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Presents a study that examined the effects of cross‐cultural instruction on the interpersonal job skills of students in secondary vocational programs. The population consisted of a treatment and a control group, with 65 students in each group. A pretest and posttest was administered. The experimental group received the intervention during a six‐week period. The dependent variable was generalizable interpersonal relations skills as measured by the generalizable interpersonal relations skills performance assessment. The independent variables included a cross‐cultural instructional intervention, gender, ethnicity, and school. The findings indicated that students receiving the cross‐cultural instructional intervention had significantly higher generalizable interpersonal relations skills achievement than students not receiving the intervention. Recommends that cross‐cultural instruction be integrated into vocational and industrial training curricula, including instructor preservice and inservice training. Also, trainers should closely link the benefits of cultural awareness to learners’ experiences at home and the work place; and to their personal and professional success.

This research aimed to identify cross‐cultural adjustment interventions to assist the personal wellbeing (psycho‐cultural) and cultural interaction (socio‐cultural) of managers on foreign assignments. Both pre‐departure and in‐country interventions were sought.

A questionnaire was employed and comprised two adjustment measures. Data were collected from 244 Australians in south‐east Asia working in two industry groups – manufacturing/industrial and financial/services. Exploratory factor analysis was employed to identify adjustment constructs. Pearson correlations, as well as ANOVAs and t‐tests, were employed to explore the effect of industry group, respondent group, number of cross‐border assignments, age and gender.

Eight adjustment interventions were identified and were labelled: quality of life awareness; host business and cultural awareness; family impact awareness; staff and business colleague awareness; home country networks; cultural reinforcement and support; cultural inclusion; and host language skills.

The research was limited to a specific business region, to one cross‐border manager cultural grouping and an exploratory technique was employed. Hence further work is needed to confirm the constructs and to assess the generalisability of the results to other business regions and to other cross‐border manager groups.

Whilst some important differences existed, the implications and value of the research may be evident in assisting psycho‐cultural problems such as anxiety and stress, and to encourage socio‐cultural interaction such as involvement in and with cultural environments and decreasing the potential for failed assignments.

The rapid globalization of modern business and the multicultural nature of its workforce pose major challenges for leadership and human resource management in 1990s. One important area that is yet to be fully explored is the managing of conflict in a multicultural organization where values, orientations, preferences, and attitudes differ significantly among the members. This paper explores the implications of cultural differences for managerial intervention in conflicts between subordinates in organizations using Hofstede's four‐dimensional framework.

The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence.

A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size.

The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time.

The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations.

This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge.

This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes.

This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.

The purpose of this paper is to discuss cultural causes of conflict in the workplace and call for research to address what happens when cultures collide generating workplace conflict. The author assumes that because cultures differ in terms of functional solutions to problems of social interaction that there will be conflict when people from different cultures are interdependent in the workplace. The author discusses types of culture and their conflict management profiles with respect to three characteristics of conflict management: direct vs indirect confrontation; emotional expression, and third party conflict management. The author proposes what happens when cultures collide and calls for research on those collisions.

Application of the cultural literature on self-worth to three elements of workplace conflict: direct vs indirect confrontation of conflict, feelings and expressions of negative emotions associated with conflict and timing and type of third party intervention.

When people from dignity, face, and honor cultures are working together the fundamental differences in the logic of self-worth in these three types of culture may cause conflict. People from dignity and honor cultures are likely to confront conflict directly, while those from face cultures are more likely to confront conflict indirectly. Workplace conflict generates negative emotions, but culture seems to affect whether that emotion is anger, shame or both. The timing of third party intervention into workplace conflict, that is, how managers intervene in workplace conflict has some parallels with how community mediators act in that culture.

There is limited research comparing management of workplace conflict in dignity, face, and honor cultures. The author generates propositions and suggests a research strategy for collecting data to test propositions.

Understanding what is culturally normative in terms of self-worth, confrontation, emotional expression, and managerial intervention can help people involved in workplace conflict understand what they are experiencing. It can also help managers intervene effectively.

How people react to workplace conflict varies with culture as does how managers intervene. Knowing this provides people with the first element of cultural intelligence that may help them manage conflict to facilitate a more creative and effective multicultural work environment.

This paper integrates theory and research from cross-cultural psychology, the psychology of emotion and the literature on third party intervention into community conflict to explain the patterns of cultural conflict and conflict management in the workplace. It also suggests what it may take to manage cultural conflict in the workplace successfully.

This study aims to investigate the relationship between individual-level psychological resources and team resilience in the context of expatriate project management teams. It seeks to understand how personal psychological resources contribute to team resilience and explore the dynamic evolution mechanism of team resilience. The goal is to enhance team resilience among expatriates in a BANI (Brittle, Anxious, Nonlinear, and Incomprehensible) world, where organizations face volatile and uncertain conditions.

An online survey was applied for data collection, and 315 valid samples from Chinese expatriates in international construction projects were utilized for data analysis. A structural equation model (SEM) examines the relationships between personal psychological resources and team resilience. The study identifies five psychological factors influencing team resilience: Employee Resilience, Cross-cultural Adjustment, Self-efficacy, Social Support, and Team Climate. The hypothesized relationships are validated through the SEM analysis. Additionally, a fuzzy cognitive map (FCM) is constructed to explore the dynamic mechanism of team resilience formation based on the results of the SEM.

The SEM analysis confirms that employee resilience, cross-cultural adjustment, and team climate positively impact team resilience. Social support and self-efficacy also have positive effects on team climate. Moreover, team climate is found to fully mediate the relationship between self-efficacy and team resilience, as well as between social support and team resilience. The FCM model provides further insights into the dynamic evolution of team resilience, highlighting the varying impact effects of antecedents during the team resilience development process and the effectiveness of different combinations of intervention strategies.

This study contributes to understanding team resilience by identifying the psychological factors influencing team resilience in expatriate project management teams. The findings emphasize the importance of social support and team climate in promoting team resilience. Interventions targeting team climate are found to facilitate the rapid development of team resilience. In contrast, interventions for social support are necessary for sustainable, long-term high levels of team resilience. Based on the dynamic simulation results, strategies for cultivating team resilience through external intervention and internal adjustment are proposed, focusing on social support and team climate. Implementing these strategies can enhance project management team resilience and improve the core competitiveness of contractors in the BANI era.

The present paper aims to reveal how different cultures, as reflected by cultural norms, traditions, and social expectations, influence food waste behaviour in different regions of the world.

A systematic multifaceted literature review was employed as a main research tool.

The focal role of education and awareness campaigns in reducing household food waste and promoting responsible food consumption behaviours is revealed. The importance of guilt, behavioural control, negative attitudes towards leftovers, and social norms are among the most important factors predicting intentions to reduce food waste. Cultural beliefs significantly shape food attitudes and waste. Tailoring sustainable practices to traditions helps to ensure food security. Embracing cultural diversity can lead to the development of effective and sustainable food consumption patterns across different parts of the world.

To the best of the authors’ knowledge, this is the first paper fully devoted to revealing how different cultural backgrounds shape food consumption habits and which marketing strategies aiming to nudge positive changes in responsible food consumption are preferred in different cultural contexts.

The aim of this study is to enhance diversity, equity, and inclusiveness (DEI) culture by using individuals’ learning engagement (ILE) as a catalyst with formal and informal learning engagement interventions for sustainable learning and performance.

As part of a transdisciplinary study (DEI and learning), a mixed method was used. The data from 16 semi-structured interviews (SSI) with corporate professionals was analysed to create the ILE framework for enhancing DEI culture. A focus group discussion and experimentation were used for validation as triangulation.

The suggested ILE framework had a considerable impact on DEI. Findings revealed a positive, statistically significant association between ILE and DEI cultural enhancement describing how participants' ILE experiences impacted their DEI perspectives, demonstrating compelling evidence of DEI culture enhancement.

This study proposes a sustainable learning approach for a multi-cultural workforce by using the ILE framework for business, HR, DEI and L&D experts to enhance DEI culture.

The study contributes to DEI and learning engagement domains with a framework for integrating all three elements of DEI by using impactful ILE interventions.

In this paper, the authors examine the role of idiocentric and allocentric cultural orientations in employees’ preference for relationship help and for emotional help from third parties in two cross-cultural samples. The purpose of this paper is to clarify the psychological dynamics of cultural dimensions in relation to cross-cultural conflict intervention.

The authors tested the theoretical assumptions by using questionnaire survey in two cross-cultural samples. Study 1 is a cross-cultural comparison within a country, including 83 Dutch employees and 106 Turkish immigrants in the Netherlands. Study 2 is a comparison between countries, including 123 Germany-based German employees and 101 Pakistan-based Pakistani employees.

The results show that employees’ allocentric orientation, but not idiocentric orientation, explains the differences in preference for relationship help in both the within-country comparison (Study 1: individualistic Dutch culture vs collectivistic Turkish culture) and the between-country comparison (Study 2: individualistic German culture vs collectivistic Pakistani culture). However, only in the between-country comparison (Study 2), the findings reveal that the difference in preference for emotional help between individualistic German culture and collectivistic Pakistani culture is mediated by idiocentric orientation (not by allocentric orientation).

The study confirms that the extent to which disputants’ preference for third-party help regarding social and personal aspects does differ across national cultures, and supports that the argument that social relationship is one of the paramount concerns in conflict handling in the collectivistic cultures. In addition, the study signals an alternative way of conducting two culture comparisons and expands our view on the cultural dimension of individualism-collectivism.

The findings have practical implications both for third-party intervention and for managing cultural diversity in the workplace.

In general, this study contributes to our understanding on how culture influences conflict handling and provides suggestions for third parties to be culturally adaptive.

The research demonstrates that culture plays an important role in determining the extent to which disputants favour relationship help and emotional help from third parties. The research is also valuable in terms of reliability. The authors tested the hypotheses in two cross-cultural samples both within a country and between countries.

This chapter explores the role of cultural activity within prison libraries for not only the general wellbeing of prisoners, but also as a form of indirect intervention for addressing unrecognised and/or unaddressed information needs amongst prisoners; particularly important needs of a more sensitive nature often repressed (e.g. remorse, mental health, relationships). Drawing on research to date, the authors discuss the information needs of prisoners, the associated benefits of cultural activity for information need recognition and understanding, and the support role of the prison library; and in relation, identify opportunities for further development of the library as a key change agent in the progressive rehabilitation of prisoners.