Representative Bureaucracy: Exploring the Factors that Inhibit Active Representation in Indigenous Managers from a Latin American Case

2020 ◽  
pp. 1-11
Author(s):  
Verónica Figueroa Huencho ◽  
Juan Pablo Araya Orellana
Keyword(s):  
Latin American ◽  
Representative Bureaucracy ◽  
Active Representation ◽  
American Case

Internationalization of emerging multinationals: the Latin American case

2014 ◽  
Vol 26 (6) ◽  
pp. 588-602 ◽  
Author(s):  
Mauricio Losada-Otálora ◽  
Lourdes Casanova
Keyword(s):  
Latin American ◽  
Global Economy ◽  
Secondary Data ◽  
Developed Countries ◽  
Analytical Framework ◽  
Content Type ◽  
Emerging Multinationals ◽  
Internationalization Strategies ◽  
American Case ◽  
Key Resources

Purpose – The purpose of this paper is to develop an analytical framework that challenges the condescending view of multinationals of emerging countries. In this paper, it is showed that emerging multinational companies (EMNCs) developed valuable resources that leveraged their internationalization strategies. Design/methodology/approach – An exploratory approach was used to investigate the internationalization strategies of EMNCs. A qualitative study was built on secondary data sources, particularly analysis of cases of the internationalization of Latin American companies. Findings – The internationalization strategies deployed by EMNCs are similar to the strategies of traditional multinationals (firms of developed countries). Similarly, EMNCs exploit, acquire or defend their resources in foreign markets. Additionally, the selection of each strategy depends on the availability, transferability and substitutability of the resources involved in the internationalization. Research limitations/implications – The traditional approaches that study the role of resources in the internationalization of the EMNCs have some shortcomings. It is worth conducting additional research including the approach developed here to advance in the comprehension of the behavior of EMNCs. Practical implications – Managers must identify and develop key resources to invest abroad. Additionally, managers need to take into account the characteristics of the resources of their firms to select an adequate strategy abroad. Originality/value – This paper shows that EMNCs are not resource laggards. Consequently, theoretical and empirical evidence is provided to advance the development of comprehensive theories of the internationalization of EMNCs. This paper offers academics and practitioners with a new focus to analyze the internationalization of EMNCs which are recognized as a driving force of the global economy.

Phillips Curves in Developing Countries: The Latin American Case

1982 ◽  
Vol 30 (2) ◽  
pp. 321-334 ◽  
Author(s):  
Jeffrey B. Nugent ◽  
Constantine Glezakos
Keyword(s):  
Developing Countries ◽  
Latin American ◽  
American Case

scholarly journals Open access indicators and information society: the Latin American case

2009 ◽  
Vol 25 (2) ◽  
pp. 82-92 ◽  
Author(s):  
Nancy Gómez ◽  
Atilio Bustos‐Gonzalez ◽  
Julio Santillan‐Aldana ◽  
Olga Arias
Keyword(s):  
Open Access ◽  
Latin American ◽  
Information Society ◽  
American Case

Representative bureaucracy and bureaucratic responsiveness : linking passive and active representation in Ghana's education bureaucracy

2016 ◽  
Author(s):  
◽  
Elijah Agyapong
Keyword(s):  
Empirical Research ◽  
Female Students ◽  
Representative Bureaucracy ◽  
Active Representation ◽  
Female Teachers ◽  
Bureaucratic Responsiveness ◽  
Education In Ghana ◽  
Sub Saharan ◽  
Advocacy Role ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Over the years, scholars have examined representative bureaucracy as a viable means to achieve bureaucratic responsiveness in a democratic society. The theory argues that a diverse public service that mirrors the social demographics of its population in terms of gender, race, and ethnicity (passive representation) is more likely to be responsive to the needs of all citizens (active representation). While a substantial amount of empirical research exists, a comparative understanding of the theory is lacking in Africa. This study expands empirical research on the theory to Ghana, one of the successful democracies in Sub-Saharan Africa, and focuses specifically on female representation in education. The study accomplishes two primary objectives. First, it investigates whether passive representation of female teachers and school administrators would make the education bureaucracy more responsive to girls' education in Ghana. Second, it seeks to understand the mechanisms by which passive representation translates into active representation for female students in the Ghanaian context. The analysis of an administrative dataset on senior high schools within the 216 districts of Ghana revealed that passive representation of female teachers was positively associated with the performance of girls on math and science exit exams. More female students passed the math and science exams in districts that employed more female teachers. The relationship was statistically significant after controlling for other theoretically relevant factors. In order to better understand how passive representation leads to substantive benefits for female students, a comprehensive model was examined which incorporated social backgrounds, attitudes/role acceptance, and active representation. The model hypothesized that a teacher can assume the role of an advocate or a representative of girls' interests. Those who adopt the advocacy role, regardless of their social identities, will be more likely to make decisions or take actions that improve educational outcomes for female students. A random sample of 200 teachers in eight senior high schools within the Accra Metropolis of Ghana was surveyed about their attitudes toward girls' education. In addition, school superintendents and officials in the Ghana Education Service were interviewed to provide qualitative insights. The findings indicated that gender and perceived expectation from various stakeholders influenced the extent to which teachers perceived their roles as advocates of girls. Organizational socialization and the acceptance of impartial bureaucratic roles did not overwhelm the influence of gender and perceived role expectations on the advocacy role. However, adoption of the advocacy role rather than gender predicted the potential for active representation, measured as a teacher's self-reported behavior in terms of actively taking actions to address the educational needs of girls. The findings from this sample lend considerable support for the relationship between role perceptions and the potential for active representation. It suggests that the advocacy role mediates the relationship between passive and active representation. This study therefore provides a better understanding of how a representative bureaucracy can engender responsiveness to women's education in Ghana and the Sub-Saharan African region.

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