Global ETD Search

21	Les relations de travail dans l'entreprise transnationale / Labour relations within transnational companies Lafargue, Marie 09 December 2015 (has links) L’entreprise transnationale s’impose comme un pouvoir économique puissantdans le contexte de mondialisation. Dénuée de personnalité morale, elle n’est appréhendéeque partiellement par les droits internes. En dehors du droit supranational qui présente descarences et n’assure qu’une régulation partielle, les relations de travail dans l’entrepriseglobalisée restent largement appréhendées par les droits nationaux et les paradigmes dudroit du travail n’ont guère évolué pour s’ajuster à leur singularité. La nature du droit quisaisit ces rapports n’est donc pas commensurable à leur réalité transnationale.L’insuffisance du cadre d’analyse actuel oblige alors à dépasser le doublecloisonnement des systèmes juridiques et des personnes morales afin de développer dessolutions globales. Une analyse tant positiviste que prospective du droit révèle l’existenced’un processus d’adaptation en cours, celui-ci devant toutefois être renforcé et étendu.Il s’agit donc de mettre en place un principe d’ajustement du droit à ces relations de travail,lequel révèle l’identité du transnational : la transnationalité est une expression du pluralisme.L’adaptation du droit suppose, d’une part, que l’entreprise soit recomposée en tantqu’organisation et qu’elle soit mise en synergie avec les autres acteurs de la gouvernancemondiale. Le mouvement d’adéquation implique, d’autre part, qu’un droit global, « postmoderne» et pluraliste, reposant sur un socle de droits fondamentaux, voit le jour. Ainsi,c’est au prix de ces évolutions que l’on parviendra à une régulation adaptée des relations detravail dans l’entreprise transnationale ainsi qu’à l’émergence d’un droit social de lamondialisation. / Transnational companies now stand as leading economic powers in aglobalisation context. Stripped of any legal personality, they are only partly bound by thenational laws. Aside from supranational law, which is incomplete provides only partialregulation, labour relations within globalised companies remain largely bound by nationallaws while the paradigms of labour law have barely evolved in order to adjust to theirsingularity. The nature of the law that governs those professional relations is therefore notcommensurate to their transnational reality.The deficiencies of the current framework for analysis thus compel researchers to gobeyond the twofold boundaries of legal systems and legal entities in order to develop suitableglobal solutions. A positivist, forward-looking analysis of the law reveals the existence of anadaptation process that is already underway but which must also be extended andstrengthened.It is therefore a matter of establishing a legal adjustment principle within those labourrelations, which reveals the identity of the transnational: transnationality is an expression ofpluralism. Legal adaptation assumes, on the one hand, that companies be reconstructed asorganisations and that a synergy be established with other players in the field of globalgovernance. The alignment trend implies, on the other hand, the birth of a "post-modern",pluralist global law, resting on a foundation of fundamental rights. It is thus at the cost of suchdevelopments that an adapted regulation of labour relations will be achieved withintransnational companies, together with the emergence of a globalised social law. Accord-cadre international Autonomie juridique Code de conduite Co-emploi Collectivité de travail Conflit de lois Conflit de juridictions Contrat de travail Détachement Droits de l'homme Droit du travail Entreprise Groupe de sociétés Gouvernance Mobilité Négociation collective Norme Pluralisme Pouvoir Régulation Réseaux Représentation collective Responsabilité RSE Relation de subordination Syndicat Synergie International framework agreement Legal autonomy Code of conduct Co-employment Working community Conflict of laws Jurisdictional disputes Work contract Temporary secondment Human rights Employment law Companies Group of companies Governance Mobility Collective bargaining Standards Pluralism Corporate power Regulation Networks Collective representation Responsability CSR Relation of subordination Trade union Synergy 340
22	Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South Africa Bhanji, Zahra 25 February 2010 (has links) This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations. Education policy Comparative education Transnational corporations in education Jordan education South Africa education Microsoft Corporation Private authority in education Global governance and education Private sector and education Top down and bottom up education policy Accountability and education Government sovereignty and education International education Education policy actor Global actor in education Transnational education policy Transnational education actor Globalization and education Microsoft Partner's in Learning program International relations and education Education policy networks Corporate diplomacy in education Public private partnerships in education Education Memorandum of Understanding Microsoft and education Corporate social engagement in education Corporate power in education Social constructivism and education Rationalism and education 0515
23	Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South Africa Bhanji, Zahra 25 February 2010 (has links) This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations. Education policy Comparative education Transnational corporations in education Jordan education South Africa education Microsoft Corporation Private authority in education Global governance and education Private sector and education Top down and bottom up education policy Accountability and education Government sovereignty and education International education Education policy actor Global actor in education Transnational education policy Transnational education actor Globalization and education Microsoft Partner's in Learning program International relations and education Education policy networks Corporate diplomacy in education Public private partnerships in education Education Memorandum of Understanding Microsoft and education Corporate social engagement in education Corporate power in education Social constructivism and education Rationalism and education 0515

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