Search results

In a world that represents a diverse genre of individuals ranging from age to sexual orientation and beyond, organizations struggle to create a culture of belonging. A culture where an individual feels comfortable and empowered to bring her authentic self to the workplace. We argue that a culture of belonging happens when leaders practice cultural humility and inclusion competencies and work together with their diverse populations to transform the existing culture. Creating a culture of belonging requires all leaders of the organization to assess their inclusion competencies, understand power dynamics that exist within the organization, and be constantly aware that belonging is a continual process. We found that when leaders of an organization engage in cultural humility training, inclusion competencies assessments, and personal development plans (PDPs), the outcome resulted in a greater awareness of self and others along with a recognition of the existing power dynamics that can result in employees feeling they are a part of the organization. We opined that cultures of belonging exist when organizational leaders ensure each members’ psychological well-being and safety. We conclude that transparency in today’s organization consists of leaders finding practical ways to connect diverse groups of members. Transparency is also about having open doors where people of all ethnic, racial, sexual, and religious statuses are welcome to enter. Our study supports the findings of Katz and Miller (2016) that a culture of belonging is where trust is built, the thoughts and ideas of others are respected, and safety exists for all members.

Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution.

The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context.

Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism.

This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.

Understanding belonging provides a better insight into the structural, political, cultural and gendered elements of entrepreneurship. This paper aims to focus on Mexican female entrepreneurs’ (MFE) experiences in managing material and affective aspects of entrepreneurial belonging during the start-up and transition phase to become an established business owner.

The narrative analysis is based on qualitative interview data with 11 MFE in Mexico.

The analysis reveals that MFEs’ sense of belonging evolves from self-oriented to more socially-oriented identity claims. In the former, the need to “fit in” and achieve material aspects of belonging is intertwined with gender and family responsibilities. In the latter, the need to “stand out” and achieve affective aspects of belonging is intertwined with validating entrepreneurial achievements by challenging gendered assumptions and helping others through the notion of “sisterhood.”

The paper extends the understanding of the relation of material and affective aspects of belonging as an “evolving” process from the nascent stage to the established stage of entrepreneurship. Within the evolving process of entrepreneurial belonging, a shift from material to affective aspects unveils a theoretical framework that relates belonging, gender and entrepreneurship in context. This process seems to regulate entrepreneur’s agency in what they interpret as acceptable while standing up against challenges and legitimizing belonging through the emergence of a “sisterhood.”

The present study examines the strategy and culture of 32 Indian organizations belonging to seven industry segments namely construction, banking, information technology (IT), pharmaceuticals, power, steel, and telecom. Further it also examines the linkage between the organization's strategy and the culture of the organization.

It has used the typology suggested by Miles and Snow and organizational culture assessment instrument developed by Cameron and Quinn which is based on the competing values framework of Quinn and Rohrbaugh. The Miles and Snow framework suggests four organizational strategies namely, prospector, defender, analyzer and reactor. Organizational culture is categorized into four types: adhocracy, clan, market, and hierarchy.

The findings indicated that there are significant differences in the strategy and culture of organizations belonging to different industry segments. Prospector strategy is most widely used by the telecom industry and least in construction. The analyzer strategy was reported to be most frequently used by the IT sector and defender and reactor strategy were used by the construction sector. Adhocracy culture was most prevalent in the pharmaceutical sector. Clan, market, and hierarchy culture were most prevalent in the construction industry. Further organizations using prospector strategy were high on adhocracy culture. Both clan and adhocracy cultures were found more in organizations with analyzer strategy. Organizations with defender and reactor strategy were high on hierarchy and clan culture, respectively.

This study asserts that different culture and strategy is used in Indian organizations.

The contribution of the study lies in examining the differences in culture and strategy of organizations belonging to different industry segments.

This article seeks to highlight the realities, myths and polarisation of western and Chinese management styles. The article establishes the need to develop an understanding of the underpinning culture and traditions which differentiate management styles. The article provides personal examples of the authors’ experience in straddling the cultural boundary of West and East. The article further advocates a model for establishing the training needs of western and Chinese managers in preparing them to deal with China’s entry into the World Trade Organisation. Internal disparity in China and Europe is briefly highlighted and the article suggests the need to focus on the potential for comparison in cross‐cultural negotiations and management. The article proposes a guiding principals model, which has been developed using three dimensions: “sense of belonging”, “culture and religion” and “management analysis and language”.

The purpose of this paper is to provide an insight into considerations underlying consumers’ perceptions of Norwegian food and to examine what the concept of belonging can add to the understanding of national food.

Two-stage qualitative research design, where data were first collected by in-store interviews with 100 customers in 30 different food retail stores (supermarkets, low discount and specialty stores) in three areas in Norway (East, West and Mid). This was followed by four focus groups with consumers (n=34) in two areas (East and West).

The consumers perceived Norwegian food as having two main dimensions: foods grown and produced in Norway and dishes belonging to traditional cuisine. These two dimensions could coexist and foods that embodied both aspects were higher on a scale of national identity. Perceptions of Norwegian food reflected context, food category and consumer group. The findings support the use of the concept of belonging. Emotional belonging was mainly expressed by the consumers when talking about traditional dishes and Norwegian cuisine, whereas politics of belonging had to do with supporting domestic agriculture and especially produce that has been traditionally grown in Norway.

The findings may have implications for product differentiation and marketing.

This study adds the concept of belonging to the existing literature on consumers, food and place.

The purpose of this paper is to disentangle the different and sometimes controversial aspects of Generation Y workers’ behavior at the workplace and to provide real-life answers to human resource management and the study of employee relations.

The study makes use of an empirical research framework to assess dominant preferences, values and patterns of behavior in workplaces where Generation Y employees have demographic relevance. The main research questions that this paper will address are: RQ1: What are the main features of organizational culture that are deemed functionally important to their job satisfaction by Generation Y workers? RQ2: Which are the general societal and generational values that affect most prominently their behavioral responses to duties and tasks in the workplace? RQ3: How do millennial workers perceive the gap between a real and an ideal organization in which they work in interactional and behavioral terms? The methodology includes a survey and interviews conducted in a multinational corporation based in Budapest. The theoretical framework is the one developed by Margaret Mead (1970) on value preferences and their generational change.

When generational values and behavioral patterns are not in harmony with the proper organizational cultural aspects of the company high attrition rates become manifest. Generation Y workers can be defined as cofigurate culture (Mead, 1970) in the sense that this generation encapsulates innovative aspects in some bridging features to the previous generation (Generation X). This is one of the aspects that may account for the conflicting social and work values that characterize work relations between Generation Y and X employees. Moreover, because of the three different domains on which work satisfaction is built (social, organizational and cultural) Generation Y workers will aim to strike a balance between expectations, ideas about what a good organization should look like and real-life experiences.

Since the research concerns only one company case study, its scope is limited. In particular, empirical approaches to the study of employee relations with Generation Y workers are still few and more research is needed to fill this gap.

Millennial workers are not simply part of a different generation, as they actually share some value aspects and orientations of the previous generation. The practical implication is that the behavioral and organizational features that bridge Generation X and Y preferences should be detected in order to improve employee relations. Second, paying attention to the social, cultural and organizational features that Generation Y workers deem as important when describing their daily work experiences, it is possible to limit miscommunication and reduce attrition rates.

The study of generational features and tendencies at the workplace is an important social field since it brings new insights into work relations and leadership. Treating the Generation Y as a cofigurate culture helps to bring together cultural and social preferences with values built on the workplace and in the social context of belonging.

The paper provides an original contribution to the study of generational, social and organizational aspects concerning the daily work experience of millennials in a corporation. The study builds an empirical framework in which the value aspects that shape the everyday reality of employee relations are measured and triangulated with qualitative data from ethnographic interviews. This paper can be of interest both to academic and to practitioners, thanks to its strong practical application to human resource management.

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.