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1 – 10 of over 35000Yingying Zhou, Jianbin Chen and Baodong Cheng
The purpose of this paper is to analyze the effect and mechanism of platform incentives on users’ knowledge collaboration performance (KCP) and the configuration leading to high…
Abstract
Purpose
The purpose of this paper is to analyze the effect and mechanism of platform incentives on users’ knowledge collaboration performance (KCP) and the configuration leading to high KCP in online knowledge communities (OKCs) in the post-COVID-19 pandemic era from a cross-culture perspective.
Design/methodology/approach
A survey method and a standard questionnaire were applied. The data was analyzed using multiple regression and fuzzy set qualitative comparative analysis.
Findings
The results indicate that, for both kinds of users, self-enhancement and communication positively affect the KCP. User engagement significantly mediates the relationship between communication and KCP and knowledge absorptive capacity moderates the relationship between user engagement and KCP. In contrast, material incentive positively affects the KCP of Chinese users, while hurting the cross-cultural sample. And the promotion of KCP for cross-cultural samples does not require a higher engagement and knowledge absorptive capacity, while paying more attention to short-term interests, such as communication and self-enhancement.
Research limitations/implications
The study only divides users into Chinese and cross-cultural foreign users, without a distinction between foreign users in different countries. In addition, the research is based on cross-sectional data and failed to try to explore the long-term effects of these incentives from the time dimension.
Originality/value
This study explores the incentive mechanism and configuration of OKC platforms to achieve high KCP for different users from a cross-cultural perspective. It provides new ideas and solutions for precise incentives for users of OKC platforms.
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G. Sathish, Tuheena Mukherjee and Sangeeta Sahney
IHRM identifies career adaptability and cross-cultural adjustment as the central tenants for expatriate career. The present study focuses on; (1) it employs the theoretical…
Abstract
Purpose
IHRM identifies career adaptability and cross-cultural adjustment as the central tenants for expatriate career. The present study focuses on; (1) it employs the theoretical framework of career construction theory (CCT) to examine the relationship between adaptive readiness, resources and responses by examining the relationship between protean career orientation, career adaptability and cross-cultural adjustment of self-initiated expatriates (SIE) and (2) it explores the moderating role of frequency of interaction that SIEs possess with HCN.
Design/methodology/approach
A total of 278 Indian SIEs engaged in different occupational roles in different sectors, working in six different countries, i.e. United Arab Emirates, Canada, Germany, Singapore, the United Kingdom and the USA responded through primary survey.
Findings
Consistent with CCT conceptualization, the study illustrates a positive partial mediating effect of career adaptability on the direct relationship between protean career orientation and cross-cultural adjustment. Furthermore, the findings of the moderation analysis suggest that frequent interaction of the SIE facilitates the enhancing of cross-cultural adjustment.
Practical implications
The study suggests that lack of protean career orientation might result in lowering employee interest in the job or assignment, and affect effectiveness, satisfaction, productivity and cross-cultural adjustment. The study also recommends systematically increasing the interaction frequency with the HCNs to facilitate SIEs employees for facilitating cross-cultural adjustments (CCA).
Originality/value
The study theoretically and empirically contributes to protean career orientation and career adaptability in the context of expatriates, which is an enabling factor for CCA in job contexts. The relevance of interaction frequency is acknowledged for the adaptability and adjustments for the international workforce perspective.
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Toba Nguvila, Elia John and Ismail Juma Ismail
In the process of one stop border posts (OSBP), market access is dynamic. In this context, administrative practices and cross-cultural competence among traders are crucial for…
Abstract
Purpose
In the process of one stop border posts (OSBP), market access is dynamic. In this context, administrative practices and cross-cultural competence among traders are crucial for market access. However, there is limited research on how cross cultural competences can strengthen the influence of administrative practices on market access among small traders. This study therefore aims at exploring this relationship.
Design/methodology/approach
This study used structured questionnaire to collect data from 328 traders of maize, onion and tomatoes at Namanga OSBP. Data were analyzed using PLS-SEM.
Findings
The results of this study imply that administrative practices and cross-cultural competences significantly and positively influence market access. Finally, cross-cultural competence is a significant positive moderator of the relationship between administrative practices and market access.
Originality/value
The results suggest that cross-cultural competence is a significant moderator of the relationship between administrative practices and market access. This adds new knowledge in the literature on how cross-cultural competences of the traders can strengthen the influences of administrative practices at the OSBPs for high market access.
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In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher…
Abstract
In this chapter, we outline the research presented by each of the contributors, who used narrative inquiry approaches that were grounded in long-term research, to examine teacher experiences of cross-cultural teaching. The authors write about cross-cultural experiences that cross temporal, spatial, and social-personal dimensions. Woven into teaching and learning experiences set across time and context were interactions with colleagues, peers, and community members that offered insight into rationale for pedagogical decisions about ways in which practices and curricular materials may be mismatched or well aligned, or unfolded with tension in their current professional contexts. This crossing of time, context, and across social-personal interactions added complexity in ways that highlight the need for research methodologies that support examination of experience that unfolded across time, space, and social-personal dimensions. The authors elaborate upon ways in which a narrative inquiry approached provided a theoretical foundation to highlight complexities and reveal nuances of cross-cultural teacher experiences. The cross-cultural features in these chapters, whereby teachers cross cultural boundaries when they assumed teaching positions in communities culturally different from those in which they themselves were educated and certified. We argue for the need for cross-cultural comparative narrative inquiry approach, that help to reveal complexities of these cross-cultural teaching and learning as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts.
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Nkemdilim Iheanachor, Ricardo Costa-Climent, Klaus Ulrich and Elvis Ozegbe
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Nancy J. Adler and Zeynep Aycan
Pervasive forms of worldwide communication now connect us instantly and constantly, and yet we all too often fail to understand each other. Rather than benefiting from our…
Abstract
Pervasive forms of worldwide communication now connect us instantly and constantly, and yet we all too often fail to understand each other. Rather than benefiting from our globally interconnected reality, the world continues to fall back on divisiveness, a widening schism exacerbated by some of the most pronounced divisions in history along lines of wealth, culture, religion, ideology, class, gender, and race. Cross-cultural dynamics are rife within multinational organizations and among people who regularly work with people from other cultures. This chapter reviews what we know from our scholarship on cross-cultural interaction among expatriates, negotiators, and teams that work in international contexts. Perhaps more important, this chapter outlines what we need to learn – and to unlearn – to be able to see diversity as an asset in helping individuals, organizations, and society to succeed rather than continuing to understand it primarily as a source of problems.
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Katherine C. Cotter and Rebecca J. Reichard
The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological…
Abstract
The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.
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Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative…
Abstract
Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning.” Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: “Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;” Section II: “Learner experience informing teacher knowledge;” Section III: “Subject matter/curriculum informing teacher knowledge;” and Section IV: “Milieu informing teacher knowledge.”
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