazilian startups that are in the traction stage.

Informal controls and nonfinancial indicators are used for product innovation, while budget information and cost information have not been shown to be directly associated with product innovation. However, as technological turbulence increases, budget information becomes particularly relevant to the innovation process. Informal controls are directly related to knowledge sharing in the startups studied.

The results can be useful to managers of startups in the traction stage, as the research highlights different management controls and possible combinations that can be used to drive product innovation, in addition to highlighting the role of knowledge sharing in promoting innovation, especially in the context of technological turbulence.

The literature on management control systems (MCS) has challenged the traditional belief that their use is restricted to the entrepreneurial stance of startup companies. The study develops an understanding of how and under what conditions the presence of MCS supports innovation in startup companies, in particular, what types of management controls used by these companies impact product innovation.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

Purpose – This chapter examines how the kollektiv, a form of workplace organization established in the Soviet Union, continues to shape cultural expectations of work in post-Soviet Russia.

Methodology/Approach – This chapter describes a workplace ethnography conducted in a college department in Novosibirsk, Russia in 1999–2000 and 2002, with follow-up trips in 2005–2006. Participant observation is combined with interviews of teachers and students in the department.

Findings – The kollektiv established in the Soviet Union has persisted in modified form in post-Soviet Russia. Instead of a means of Party control, the kollektiv became popularly associated with the group cohesion that arises from frequent social interaction. This sense of cohesion, accompanied by attendant habits of sharing holidays with work colleagues, has persisted to varying degrees among adults in Russia today. Furthermore, the structure of the kollektiv has been maintained for students in schools and colleges, so that new generations of Russian youth are raised to expect to work in cohesive small groups. Their behaviors and expectations contribute to the persistence of the kollektiv in Russian society in the present and near future.

Originality/Value of the paper – This chapter makes two unique contributions: (1) it adds a focus on white-collar work to the predominantly blue-collar and service occupations studied in Russia to date and (2) it presents workplace ethnography of academics, a group rarely studied ethnographically.

Upon completion of this case study, students will have learned to identify and analyze pending organizational failure, based upon company data. They will have formulated a business strategy (either cost leadership, differentiation or focus), as well as propose process improvements to cope with changing macroeconomic factors, costs, supplier conditions, and especially talent management and retention. Students will practice the logical organization of information, articulating the key facts and assumptions underlying their solutions. They will practice communicating with a possibly hostile executive team, to whom they defend their proposal based on its merits.

This case recounts the recent history of the XT Beauty, a fictionalized but real company headquartered in Moscow, selling professional cosmetics, electrical instruments and equipment for beauty salons in St. Petersburg, and other cities in Russia. XT Beauty enjoyed successful growth until the onset of the 2014 economic crisis when consumer purchasing power plummeted. Students consider both the obstacles and opportunities presented by an emerging Russian market, customer behavior in a recession, managing sales talent, the leadership style of women, as well as key operational, and financial issues as the company react to a deepening economic crisis in an uncoordinated manner. The case is an introduction to the Russian business culture and operational environment. It focuses not only on challenges but also the opportunities in the anti-cyclical market for beauty products.

Master’s students in international business, human resources, operations and MBA candidates.

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CSS 1: Accounting and Finance

The purpose of this work is to investigate the relationship between human resources management practices (HRMP) and altruistic helping behaviors (HB) with knowledge sharing behavior (KSB) following a theoretical rationale supported by the Theory of Planned Behavior and the Social Exchange Theory.

The study explores linear and non-linear relationships between the variables to further understand knowledge sharing in the context of prosocial behaviors. The study sample gathers data from 130 employees coming from service sector companies operating in Portugal. The authors analyze the linear relationship following a structural equation model (SEM) approach using a partial least squares (PLS) analysis. Then, the authors conduct a fuzzy-set qualitative comparative analysis (fsQCA) to analyze non-linear relationships and provide insight over circumstances where the presence and absence of knowledge sharing behavior is achieved.

Quantitative findings show that HRMP positively impacts KSB outcomes. Similarly, HB also positively impacts KSB. Qualitative findings show a single configuration leading to the presence of KSB, corroborating the quantitative results. On the other hand, findings offer multiple alternative configurations leading to the absence of KSB.

Few studies explore the complex combination between HRMP and individual HB impacting knowledge sharing, with lesser studies discussing circumstances leading to the absence of KSB. We explore a) the linear influence of HB and HRMP and, b) their asymmetric combined influence along with employee demographics to better understand KSB complexity – ensuring a conceptual and managerial contribution driving future work and practices.

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.

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

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.

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.