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The purpose of this case study is to explore to what extent US university undergraduates participating in a research abroad program through US–Taiwan Partnerships for International Research and Education (PIRE) developed intercultural awareness and cross-cultural adaptability skills. It also suggests additional program design features to enhance students' international experiences.

To better understand participants' experiences in the PIRE program, this study adopts a mixed-methods approach. Demographic questionnaires, pre- and postsurveys, observational field notes and individual interviews were conducted for data collection and analysis.

Students perceived the experience abroad to improve their intercultural awareness and skills such as openness to cultural differences, coping with challenges abroad and effectively working in diverse teams. Specifically, quantitative findings reflected group gains in the areas of flexibility/openness and perceptual acuity, whereas qualitative findings indicated growth in students' emotional resilience and personal autonomy.

Additional data collection methods, such as pre-/postinstruments or a longitudinal study would provide a more comprehensive assessment of the impact of education abroad on students' intercultural learning.

Evaluation of programs and outcomes can help identify areas to maximize student learning and assess the value of education abroad.

This is original research and makes a contribution to education abroad programs in postsecondary education.

The purpose of this paper is to develop recommendations for measures assessing intercultural training needs for international human resource management. Based on scientific as well as application‐oriented criteria the aim is to select six measures assessing general intercultural competencies and with the help of behaviour ratings in interactive intercultural exercises to evaluate the psychometric quality and practicability of the questionnaires for training purposes.

Psychometric quality including prognostic power of ICSI, FLCS, NVCCS, ISAS, TIHK, and SIB was tested by correlating subjects' questionnaires results with observations of their actual behaviour in intercultural exercises.

Satisfying psychometric quality and prognostic validity of almost all measures was found. Especially TIHK, ICSI, and FLCS score well for assessing training needs whereas the results for SIB were problematic.

The study observed student participants of the same culture. Replication studies should examine large samples of different cultural backgrounds and manager populations.

Human resource managers may benefit from gaining knowledge about which measures to use for identifying employee's weaknesses in intercultural competence in order to create tailor‐made training interventions.

The study is the first providing information about the psychometric quality, including predictive power, of six measures, that assess intercultural skills to detect intercultural training needs.

Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.

A defining feature of international business is the necessity for people from diverse cultural backgrounds to interact and collaborate but intercultural interaction is difficult and may give rise to disagreement and conflict. I have been working on the dynamics that promote positive intercultural interaction in the international business context, and two streams of my research, one empirical and the other conceptual, are reviewed here. The first stream is concerned with fairness issues surrounding the pay disparity between locals and expatriates in multinational enterprises operating in China, which has implications for MNC operations in other emerging economies. My research has shown that the pay disparity is associated with negative reactions from local employees but some management practices associated with the relationship between locals and expatriates, attributions made by locals, and salient norms about the pay disparity can buffer such negative reactions. In this research program, the focus is not on the actual interaction between locals and expatriates. To address this gap, a conceptual framework is presented, which provides insight about the factors that contribute to positive interaction between locals and expatriates. This paper ends with implications for future research on intercultural interaction in the MNC context.

Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural environments.

The intercultural competency levels of 390 engineering doctoral students were measured by using the Miville–Guzman Universality-Diversity Scale-Short Form (MGUDS-S). Data were analyzed using ordinary linear squares regression. Results are considered descriptive, rather than causal.

Results show that female engineering doctoral students are more likely to score higher on the MGUDS-S than male engineering doctoral students. Proficiency in multiple languages and previous work- or volunteer-related travel experiences are positively associated with doctoral students’ intercultural competency.

As internationalization of engineering research and innovation continues to expand, findings suggest that providing students with more opportunities and support for work- or volunteer-related travel and opportunities for learning new languages may help facilitate the development of intercultural competency and students’ willingness to engage in long-term international professional opportunities and research partnerships.

In this chapter, we attempt to establish global leadership broadly and intercultural competence specifically as constructs of leadership that are essential in the global context and accessible and applicable within the Eastern and Central European context. We examine several international studies of global leadership and cultural differences and highlight the patterns of culturally bounded values and behaviours that can be found in Eastern and Central Europe. We also explore the dimension of intercultural competence, its development, and share two case studies where intercultural competence was either enacted or needed in an Eastern or Central European context. Finally, we share different frames that can and/or have been employed to examine glonal leadership in Eastern or Central Europe. By looking at the cultural differences that have been uncovered in the region and the concept of intercultural competence as foundational to success, we can see that leaders aspiring to global leadership work in this region can find the dimensions of global leadership that will support their goals. The development of intercultural competence specifically and global leadership acumen broadly can be a topic for a different chapter in a different volume.

There has been an upsurge of publications based on Hermann Witkin's ground-breaking work on cognitive styles and human perception differentiated into field-dependent and field-independent styles (Winerman, 2006; Nisbett & Miyamoto, 2005; Nisbett, 2003). This paper builds on current and past research of Witkin (1969) and applies his concepts to the study of global managers and OD practitioners. The goal is to describe core aspects of culture-related challenges, which global mangers and OD practitioners have to overcome, and ends with proposing future research on the possibilities of training global managers and OD practitioners in order to develop integrated perceptual-cognitive ability (IPCA). Such an IPCA competence would allow them to master both field dependent and field-independent perceptual-cognitive skills.