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Given the increasing global focus of many aspects of our society, researchers have taken significant steps in understanding the impact of culture on various psychological states. This review focuses on the stressor–strain relationships within the context of cross-cultural and cross-national studies. Using research findings from the United States as a baseline, we identify common and unique themes concerning the stressor–strain relationships between different countries, and clarify the differences between cross-national and cross-cultural studies. Furthermore, we consider cross-cultural and cross-national occupational stress research from an individual differences perspective. We encourage future studies to adopt this perspective and carefully consider the implications of cultural values on occupational stress research at the individual, group, and country levels.

In business and management, cross-national and cross-cultural comparisons between countries have been a topic of interest for many decades. Not only do firms engage in business in different countries around the world but also within countries. The population has become more diversified over time, making cross-cultural comparisons within country boundaries increasingly relevant. In comparisons across cultural groups, measurement invariance (MI) is a prerequisite; however, in practice, MI is not always attained or even tested. Our study consists of three parts. First, we provide a bibliometric analysis of articles on cross-cultural and cross-national topics in marketing to provide insight into the connections between the articles and the main themes. Second, we code articles to assess whether researchers follow the recommended steps as outlined in the multigroup confirmatory factor analysis (MGCFA) approach. The results indicate that MI testing is incorporated in the toolbox of many empirical researchers in marketing and that articles often report the level of invariance. Yet, most studies find partial invariance, meaning that some items are not comparable across the cultural groups studied. Researchers understand that MI is required, but they often ignore noninvariant items, which may decrease the validity of cross-cultural comparisons made. Third, we analyze the dissemination of MI in the broader literature based on co-citations with Steenkamp and Baumgartner (1998), a widely cited article on MI in the field of marketing. We conclude by noting methodological developments in cross-cultural research to enable addressing noninvariance and providing suggestions to further advance our insight into cross-cultural differences and similarities.

This study investigates the influence of cross-cultural stable and dynamic competencies on expatriate adaptation and outcomes.

This study surveys 10 expatriates in Taiwan and conducts qualitative analysis based on the newly collected original data.

The study's results confirm that cross-cultural stable and dynamic competencies improve expatriates' cross-cultural adaptation, enhancing expatriate outcomes in cross-cultural environments.

This study contributes to cross-cultural management research by clarifying the characteristics and action mechanisms of cross-cultural stable competencies (including cultural empathy, emotional stability, social initiative, open-mindedness and flexibility) and cross-cultural dynamic competencies (including relational skills, general self-efficacy and non-ethnocentrism) in the international business context. The study's findings suggest future research directions in the empirical investigation of the antecedents, characteristics and results of cross-cultural competencies, cross-cultural adaptation and expatriate outcomes.

Drawing on image theory, the authors investigate how and when cross-cultural experience cultivates two core entrepreneurial sensing capabilities: opportunity recognition and creative behavior.

The authors develop and test a second-stage moderated mediation model across two studies. Study 1 consists of a sample of prospective entrepreneurs from the UK using perceptual scale measures (n = 153). Building on this, core findings are replicated using task-based measures on a sample of US participants (n = 342).

Results show that cross-cultural experience is positively related to both entrepreneurial sensing capabilities through the mediating role of self-image fluidity. No support is found for the moderating role of regulatory focus orientations.

These findings contribute to the burgeoning literature on multicultural experience and initiating skills in nascent venturing by providing insight on the mechanisms and boundary conditions relevant for entrepreneurial capabilities to emerge.

The results reinforce the need for educators, policymakers, and entrepreneurs to facilitate and encourage opportunities for cross-cultural and overseas experiences as they are influential for stimulating entrepreneurial skills.

Positive linkages between international mobility and entrepreneurial activity are of continued interest, yet individual-level mechanisms that explain this have been limited. The authors find that exposure to foreign cultures is potent for entrepreneurship as it can stimulate flexibility and exploration of the self-image and break frames of reference. This fosters greater tendencies for opportunity recognition and creative behaviors.

This study aims to contribute to the enrichment of the literature by examining the impact of cross-cultural training on expatriates’ adjustment of Nigerian bankers on expatriate assignments in other African countries.

Data on cross-cultural adjustment from expatriate employees in five banks that collectively accounted for over 80 per cent of Nigerian banks with subsidiaries in other African were systematically selected for the investigation. This data was collected quantitatively via a survey instrument. Independent sample t-test, analysis of variance (ANOVA) and regression analysis were deployed in analyzing the data.

The study found that cross-cultural adjustment varied significantly across the different categories of gender, age, marital status, previous expatriate training, previous expatriate experience, and duration of expatriation. The study concludes that in order to attain higher levels of adjustment African banks and other organizations should provide a more comprehensive cross-cultural training program that mirrors the needs of employees following a detailed needs analysis. Also, the training must be sequential and not a one-off approach.

The literature though still nascent is largely focused on expatriate preparation and adjustment for expatriates moving from Western-to-western contexts and very little exists in the literature on how multinationals from Non-Western contexts like Africa prepare their staff for expatriation and its consequent impact on their adjustment. This study aims to enrich the literature by examining the impact of cross-cultural training on expatriates’ adjustment of Nigerian bankers on expatriate assignments in other African countries.

The purpose of this paper is to examine the methodological approaches adopted in cross‐cultural service quality (CCSQ) research and the extent to which these approaches have adhered to the general principles of established cross‐cultural research methodology.

A search was conducted to identify CCSQ papers published between 1995 and 2009. The authors searched four well‐known online databases: ABI Inform (Proquest Direct), Emerald Library, ScienceDirect, and EBSCOhost. This search identified 40 studies, which were examined according to three broad groups of methodological issues: research design, instrumentation and data collection, and data analysis and measurement.

Despite the acknowledged contributions that these selected studies have made to the services‐marketing field, it is evident from this review that researchers have frequently overlooked many important aspects of cross‐cultural research methodology. These methodological deficiencies are discussed and various remedies are suggested.

There has been a growing research interest in comparative cross‐cultural service‐quality in recent decades. As this relatively new branch of service‐quality research becomes more prominent, it seems opportune to examine the methodological approaches adopted in these studies and the extent to which these approaches have adhered to the general principles of established cross‐cultural research methodology. This is the first work to examine such a large number of CCSQ studies.

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.