Search results

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

As a step toward more firmly establishing factors to promote retention among younger employees in the hospitality industry, this study aims to focuses on fun in the workplace (fun activities, manager support for fun and coworker socializing) and training climate (organizational support, manager support and job support) as potential antecedents of turnover in a European context.

Logistic regression was used to analyze the impact of fun and training climate on turnover with a sample of 902 employees from Belgium, Germany and The Netherlands. Data on fun and training climate were obtained through surveys, which were paired with turnover data from organizational records.

With respect to fun in the workplace, group-level manager support for fun and coworker socializing were significantly related to turnover, but not fun activities. With respect to training climate, individual-level job support was significantly related to turnover, but not organizational support and manager support.

As the data were obtained from employees from one organization, further research would be valuable with additional samples to substantiate the generalizability of the results.

Given the challenge of turnover, organizations should foster informal aspects of fun in the workplace and learning opportunities to promote retention.

The study examined the fun–turnover relationship in a context outside of the USA where previous fun–turnover research has been conducted, and it examined fun relative to training climate, which has not been studied heretofore. This study also investigated group- and individual-level effects of both fun and training climate on turnover.

The purpose of this paper is to review what we know – and don't know – about Generation Y's use of social media and to assess the implications for individuals, firms and society.

The paper distinguishes Generation Y from other cohorts in terms of systematic differences in values, preferences and behavior that are stable over time (as opposed to maturational or other differences). It describes their social media use and highlights evidence of intra‐generational variance arising from environmental factors (including economic, cultural, technological and political/legal factors) and individual factors. Individual factors include stable factors (including socio‐economic status, age and lifecycle stage) and dynamic, endogenous factors (including goals, emotions, and social norms).The paper discusses how Generation Y's use of social media influences individuals, firms and society. It develops managerial implications and a research agenda.

Prior research on the social media use of Generation Y raises more questions than it answers. It: focuses primarily on the USA and/or (at most) one other country, ignoring other regions with large and fast‐growing Generation Y populations where social‐media use and its determinants may differ significantly; tends to study students whose behaviors may change over their life cycle stages; relies on self‐reports by different age groups to infer Generation Y's social media use; and does not examine the drivers and outcomes of social‐media use. This paper's conceptual framework yields a detailed set of research questions.

This paper provides a conceptual framework for considering the antecedents and consequences of Generation Y's social media usage. It identifies unanswered questions about Generation Y's use of social media, as well as practical insights for managers.