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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 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.”

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.

This paper aims to consider the role and influence of social capital (SC) on knowledge management (KM) and sets out to develop an understanding of the importance of the impact of the cross-cultural environment on this relationship.

According to the notion, in this study, the relationship between two essential aspects in management and business, SC on KM practices, has been analyzed. By applying a descriptive and correlational method, the impact of various dimensions of SC on KM in a cross-cultural setting has been investigated, and required data has been obtained through questionnaires consist of 30 items, which is prepared for a sample of 232 people.

Although the findings are varied, the results indicated that there is an important relationship between SC dimensions and KM in the research environment, which is cross-cultural.

First, as the data derived from different branches of a big company in Iran, its results cannot be easily extended to other contexts. Therefore, future streams of research can expand the scope of this paper into other contexts with different characteristics. Moreover, the sample of this paper is taken from different communities (branches) which increase the variety of personality features in distinct cultures. Thus, further research can stress a particular organization/ branch to avoid the problem of cultural variation and focus on a more homogenous sample. Finally, this study targeted a big organization in the IT sector. However, future studies can investigate another type of firm (e.g. small and medium firms) in different sectors (e.g. manufacturing, food sector, etc.).

In this research, using scientific and practical methods, the impacts have been examined carefully and deliberately to assist the managers of organizations in theoretically and managerially as these outcomes contribute to the development of a new concept called cross-cultural in knowledge management and social capital, and support organizations to cope with the implications of this concept.

There is not much empirical research on cross-cultural settings and its effects on management, finance and business, especially on correlations between KM and SC. This investigation tries to fill this gap and explain the ways, which companies can use SC for enhancing their effectiveness of KM by considering culture diversity impacts.

The purpose of this paper is to develop the mindfulness construct in Thomas’ (2006) cultural intelligence (CQ) model and identify three mindfulness facets based on the mindfulness literature: empathy, open-mindedness and using all senses. Relationships among mindfulness, cross-cultural knowledge and cross-cultural behavioral ability are explored.

A case study of two French banking institutions operating in the USA is used incorporating multiple sources of data: participant observations, primary public and private documentation sources, archival records, secondary data and open-ended interviews with a key informant.

The two organizations showed similar emphasis on cross-cultural knowledge but differences in cross-cultural behavioral ability. These differences were traced to the posited mindfulness components of empathy, open-mindedness and using all senses.

The two-sample case only provides emerging evidence of the role of mindfulness in linking cross-cultural knowledge to behavioral ability and will require validation through empirical studies to test for significance of relationships among these CQ facets.

Thomas’ (2006) CQ model and the authors’ understanding of its underlying mindfulness components provide insight in predicting cross-cultural potential of employees and designing customized employee training to help organizations meet the needs of a globally diverse workplace.

The development of mindfulness qualities should improve interactions among individuals in any organizational setting, with added benefit of bridging cross-cultural differences.

This paper helps extend research on CQ facets using a qualitative method incorporating multiple sources of evidence to explore the mindfulness CQ construct.

This research investigates knowledge sharing and innovation on the part of culturally diverse teams in the restaurant business and their relation to cultural intelligence (CQ), in which CQ was conceptualized as a team-level variable.

Survey data were collected from 103 cross-cultural teams in restaurants located in five popular tourist destinations in Thailand and were derived from multiple sources to prevent common method bias. The data that measured team CQ and knowledge sharing were collected from all members in each team and were averaged to create aggregate measures at the team level, while the team supervisor evaluated the teams' innovative performance. Partial least squares structural equation modeling was used in the data analysis.

The results indicated that those teams that demonstrated high CQ tended to exhibit a greater degree of team knowledge sharing and receive higher evaluations of their innovative performance than did those that demonstrated low CQ. The results also showed that team knowledge sharing mediated the relation between team CQ and innovation.

CQ's contribution in cross-cultural teams measured at the team level contributes additional knowledge to prior CQ research that rarely has investigated the phenomenon at the aggregate level.

The purpose of the paper is to investigate how cross-cultural elements such as cultural difference and stereotype are integrated into collaborative modes and actions and to explore their corresponding effectiveness.

The sample of the quantitative content analysis is drawn from the posts with the topic of China on Quora. A collaborative case, where two users have a question-and-answer interaction, is taken as the unit of analysis. The effectiveness of collaboration is operationalized as the extent to which a collaboratively produced answer is visited and favorably reviewed, using the feedback index (the number of upvotes*1,000/views). One of the sampled collaborative cases is further analyzed qualitatively to see how cultural differences, stereotypes and other factors are incorporated into users' interaction.

This content analysis reveals nine modes of collaborative production of knowledge on Quora: initial questioning, pointed answering, raising doubts, responding to others, agreeing with others, correcting mistakes, enriching content, further questioning and extending issues. Diversity of the cross-cultural acts of collaborative production, particularly two of often-used collaborative actions, correcting stereotypes and supplementing cultural differences, helps to enhance overall collaborative effectiveness.

This paper offers new perspectives and ideas for strategies to change socially problematic stereotypes, e.g. to correct stereotypes where necessary and use more convincing resources such as reliable images as collaborative actions to bridge cultural differences. It also calls on social Q&A website developers to create more international users-friendly design by providing various channels for users with diverse cultural backgrounds to interact with each other.

This study is one of the first to investigate online collaborative knowledge production within a broader cross-cultural context. Specifically, cultural factors and cross-cultural collaborative actions have been innovatively integrated into this research, enriching the dimensions that can be used for collaboration classification. It is helpful for users from different countries to actively adopting different strategies to overcome cultural differences, preconceptions and other negative factors that are not conducive to communication and knowledge acquisition.

In this chapter we examine the individual-level accelerators of global leadership development as they affect the acquisition of cross-cultural competencies through both cross-cultural training and developmental cross-cultural experiences. Individuals’ cognitive ability, prior knowledge, and personality traits will accelerate the knowledge they gain from cross-cultural training. Their personality characteristics, language skills, motivation, and prior experience will facilitate the development of cross-cultural competencies from high-quality international experiences. We highlight an aptitude × treatment interaction approach whereby the level of a given individual-level attribute affects how global leaders will respond to instructional methods, cross-cultural experiences, or developmental opportunities. The chapter suggests that global leaders’ individual differences can accelerate (or possibly impede) the developmental gains in their cross-cultural competencies.

Purpose – To describe the competencies necessary for managers to effectively engage in cross‐cultural knowledge absorption. Design/methodology/approach – A comprehensive literature review of knowledge management and cross‐cultural competency research which identifies seven thematic competencies for knowledge absorption. Findings – The study identifies and provides examples of seven cross‐cultural knowledge absorption abilities: valuing different cultures, building relationships, listening and observing, coping with ambiguity, managing others, translating complex ideas, and taking action. Research limitations/implications – The research relies on a single theory of learning and integrates research into a single set of assumptions. The research has not been tested empirically. Practical implications – The paper provides a model to guide managers and others in organizations through successful knowledge transfer and absorption efforts including training, development, selection and project planning. Originality/value – The paper integrates diverse and extensive literature on knowledge absorption into a single framework based on how managers learn from experience and suggests competencies for managing absorption efforts.

Integrating anxiety and uncertainty management (AUM) theory and theory of organizing, this study aims to contribute to the knowledge management literature by examining the interdependent and bidirectional nature of knowledge transfer between expatriates and host country nationals (HCNs). Specifically, the authors investigate how receivers’ cognitive response to senders’ behaviors during their interactions becomes an important conduit between senders’ behaviors and the successful transfer of knowledge.

The authors used the actor partner interdependence model to analyze data from 107 expatriate-HCN dyads. The authors collected the responses of these expatriate-HCN dyads in Shanghai, Taipei, Hong Kong, Vietnam, South Korea, Malaysia, Thailand, Indonesia and India.

Receivers’ interaction anxiety and uncertainty, as a response to senders’ relationship building behaviors, mediate the relationship between senders’ relationship building behaviors and successful knowledge transfer. When senders are expatriates, senders’ communication patience and relationship building behaviors interact to reduce the direct and indirect effects of both receivers’ interaction anxiety and uncertainty. However, when senders are HCNs, the moderation and moderated mediation models are not supported.

The study contributes to the knowledge management literature by investigating knowledge transfer between expatriates and HCNs using an interpersonal cross-cultural communication lens. The authors make refinements to AUM theory by going beyond the sender role to highlighting the interdependence between senders and receivers in the management of anxiety and uncertainty which, in turn, influences the effectiveness of cross-cultural communication. The study is also unique in that the authors underscore an important yet understudied construct, communication patience, in the successful transfer of knowledge.

This paper presents a theorization and an empirical analysis of the influences of international open innovation (IOI) on the international market success of emerging market small and medium-sized enterprises (ESMEs). An analysis of the moderating roles played by cross-cultural competencies and digital alliance capabilities in this specific context is also presented.

The study adopted a quantitative research design involving a survey of 231 ESMEs based in the UAE. The authors formulated some hypotheses and tested them by employing hierarchical regression models.

The findings revealed that IOI positively affects the international market success of ESMEs. The authors further found that both cross-cultural competencies and digital alliance capabilities moderate the relationship between IOI and international market success.

The study advances the international marketing, knowledge and innovation management literature in two ways. First, it is a pioneering study that advances both the theoretical and empirical scholarship regarding the relationship between IOI and emerging market firm international market success by employing an extended resource-based view. Second, it further highlights the role played by cross-cultural competencies and digital alliance capabilities as effective governance mechanisms that moderate the relationship between IOI and international market success.