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The purpose of this paper is to explore communication challenges related to geographic distance, with emphasis on differences in national culture and language between R&D and manufacturing engineers, in a development project faced with uncertainty and equivocality.

The results originate from a longitudinal single-case study of a commercial product development project.

Three communication challenges are identified: clarity of shared information, intention to share information, and responsiveness to information received. The challenges are strongly associated with differences in national culture and language. The study also indicates that the communication challenges cannot only be handled by the use of rich communication media, but also by employment of communication media of low richness such as e-mails or “picture books”.

The single-case study approach limits the ability to generalize the findings. Future research should thus focus on additional studies of geographically separated R&D and manufacturing.

The results from the study provide important insights for the management of product development in geographically dispersed settings. The findings emphasize the need to consider potential differences in national culture and language within a product development team. Acknowledging these differences and managing them properly can support efficiency of product development projects.

This chapter reviews key research on the similarities and differences in leadership and management across different regions of the world. It also looks at similarities and differences on other relevant aspects, that is, commitment, work values, personality and emotional intelligence. Research has tended to focus on drawing out the differences as that appears to be worthy of news and attracts interest. We also report on the types of errors in research which might actually make real differences appear much larger. The reality is that what we find is a great deal of similarity in leadership and management behaviour across the different regions of the world. Given these similarities, can we develop a management level Situational Judgment Test (SJT) that can be used effectively across different world regions? We believe this can be achieved by identifying SJT items that work consistently across world regions and then assembling a bias-free test with robust psychometric properties.

This paper aims to identify the role of language in international business context, especially in a post-merger integration (PMI) process, and to develop a framework for language strategies in a PMI context.

Based on the authors’ review and building on earlier works, this paper develops a conceptual model regarding the use of language in different PMI scenarios and identifies the key resource mix that may be suited for an effective deployment of language strategies.

The authors find that the use of a language at target firms depends on the degrees of strategic interdependence and organizational autonomy. They classify different constellations of targets in a PMI context and propose the most appropriate language strategies for different classification of PMI firms.

The authors develop five testable future research propositions based on our conceptual model. The paper is not without its limitations. The authors’ propositions need to be tested in future studies. It may be sometimes difficult to collect data based on all the four segments of firms using a quantitative design. It is also challenging to investigate about the language used at the target firms using quantitative designs.

The authors’ model has several practical implications for the managers. Bidder firm’s managers can decide the use of appropriate language depending on their acquisition strategy. It is very likely that target managers have to change the language following the acquisition, and because of this change, influence on their routines will be significant. This issue becomes most important if both firms do not speak the common corporate language – English language. The authors bring ideas for a best fit, which are applicable not just for merger and acquisition but also for other strategic sourcing areas such as outsourcing strategies.

There are several negative emotions that are invoked through language. Language is also power laden and affects social structure and group dynamics at work. By addressing the use of appropriate language strategies, people can potentially avoid the dark side of language.

The authors present testable propositions for future research in a PMI context.

For decades organizational citizenship behavior (OCB) has been of interest to scholars and practitioners alike, generating a significant amount of research exploring the concept of what citizenship behavior is, and its antecedents, correlates, and consequences. While these behaviors have been and will continue to be valuable, there are changes in the workplace that have the potential to alter what types of OCBs will remain important for organizations in the future, as well as what types of opportunities for OCB exist for employees. In this chapter we consider the influence of 10 workplace trends related to human resource management that have the potential to influence both what types of citizenship behaviors employees engage in and how often they may engage in them. We build on these 10 trends that others have identified as having the potential to shape the workplace of the future, which include labor shortages, globalization, immigration, knowledge-based workers, increase use of technology, gig work, diversity, changing work values, the skills gap, and employer brands. Based on these 10 trends, we develop propositions about how each trend may impact OCB. We consider not only how these trends will influence the types of citizenship and opportunities for citizenship that employees can engage in, but also how they may shape the experiences of others related to OCB, including organizations and managers.

There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast Asian ELLs and provide practical recommendations for educators teaching literacy skills to this population.

To identify studies for inclusion in this review, a systematic literature search was conducted of peer-reviewed studies and dissertations were published between 2001 and 2016. Articles were included in the authors’ review, if those described a literacy intervention where the sample was entirely East and/or Southeast Asian ELLs, or, if the sample included other groups, the study provided an analysis of the intervention’s effectiveness specifically for the East or Southeast Asian ELLs in the study. Both quantitative and qualitative studies were included.

The authors’ search yielded seven studies. The authors found three main contributors to effective literacy instruction for this population: culturally relevant instruction, family involvement and encouraging first language (L1) development to facilitate language and literacy in English. Results indicated that interventions that consider a student’s cultural style (i.e. preference toward a teacher-centered classroom) or included cultural familiar themes/texts were found to be more effective. In addition, strategies that encouraged the development of L1, such as the use of dual-language books, explicitly teaching contrastive analysis and providing the same book to be read at home and a school were all correlated with greater literacy gains. Finally, facilitating home-school communication seemed to contribute to the efficacy of several of the interventions.

This paper reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population. This review is limited by the small number of relevant studies and the fact that not all East/Southeast Asian languages or ethnic groups were represented. There is still a great need for future research to determine what methods or combination of factors are effective with East/Southeast Asian ELLs of various ages and needs.

The findings from this paper have generated practical recommendations for educators teaching literacy skills to East/Southeast Asian ELL students, such as: tailor literacy instruction to be culturally relevant, design interventions around student’s preferred learning style, encourage parent/family involvement, provide bilingual instruction and bilingual reading materials and provide parents with books and information about the literacy curriculum.

This paper also reveals the need to expand the current knowledge base on effective literacy instruction and intervention for East/Southeast Asian ELL students, especially research on population validity, given the specific needs of this growing population.

Based on an extensive literature search, this is the first paper to review and summarize the research on literacy interventions for East/Southeast Asian ELLs over the past 15 years. This paper provides valuable recommendations to educators and calls for more research on English literacy acquisition specific to this population.

The purpose of this paper is to investigate the role of relational competences, such as open-mindedness and the ability to adapt business style, in developing trustworthy relationships through communication in the export markets in different cultural contexts.

The analysis is performed on survey-based data from a sample consisting of 39.9 percent of the total population of Norwegian seafood companies involved in exporting, including 108 business relationships.

The findings reveal that adaptive business style and communication mediate the overall effect of open-mindedness on trust building between partners in the export markets. The adaptive business style fully explains the effect of open-mindedness on communication. Open-minded persons are better prepared to achieve communication on a high level because they are more likely to adapt to a new business style. Performing adaptive business style improves communication, particularly when the importer belongs to a dissimilar culture. For trust building, communication is equally important, irrespective of cultural differences.

Exporter should aim at recruiting open-minded people because they have the advantage that they are capable of performing a variety of negotiation styles and business approaches, depending on the situation.

This paper develops a model that integrates key constructs from the relational paradigm with constructs rooted in different research streams, extending our knowledge regarding salespeople competences that are important in order to develop business relationships in export markets.

This paper aims to describe a method of training for practitioners in democratic Therapeutic Communities (TCs) which has been used in several settings across the world over the past 25 years: the “Living-Learning Experience” (LLE) workshop. It goes on to consider the cross-cultural implications of the work.

Drawing on the experience of running exactly the same programme in different countries and cultures, the paper examines the cross-cultural adaptability and describes necessary adaptations for local circumstances. It also contains original ethnographic research in UK and Italy; further study is planned for other countries.

The workshops are readily transferable to different cultures and are appreciated for their democratic and relational way of working.

The ethnographic study examines the workshops in some depth, in UK and Italy, and could usefully be replicated in other countries. No quantitative, outcome or follow-up studies have yet been done, and this paper could contribute to the design of useful quantitative studies.

The paper demonstrates that the LLE is a useful experiential learning tool in widely different settings. It could be developed in different ways, such as for developing relational practice or establishing therapeutic environments in different settings.

The workshops' acceptance in widely different cultures indicates that the open and non-didactic format addresses essential and fundamental qualities required for therapeutic engagement and human relatedness.

This is the first description of the principles of democratic TCs being applied across different international settings. Its value extends beyond the TC field, to the use of democratic and relational principles' applicability in therapeutic pedagogy and training.

The focus of global training has primarily been on preparing employees to work effectively in other cultures, such as in expatriate training, acculturation training, and training for technology transfer. One issue that has been ignored is the implication of using training systems that are developed in a specific cultural context and then deployed globally. This chapter proposes a framework to show the influence of culture on one aspect of training effectiveness, the transfer of newly learned skills to the job. Specific relationships are proposed, using Baldwin and Ford’s (1988) transfer of training framework as a guide, and also by synthesizing findings from areas such as cross-cultural psychology, human resource management, education, and technology management.

The purpose of this study is to better understand what components impact the creation of organizational leaders’ social capital. The study further seeks to illuminate the effects of participating in a leadership development seminar on the creation of social capital in global contexts.

The data was collected through questionnaires from 540 leaders across 69 countries of a global firm. The hypotheses that were developed from existing literature were tested using regression analysis. Quantitative scales were created by averaging the responses to the pertinent survey items. The reliability of these scales was assessed with Cronbach’s alpha. Factor analysis was performed to assess whether the items from each scale measure distinct constructs.

The results of this research showed effects of three components (interactive opportunities, individual-owned resources and motivational interactivity constraints) on social capital. Specifically, the research substantiated that these components differently impacted advice ties and social relations.

The study showed that firm leaders’ advice ties and social relations were differently impacted by identified components. With this in mind, organizations need to consider how they enhance and maintain the balance between advice ties and social relations among their leaders.

Empirical testing targeting organizational leaders in a global firm helped reveal findings in which variables impact their social capital. Based on the findings, this paper presents a framework that shows the identified components’ impacts on social capital ties and social relations.