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In response to the somewhat paradoxical combination of increasing diversity in the global workforce and the resurgence of nationalism in an era of global mobility, the purpose of this paper is to uncover how employees on international assignments respond to exposure to new cultures. Specifically, the paper aims to explicate the underlying psychological mechanisms linking expatriates’ monocultural, multicultural, global and cosmopolitan identity negotiation strategies with their responses toward the host culture by drawing upon exclusionary and integrative reactions theory in cross-cultural psychology.

This conceptual paper draws on the perspective of exclusionary vs integrative reactions toward foreign cultures – a perspective rooted in cross-cultural psychology research – to categorize expatriates’ responses toward the host culture. More specifically, the study elaborates how two primary activators of expatriates’ responses toward the host culture – the salience of home-culture identity and a cultural learning mindset – explain the relationship between cultural identity negotiation strategies and expatriates’ exclusionary and integrative responses, providing specific propositions on how each type of cultural identity negotiation strategy is expected to be associated with expatriates’ exclusionary and integrative responses toward the host culture.

The present study proposes that expatriates’ adoption of a monocultural identity negotiation strategy is positively associated with exclusionary responses toward the host culture and it is negatively associated with integrative responses toward the host culture; expatriates’ adoption of a multicultural identity negotiation strategy is positively associated with both exclusionary responses and integrative responses toward the host culture; expatriates’ adoption of a global identity negotiation strategy is negatively associated with exclusionary responses toward the host culture; and expatriates’ adoption of a cosmopolitan identity negotiation strategy is negatively associated with exclusionary responses, and positively associated with integrative responses toward the host culture. The following metaphors for these different types of cultural identity negotiation strategies are introduced: “ostrich” (monocultural strategy), “frog” (multicultural strategy), “bird” (global strategy) and “lizard” (cosmopolitan strategy).

The proposed dynamic framework of cultural identity negotiation strategies illustrates the sophisticated nature of expatriates’ responses to new cultures. This paper also emphasizes that cross-cultural training tempering expatriates’ exclusionary reactions and encouraging integrative reactions is crucial for more effective expatriation in a multicultural work environment.

While the literature on migration highlights the reshaping of host and immigrant population in countries, there is a paucity of research in marketing investigating the evolving dynamics for acculturation. The purpose of this study is to further the understanding of the emerging phenomenon of acculturation and identity negotiation.

Three experiments examined situational ethnicity, self-construal and identity negotiation in home and host culture work and social settings. Study 1 and Study 2 were conducted in the United Kingdom (UK), where the host country is the majority population. Study 3 was conducted in the United Arab Emirates (UAE), where the host country is the minority population. Study 4 utilized qualitative interviews in both countries.

Results from all four studies show that ethnic consumers deploy “indifference” as an identity negotiation mechanism when the host society is the majority population (UK) and when the host society has the minority population (UAE).

The authors offer new insights into identity negotiation by ethnic consumers when the host society is the majority population as well as the minority population. “Indifference”, i.e. preferring to neither fit in nor stand out as an identity negotiation mechanism, is deployed in work and social settings of home and host societies. The authors also advance the existing literature on acculturation by examining whether independent and interdependent self-construal influence identity negotiation.

The theme of this keynote address is conceptual puzzles raised by empirical research on conflict management and resolution. Three types of puzzles are highlighted: those that deal with processes, identities, and situations. The process puzzles include some counter‐intuitive implications of negotiating strategies and interaction process dynamics. The identity puzzles include the ways in which identity is negotiated, perceptions of ingroups and outgroups, and the connection between loyalty to groups and collective action. The situation puzzles address attribution issues, the distinction between passive actors and active agents, and the role of history. An attempt is then made to juxtapose the puzzles toward a larger conception of a field that emphasizes change in the phenomena we analyze in research and shape through practice. A number of these ideas are found also in the research of previous IACM lifetime award recipients, with whom connections are made.

The purpose of this paper is to investigate the negotiation of learner and worker identities in a group of high-skilled newcomers who participate in an introductory and mentoring programme.

The paper takes the interdependence of learning, work and identity and a constructivist approach to identity as a point of departure. The design is qualitative with semi-structured interviews as the main source of data.

For the learning potential in introductory programmes to be fulfilled, all parties involved must recognise a need for learning. This is especially important in organisations that are knowledge intensive and that demand highly skilled and competent workers, as negotiations of learner identity might be more demanding for this group of employees.

The current paper is situated in a specific organisational and national context, and only pays attention to some of the negotiations between expert and learner identities that are relevant if induction programmes and initiatives should be experienced as positive. Connections between identity work, learning and job performance for this group of workers should consequently be empirically investigated by a variety of methods and within several organisational and national contexts.

The paper shows that it is vital for organisers and leaders to be sensitive to the significance that the identity work has for learning, when they plan, execute and evaluate induction programmes and initiatives for high-skilled and competent workers.

The facilitation of job transitions and induction for high-skilled and experienced workers is underresearched, and the paper shows how identity and learning is closely connected for this group of employees.

The purpose of this paper is to contribute to an understanding of the role of social media in negotiating and managing identity for transient migrants relating to the home and host culture during the acculturation process.

Focussing on international students in the UK, this paper reports on findings from a qualitative study involving interviews with 27 transient migrants about their social media use and the negotiation of their identity online.

This paper highlights the multifaceted role that social media plays in the identity negotiations of transient migrants and it offers three theoretical contributions. First, the authors show that social media serves as a medium, consequence and determinant of identity. Second, provide four strategies for identity management are provided: boundary management, access management, online content management and offline content management. Third, contextualised support is provided for a reciprocal relationship between the different identity-related roles played by social media.

The paper highlights the complex role of social media for identity within the acculturation process for transient migrants. Identity contestation may be salient for young student migrants, especially where there is a large cultural distance between the home and host culture. Identity negotiations and struggles may not be salient with older migrants or migrants who have migrated for different reasons or where there is a small cultural distance between the home and host culture.

This paper offers recommendations for social media site designers for enhancing the users experience during acculturation by guiding the navigation with identity management strategies as well as to highlight the possible predicaments of not managing their identity online.

Based on qualitative research with transient migrants using social media during acculturation, the paper provides a theoretical model of the role and reciprocal relationship of social media for identity, serving the role as a medium, consequence and determinant. The paper incorporates four identity management strategies that migrants can use on social media.

The purpose of this paper is to explore how bicultural consumers differ from monocultural consumers in terms of personality traits and identity negotiation.

Through a multidisciplinary literature review, some anecdotally and qualitatively supported differences between biculturals and monoculturals are reviewed and formulated as hypotheses, and a survey is used to collect quantitative data from a mixed random‐purposeful sample.

Relative to monoculturals, biculturals exhibit greater concern about their acceptability within pertinent reference groups and society at large; have comparable levels of need for uniqueness and art enthusiasm; and consume more artwork as a means and in the process of their routine negotiation of (ethnic) identity. Ethnicity, need for social acceptability, need for group identification, and art enthusiasm are predictors of artwork consumption. Ethnicity, in particular, is a key precursor of artwork consumption.

As a starting‐point for understanding the bicultural consumer, the study is subject to exploratory research limitations.

As partial manifestations of globalization, businesses are challenged today in several ways by the rise and proliferation of the bicultural neotribe. Businesses do not have to fall victim to these challenges; they can turn them around and strategically leverage them as marketplace opportunities. The study provides some early insights that can help businesses to leverage such opportunities.

The purpose of this study is to examine the negotiation tactics used in business-to-business (B2B) negotiations in creative sectors and to shed light on some of the characteristics of creative sectors that might drive these behaviors.

This is a multiple-case study involving interviews with 18 creative sector negotiators engaged in B2B negotiations.

The findings suggest that negotiators in B2B firms in creative sectors use a variety of negotiation tactics to reach agreement, but that there are some differences compared with other sectors. One group of tactics, not represented in existing taxonomies, is identified and termed closure-seeking tactics, referring to tactics intended to speed up the negotiation process and reach agreement as quickly as possible. The reasons for creative sector negotiators’ choice of closure-seeking tactics might stem from their desire to expedite the start of new projects to enable them to fulfill their creative drive.

In addition to the identification of group of tactics observed in creative sectors, but not anticipated by existing research, the findings indicate that negotiators in creative sectors seem to lack interest in, and expertise for, negotiating and might be driven more by the desire to get on with the creative process than by concerns over monetary gains when negotiating. This could reflect unique characteristics of creative sectors and the people who work in these sectors.

This work offers new insights and understanding about tactics used in B2B negotiations in creative sectors. These findings have important implications for both practitioners in creative sectors, who might be too eager to reach closure quickly, and practitioners negotiating with firms in creative sectors, who need to understand the unique characteristics of these firms.

The originality of this work lies in its consideration of tactics used in B2B negotiations in the under-studied context of creative sectors and investigation of the reasons that drive the choice of tactics.

The purpose of this paper is to review literature on librarian professional identity to develop a more integrated understanding of this topic.

Literature was retrieved and analysed with no date or geographic limit from nine databases on the subject of librarian professional identity. A combination of keywords and database specific controlled language was utilized to increase retrieval, as well as inspection of reference lists. Exclusion criteria were applied.

The review found 14 characteristics or themes relevant to librarian professional identity formation and development, understood as process over time. This process is in part defined by benchmark events, such as critical incidents, as well as highly personal aspects, such as perception of these incidents. This review also introduces an original conceptual model of librarian professional identity formation and development.

A limitation of this review was that only English-language literature was considered. A further limitation is the omission of works that have not been formally published. Additionally, the model introduced is untested.

By reviewing librarian professional identity literature, this paper offers an integrated understanding of this topic and introduces a new, original model to understand the process of librarian professional identity and development. It further offers an examination based on a sociological lens to examine this identity.

The paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.

The authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.

Two themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.

This study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.

The findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.

In a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.