Search results

This article discusses success factors of cultural integration and cultural change processes in mergers and acquisitions. The focus of the project is on the effects of frictions between structure and cultures, and frictions between different cultures, on the functioning of the organisation. The factors discussed are based on empirical findings, and on literature that, in the analysis, proved to corroborate these findings, or insights based on these findings. It is argued that cultural integration is furthered by mutual trust. Trust can be built by shared goals, by dialogue, by looking for shared norms, monitoring and handling deviance. Cultural change processes were found to be dependent on legitimisation of the changes, clarification of goals and changes in what is expected of organisational members, monitoring and guidance, conditions of psychological safety, and feedback on success and failure outcomes that is worked upon in a learning mode.

This paper aims to understand how these competencies gained will help human resource (HR) leaders become more strategic about when and how to use global mobility for talent development.

In this paper, the author defines the construct of cultural agility and describes the theoretical mechanisms through which employees can gain cultural agility through culturally novel situations such as global mobility. Cultural agility enables individuals to work comfortably and effectively with people from different cultures and in situations of cultural novelty. People with cultural agility have task-management competencies (cultural minimization, adaptation and integration), self-management competencies (tolerance of ambiguity, resilience, curiosity) and relationship-management competencies (humility, relationship building and perspective taking).

This study aims at focusing on the development of cultural agility, this paper focuses on four cascading features of a culturally novel experience that can help individuals gain this competence: (1) the level of cultural novelty in the experience, (2) the readiness of an individual for that level of cultural novelty, (3) the individual's level of awareness of the cultural norms and values inherent in the culturally novel experience and (4) the level of social support offered to that individual to learn how to understand and respond in that experience.

Each feature is discussed, concluding with the implications for future research and practitioners in global mobility and talent development.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question of what actually prevails in their accounts, i.e., “the dark side” or “the bright side.”

The authors report the findings from five subsidiaries located in Poland and interviews with 68 employees of these companies.

The “bright side” dominated the interviewees’ accounts. The phenomenon of high social identity complexity or common in-group identity can help explain the findings. The results also shed some new light on the associations between the context of subsidiaries and the perception of the quality of intercultural interactions.

The paper contributes to the literature on cultural diversity and intercultural interactions in multinational subsidiaries. As the “bright side” of interactions was emphasized in the interviews, it particularly supports positive cross-cultural scholarship studies. Yet the explorative research does not allow for a broader generalization of the results.

Managers of multinational corporations (MNCs) should do the following: shape the context of MNCs to influence the dynamics of intercultural interactions and the way they are seen by their employees; emphasize common in-group identity to help their employees to adopt more favorable attitudes toward intercultural interactions; look for individuals with multicultural identity who display more positive approaches to intercultural contacts; place emphasis on recruiting individuals fluent in the MNC’s functional language; offer language training for the staff; and recruit employees with significant needs for development who will perceive more opportunities in intercultural contacts.

The research demonstrates that the multicultural workplace of MNCs may be recognized by employees as activating the positive potential of the individuals and organizations that make up a society.

The accounts of intercultural interactions are analyzed to illuminate some significant foundations of how individuals perceive such interactions. The study provides a qualitative lens and highlights the positive approach to intercultural interactions. It may redress the imbalance in prior research and satisfy the need for positive cross-cultural scholarship.

The present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross‐cultural management issues.

This is an exploratory study based on qualitative analysis of reflection notes of 14 students who participated in an elective course on “managing cross‐cultural issues (MCCI)” in the second year of their MBA programme. Students were asked to submit reflection notes focused on classroom learning as an outcome of the course MCCI with specific reference to used movies Outsourced and My Big Fat Greek Wedding. Students' reactions in their reflection notes were analyzed through qualitative content analysis.

The findings of this study reveal that students found selected movies very relevant and effective in learning cross‐cultural theories, issues and developing cross‐cultural competence. They also enjoyed movies as learning experience in the classroom. Both instructor's observations and students' reactions regarding the effectiveness of movies as classroom learning tool are very positive.

Popular movies, if appropriately selected and included in cross‐cultural training programmes for expatriate managers, immigrant workers and managers who travel to different countries, could be very useful as a learning tool for developing multicultural perspective and cross‐cultural competence.

This paper could be very useful to academicians and researchers who want to use popular movies as an instructional or research tool for exploring the psychodynamics of classroom learning in management and social sciences courses or professional training programmes focused on cross‐cultural management skills, global leadership skills, diversity management.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

The purpose of this paper is to contribute to the challenges of bringing postcolonial, racism and migration research into a meaningful dialogue. Based on the research examining migration from Central Asia into Russia, the paper analyses migration policy and the everyday experiences of migrants.

The paper is based on mixed methodologies, including narrative, semi-structured and in-depth interviews with migrants from Uzbekistan, Tajikistan and Kyrgyzstan in Russian cities and those who returned to their country of origin (over 300 people), interviews with representatives of NGOs, state officials and journalists in 2013–2016 and an analysis of the legislation and mass-media regarding migration from Central Asia.

The paper demonstrates that experiencing racism is a part of everyday life for migrants from Central Asia living in Russia. Whether this is in interactions with the state, fear of persecution on the street by the police or in the workplace, it is a constant factor. It argues that the political and everyday xenophobia and racism demonstrates deeply rooted imperial views in Russia’s inner politics and shapes attitudes toward migrants.

The paper contributes to broader debates on the linkages between migration and racism in Europe, in particularly questioning the positionality of migrants from “not-European” countries.

Mbembe’s approach to “let die” is pertinent in understanding postcolonial migration. Racism continually plays a role in “normalization” of abuse toward migrants and restrictive migration policy. Blaming “the migrant” for acting informally, draining healthcare resources and for posing a security risk provides a much-needed scapegoat for the state.

CSR reporting is an institutionalized practice. However, institutionalization has been primarily examined in the context of limited social issues and largely restricted to the presence of CSR communication. The purpose of this paper is to introduce a framework to explore how institutional and organizational factors shape CSR programming in response to an emerging social issue: the global refugee crisis.

The authors collected corporate social responsibility (CSR) reports from Global 500 Fortune corporations between 2012 and 2017. This study uses content coding and inferential analysis to examine how industry type, headquarters location, and partnership resources are related to programming in the refugee relief efforts.

The results reveal distinctive patterns from the technology sector and European corporations, with no clear patterns identified among other corporations. The findings indicate that although CSR is an institutionalized practice, CSR program reporting offers fewer insights as to how institutionalization occurs.

Results suggest a preliminary framework for understanding how CSR programming becomes institutionalized and provide implications for how corporations may address emerging social issues.

This study applies an institutional, communicative approach to the context of the recent global refugee crisis, which contributes to theory development through the examination of an emerging social issue. It also extends prior research on the institutionalization of CSR by focusing on programming in response to an emerging social issue over time and suggests the limits of prior claims of institutionalized practices.

The purpose of this study is to explore the experiences of Saudi Arabian university students returning home after having spent time away studying internationally. The investigation focused exclusively on female students who for diverse reasons were unable to complete their studies abroad.

A thematic analysis was applied to analyze the seven in-depth interviews conducted by the authors. By using an open coding method analytic patterns across the entire data set were identified and then analyzed.

The findings suggest that the students experienced reverse culture shock reintegrating and assimilating into their former lives in the Kingdom of Saudi Arabia and its conservative culture. This was especially surprising considering not one of the participants experienced culture shock when they first traveled to their host country – the USA, Canada or England.

The study is limited to a small group of seven female undergraduates who are comparatively well educated and come from a middle and upper socioeconomic demographic. As a result, without additional research, the findings cannot be extended to groups outside of this demographic.

Students who have studied abroad need improved academic and social support networks when they return home, according to the findings. The authors want to raise awareness about the difficulties that students face upon their return. Teachers, counselors, and advisors need to be on the lookout for the symptomatology associated with these types of problems.

Female Saudi students returning home after an extended period of study abroad face a variety of problems. They must fit into a restrictive, partriarchal culture in which they are not legally equal to men.

To date, there are no studies that shed light on reverse culture shock for students who returned to Saudi Arabia without a degree. Due to the large number of Saudi scholarship holders who study in English-speaking countries with government support, the study is the first attempt in this direction.

Contrasting local adaptation, which focusses on foreign multinationals learning about and adapting to local (host country) culture and environment, reverse adaptation refers to the case where an MNE’s local employees learn, assimilate and modify their personal behavior (e.g. values, norms) and professional competence (e.g. standards, goals, language, knowledge, capabilities) in order to fit the MNE’s global mindset and global competence set so that they can be internationally reassigned. The purpose of this paper is to take the first step toward addressing this nascent phenomenon and practice.

This study uses combined inductive and ethnographic methods to explore the importance, process and practice of reverse innovation. This study defines reverse adaptation, illustrates the major driving forces underlying reverse adaptation, and suggests how MNEs should prepare for it. As reverse adaptation is a promising area for research, this paper also proposes a research agenda for international management scholars.

MNEs need to act at both local and global levels in a way that recognizes the interdependence between the two. Too often global companies have approached their local talent needs in an uncoordinated and unproductive way. Reverse adaptation view suggests that MNEs can create a competitive advantage by taking a global approach to talent. Cultivating and transforming local talent to become global talent necessitates endeavor from a wide range of corporate, subsidiary and individual levels, in cultural, professional, structural, informational and organizational aspects.

Reverse adaptation is a promising area of research because it provides the opportunity to enrich mainstream theories and literatures in a number of areas. This nascent phenomenon has not yet been studied, and this paper represents the first effort to do so. From both academic and practice viewpoints, reverse adaptation has a significant impact on global talent management, knowledge flow across borders, capability catchup and global integration design. Today’s glocalized business world, with heightened integration of world economy, creates an expectation for the continuing growth of reverse adaptation.