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The purpose of this paper is to investigate the extent to which intragroup conflict mediates the relationship between cultural diversity and group outcomes.

Three types of intragroup conflict were considered: relationship, process, and task conflict. Cultural diversity was defined as group members' dissimilarity in horizontal and vertical individualism and collectivism. Group outcomes were operationalized as satisfaction with the group and perceived performance of the group. Mediated regression analysis was used to test the hypothesized relationships with data from 76 science research groups.

Cultural diversity was positively related to relationship, process, and task conflict. In turn, the three conflict types were associated with unfavorable group outcomes. Further, the three types of conflict were shown to mediate the relationship between cultural diversity and group outcomes.

Potential limitations of this study include its cross‐sectional design, common method bias, generalizability of findings, and use of three different questionnaire formats. The possible impact of these limitations is addressed.

Although this research implies that culturally homogeneous groups have better outcomes, it is often impossible and undesirable to assemble such groups. The targeted use of cross‐cultural training programs may help individuals function well in culturally diverse groups by lessening conflict and thus allowing more favorable group outcomes.

Previous research has either asserted a relationship between cultural diversity and unfavorable group outcomes or shown a relationship between intragroup conflict and unfavorable group outcomes. The contribution of this study is to show that intragroup conflict mediates the relationship between cultural diversity and group outcomes.

Previous research on international negotiations has primarily examined cross‐cultural differences in behavioral styles. Supplementing this prior research, we focused on outcome in negotiations. The study examined relationships between culture and outcome in contract negotiations, and analyzed how negotiation behavior mediates between culture and outcome. Sixty Mexican and Norwegian subjects participated in a negotiation simulation with potentially integrative outcomes. The study included 12 Mexican dyads, 12 Norwegian dyads, and 6 cross‐cultural dyads. Two aspects of outcome: joint benefit and distribution of benefit between negotiators, and two aspects of process: progression of offers and verbal communication, were examined Results indicated an effect of culture on integrative results, but not on distribution of benefit. Process differences found were related to the progression of offers over time, and not to verbal communication. Managerial implications are discussed and directions for future research indicated.

Psychotherapy and clinical supervision outcomes are influenced by client and supervisee factors, one of which is cultural identity. Those with diverse racial and ethnic minoritised identities often experience disparities in therapy outcomes. Therapists and supervisors need to be responsive to the identity of those they support. The multicultural orientation (MCO) framework is an emerging concept in psychotherapy and clinical supervision that may offer these practitioners a framework to be responsive.

A preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews was conducted. Six databases, PubMed, Scopus, Embase, Academic Search Complete, Web of Science and PsychInfo, were searched for peer-reviewed literature published in English between the years 2000 and 2023.

A total of 1,553 sources were identified, of which (n = 42) are included in this review. Findings suggest that MCO is still in its infancy as applied to therapy and clinical supervision. Most of the research has been conducted in America, using quantitative methodologies with white western populations. Cultural humility is the most studied MCO pillar, and variables such as reductions in psychological stress, the working alliance and microaggressions are reported on as outcomes. MCO applied to the group therapy process is an emerging finding of interest. However, more research is needed, especially experiential designs across different and diverse populations and contexts.

MCO is an emerging therapy and clinical supervision process that has the potential to improve the outcomes for therapy clients and supervisees. Further research is needed to replicate current studies, and further research with diverse populations, countries and contexts should be undertaken as a priority.

This study investigates the influence of cross-cultural stable and dynamic competencies on expatriate adaptation and outcomes.

This study surveys 10 expatriates in Taiwan and conducts qualitative analysis based on the newly collected original data.

The study's results confirm that cross-cultural stable and dynamic competencies improve expatriates' cross-cultural adaptation, enhancing expatriate outcomes in cross-cultural environments.

This study contributes to cross-cultural management research by clarifying the characteristics and action mechanisms of cross-cultural stable competencies (including cultural empathy, emotional stability, social initiative, open-mindedness and flexibility) and cross-cultural dynamic competencies (including relational skills, general self-efficacy and non-ethnocentrism) in the international business context. The study's findings suggest future research directions in the empirical investigation of the antecedents, characteristics and results of cross-cultural competencies, cross-cultural adaptation and expatriate outcomes.

In this chapter, Ravind Jeawon and I discuss the ideas around being responsive to diversity in an evidence based manner. Although this chapter belongs within the evidence based responsiveness section discussed in the previous chapter, we both considered it essential to provide a whole chapter on its theory and application, as it is an integral area often overlooked in clinical training and provided a curtesy overview during ongoing professional development and clinical supervision. The multicultural literature uses different terminology to refer to the practice of responsiveness, we discuss these ideas and the evidence base for them, while introducing the reader to other processes and theories which will help developing practitioners make sense of what can be a vastly complex area of clinical work. Several adapted, real life case examples are drawn from Ravind’s clinical experience to encourage reflection and provide insight into these processes.

The rise of the era of mobility, or at least of a rhetoric on the benefits of mobility for individuals, can closely be connected with the late modernity and optimist views of the self's capacity to adapt to the challenges posed by globalisation. Mobility thus becomes an act expressing the individual appropriation of an “enlarged” action-space, supposed to become less constrained by social determinism. According to this assumption, mobility can also be seen as a form of elective biography (do-it-yourself biography) and would favour the emergence of a freer individual. Results of the analysis of 80 student accounts on experiences of Erasmus mobility within Europe have shown that student mobility reinforces the individual belief of being able to face changing environments, to monitor the self and to be monitored as a self, and to take control on one's life-path in a reflexive way, by accepting risks impelling new dynamics. From the students’ perspective, mobility experience seems to release impulses for personal growth and individual autonomy. Yet this advantage, however important it may be, often dominates the other outcomes of a mobility period, such as cultural and political awareness, intercultural competence and enlarged feeling of belonging. This result creates a tension with views and expectations for students to become “culture carriers” and vectors of Europeanisation, since the pro-social and societal dimensions of student mobility outcomes, as an experience supporting cultural awareness and understanding, tolerance and civic conscience were less systematically present at the end of the stay abroad.

The purpose of this paper is to serve as a comprehensive review of short-term study abroad (STSA) outcomes to help guide future STSA and study abroad (SA) scholars and practitioners in the further development of the field.

This paper is the first comprehensive and systematic review of all outcomes of STSA programs within the SA body of research based on 156 papers.

The study provides the first comprehensive classification of all previously studied STSA outcomes (85) into six categories: cross-cultural outcomes, STSA pedagogy outcomes, personal and professional outcomes; language outcomes; teacher and faculty outcomes; and other outcomes. Distinct sub-categories are identified that provide insights on the current landscape of STSA and related research.

This study makes a significant contribution to the theory and practice of SA, and among the key contributions are a systematic understanding of the scale and scope of STSA outcomes; insights on the most efficient design of future STSA programs; and an expanded understanding of the role and importance of STSA programs in international education. Furthermore, a comprehensive STSA outcomes map develops an extensive research agenda.

While the COVID-19 pandemic currently limits the opportunities for STSA, given its previous popularity, the authors envisage a strong return in the coming years of this form of affordable and valuable global learning. STSA programs have become an important component of higher education and which require considerable resources from participants and educational institutions alike. Therefore, further research is needed to understand the impacts of STSA programs and to further improve program design. Such research will serve to better inform both academic understanding of the phenomenon and educational practice.

The study provides the first comprehensive classification of all studied STSA outcomes.

To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections, facilitation, and the construction of a collaborative learning community.

To investigate the complex processes and principles of cultural learning, a multi-method approach is applied to an extensive comparative study of default and intervened cases within three management classes. Evidence is drawn from multiple sources of qualitative data including class observations, meeting minutes, focus groups, and group interviews with students and instructors.

Results indicated that in default cases, little explicit attention was given to a situated perspective of culture, or to the rich sources of cultural knowledge available among members of the classroom community. In contrast, following the intervention cases where SiCuLA was applied, there was strong evidence that much more attention was given to enhancing student contextual knowledge. Nonetheless, there were some challenges in applying these processes within the classroom context.

This is the first study to extend and operationalize SiCuLA in a classroom setting. More importantly, the evidence forms the empirical basis for deriving theoretical principles for cross-cultural management (CCM) education and training. It contributes to studying cultural contexts as sources of knowledge for learning through active co-participation. It also contributes to positive CCM learning with an emphasis on human agency that encourages students to take more responsibility and ownership of their cultural learning.

This paper aims to explain the effects of national and organizational cultures of boundary spanners on their choices of using three archetype power-based behaviors – dominance, egalitarian and submissive – with supply chain partners. Improved outcomes for global supply chain (GSC) partners are anticipated due to the ways that cultural intelligence affects these culturally guided decisions.

Drawing on multiple streams of literature and focusing on boundary spanners in GSCs, the authors build a conceptual framework that highlights cultural antecedents of predispositions toward power-based behaviors and explains the moderating role of cultural intelligence of boundary spanners on behaviors performed.

The authors propose that boundary spanners’ national and organizational cultural values influence predispositions toward applying and accepting power-based behaviors. They also discuss how cultural intelligence moderates the relationship between culturally determined predispositions and power-based behaviors applied by partners. The cultural intelligence of boundary spanners is argued to have a pivotal role in making power-based decisions, resulting in healthier cross-cultural buyer–supplier relationships.

This paper is the first paper to advance an understanding of the cultural antecedents of boundary spanners’ power-based behaviors that are exercised and interpreted by partners in GSCs. Furthermore, the potential role of cultural intelligence in inter-organizational power dynamics and power-based partner behaviors in supply chains has not previously been discussed.

Cultural entrepreneurship research is on the rise, with a growing community of scholars paying attention to the cultural processes and outcomes involved in entrepreneurship, strategic innovation, and change. To further develop this community, in this volume we assemble a collection of contributions showcasing two promising advances. In Section A, a first set of papers puts culture in cultural entrepreneurship by highlighting a multi-faceted view of culture and exposing new ways by which culture shapes and is shaped by entrepreneurial action. In Section B, another set of papers takes cultural entrepreneurship beyond entrepreneurship – that is, the prevalent yet narrow focus on new venture legitimation and resource acquisition – by broadening the scope of what cultural entrepreneurship entails and explains. In this introductory paper, we discuss how contributions within each section move the conversation forward and identify cross-cutting themes that can be found in both sections of this volume.