Suchergebnisse

PurposeThe paper seeks to explain the collaborative intent, trust development, and conflict resolution in a headquarters‐subsidiary relationship in a new product launch context in an emerging market.Design/methodology/approachGrounded theory development is employed through personal interviews with senior executives of selected multinational firms operating in Turkey.FindingsA major challenge in collaboration is convincing both parties to the dyad that the expertise of the other party is essential for effective collaboration.Research limitations/implicationsThe findings are based solely on looking at the subsidiary side of the subsidiary‐HQ dyad in a single country, which limits their generalizability. Since we did not interview the HQ side of this dyad, speculations made about the possible reactions of HQ personnel to subsidiary actions must be interpreted with caution.Practical implicationsThe perceptions of both parties play a far more important role than the facts or perceptions of just one party when it comes to relationships and conflict resolution. Both parties need to pay more attention to the possible causes of means incongruence and take perception gaps and the other side's needs and expertise into account when approaching collaboration and conflict resolution.Originality/valueAgency theory is extended to a multinational firm‐subsidiary context in order to suggest mechanisms for resolving conflict through increased communication, greater trust in each other's capabilities, and greater collaboration in meeting common challenges. A diagnostic and prescriptive framework and mechanisms are also offered through which disruptive conflict can be transformed into functional conflict and collaboration.

The purpose of this game is to help students understand the impact of various strategies of government intervention on the dynamic free-market processes stimulating economic development. The game simulates three developing economies. Within the economies, each of the students represents an independent economic entity, able to contribute labor, consume goods, and acquire wealth. In one economy, students are free to act independently, or to collaborate, to invest or save money, to innovate or produce conventional products. In the other two, their activities are constrained by "government" regulations, simulating contrasting strategies of import substitution and export promotion. In the end, students are evaluated according to the wealth they create. The three simulated economies pro-vide experiential evidence as a basis for discussing the relative merits of different strategies of economic development.