Search results

The purpose of this paper is to provide an overview on the state of the field in intercultural dynamics on competition and cooperation at the individual, team, and organizational levels. The authors integrate previous studies from multiple disciplines to articulate the contextual importance of intercultural dynamics. The authors also suggest three overarching themes to expand the field of research on intercultural dynamics.

The authors use an integrative literature review to articulate the importance of intercultural dynamics, provide an introduction to the new contributions in this special issue, and propose new directions for future research.

Intercultural dynamics research has the potential to expand in three overarching areas: constructive controversy, collaborative communication, and global competency and identity at multiple levels.

Intercultural dynamics is still a nascent field emerging from cross-cultural and strategic management. The authors hope the review lays the groundwork for more studies on intercultural dynamics at the interpersonal, team, organizational, and mixed levels of analysis in both theory building and empirical works.

Understanding intercultural dynamics in competition and cooperation can help individuals and managers in multinationals and born global organizations navigate cultural complexity and foster cooperation.

The authors hope the ideas on intercultural dynamics can facilitate collaboration and reduce conflict in intercultural encounters at the individual, organization, and societal levels.

This paper offers an overview on the state of the field and lays groundwork for more systematic inquiries on intercultural dynamics in competition and cooperation.

The purpose of this paper is to describe and analyse two features of multicultural societies: diversity and equity. The author argues that both these features are necessary for multicultural societies and their institutions to be successful. Diversity is understood to include variations in culture, ethnicity, religion, age, gender and sexual orientation. Equity is understood to include inclusive participation and the removal of barriers to such participation. Diversity without the opportunity for equitable participation can lead to a form of separation; equity without diversity can lead to a form of assimilation; the absence of both can lead to marginalisation; and the presence of both can lead to a full integration.

This is a conceptual paper with a focus on better understanding of how to manage multicultural societies and institutions.

The author distinguishes between three meanings of multiculturalism; as demography; as policy; and as ideology. He proposes a conceptual framework to illustrate the various ways in which intercultural relations may take place at three levels (society, institutions and individual), and with two kinds of groups (dominant and non-dominant). An analysis of multiculturalism policy in Canada and internationally reveals three principles needed for success in such societies: the multiculturalism principle; the integration principle; and the contact principle.

The use of these concepts for better management of intercultural relations in multicultural societies and institutions through mutual adaptation is proposed.

With much debate and confusion about the meaning and value of multiculturalism, this paper has sought to clarify many of the concepts and distinctions.

This article examines the existing body of knowledge on acculturation, identifies the gaps, discusses its potential consequences for theory and proposes a possible way forward for educational policy and practice in the globalised world.

The body of knowledge on acculturation has developed tremendously during the last century. However, some scholars are critical of its impact on acculturating people, particularly in the societies of settlement. This paper adopted an integrative literature review approach to critique and synthesise the published text on acculturation and education in the era of globalisation.

Despite phenomenal growth in acculturation research and theory, the dominant perspectives and research methodologies hardly help to respond to the emerging trends in intercultural contact and its associated issues in education. A culture learning approach to the study of acculturation can help address the existing gaps, extend the theory, draw contextualised conclusions and take appropriate steps in education to prepare younger generations for an interconnected and interdependent world.

Researchers and practitioners in education may need to be sensitive to the sociopolitical realities in a given context and contextualise their educational endeavours in preparing younger generations for an ever-changing social world.

This narrative review suggests that an intercultural learning approach to education in contemporary times may better facilitate acculturation processes amongst immigrants and non-immigrants alike. Educational systems in multicultural societies may need to undertake context-specific interventions for immigrant children and adolescents in helping them acculturate to the societies of their settlement.

An intercultural approach to education in general and social studies education, in particular, can help younger generations better respond to the emerging trends of acculturation in the multicultural societies of their residence.

Given that young people follow diverse trajectories of acculturation, irrespective of their status of immigration, researchers in cross-cultural studies may need to reflect on existing theories, approaches, frameworks and methodologies with greater sensitiveness to the ecological context, cultural distance hypothesis and the nature of intercultural contact for a deeper understanding of immigrants' acculturation in plural societies.

Psychology, both as science and practice, has been largely developed in one cultural area of the world: Europe and North America. As a result, the discipline is culture-bound, limited in its origins, concepts, and empirical findings to only this small portion of the world. The discipline is also culture-blind, largely ignoring the influence of the role of culture in shaping the development and display of human behaviour. These limitations have resulted in the dominant position of a Western Academic Scientific Psychology (WASP) in relation to other cultural perspectives on human behaviour. The paper aims to discuss these issues.

This paper draws on concepts and strategies in psychology (particularly cross-cultural and intercultural psychology) to propose some remedies to problems arising from the dominant WASP position. For example, of what relevance is such a limited perspective to understanding human activity in other cultures; and how can such a limited understanding serve the purpose of effective intercultural interactions?

The eventual goal is to achieve a global psychology that incorporates concepts and findings from societies and cultures from all parts of the world, one that will permit a valid understanding of people within their cultures, and permit effective intercultural across cultures.

The paper presents some criticisms of the dominant western psychology (WASP), and proposes that the achievement of a more global psychology may be within reach if some concepts and methods now available in psychology from both the dominant western sources and from those working in the rest of the world are used.

This article aims to identify critical aspects of Chinese‐Western intercultural guanxi relationships that have largely been ignored as a domain for study in international business and industrial marketing, and to suggest a way forward.

A theme analysis across a range of academic and business journal articles is undertaken to capture major themes involving China‐focused research that relates to international business and industrial marketing, and also to locate critical themes that may have been overlooked.

Intercultural interaction at a personal level is both unavoidable and critical for successfully doing business with China. This study introduces the term guanxi gateway ties to highlight a special class of facilitating relationships that can emerge through interactions between guanxi insiders and guanxi outsiders. Insiders and outsiders can meet and work together in this middle‐cultural territory for the instrumental purpose of obtaining passage through the “gateway”.

Inevitably some journal articles of interest may have been missed in the review due to the chosen scanning boundary. Nevertheless the search method provides a sufficient base to reveal recurrent research themes, and also overlooked themes of potential significance.

Guanxi gateway ties assist companies and individual business actors to find a path through the cumbersome Chinese bureaucracy and hierarchical levels by activating personal relationships.

This study reveals a commonly overlooked perspective of guanxi, that is, as a facilitator of culture‐bridging ties. The conventional business perspective of guanxi can be viewed as evolving from a gated community into an intercultural facilitating mechanism.

The purpose of this paper is to use the Danish Institute for Study Abroad (DIS) International Business (IB) program as a case study to illustrate how experiential learning theory (ELT) can be put into practice in an education abroad context through pro-active intervention and through supporting immersion activities inside and outside the classroom.

This paper will use the IB program at DIS as a case study to illustrate how a holistic approach to study abroad is put into practice and how it aligns with the current theories in experiential learning and intervention in student learning during the study abroad process. It will examine various elements of the IB program as well as self-assessment data gathered from students through evaluations and a unique survey.

Through concerted intervention efforts, DIS is exposing students to different perspectives as well as professionals within the Danish and European business communities, utilizing real-world case examples, making students active participants in their learning, strengthening their intercultural skills and preparing students to be able to reflect on and articulate what it is they have learned abroad. Based on student self-assessment, students agree that DIS is helping them prepare for the global work place.

This paper is limited to the experiences and practices within DIS IB program and all student data come from their own self-assessment and do not do pre- and post-testing to measure students' intercultural gains.

This paper should be useful to higher education institutions and study abroad programs looking to enhance the experiential learning opportunities for business students abroad.

This case study serves to illustrate examples of ELT in practice and intervention in student learning abroad with a particular focus on skills needed for business students in a global work place.

As the development of internationalisation in higher education, the mobility of international students around the world has been more active than ever. Chinese international student community is growing larger and larger in the popular destination countries like the United States, the United Kingdom, Australia and Canada. Cultures vary from east to west; Chinese students might find it difficult to adjust in a new cultural environment. When international Chinese students are struggling with cultural adjustment issues, they might have difficulties finding the support that they need, as schools might not have culturally relevant international students support service. Using an exploratory case study approach, the researcher intends to investigate some uncommon issues that Chinese undergraduate students were facing in their cultural experience in the United Kingdom. This research is aimed to raise the awareness for institutions to supply more through international students support service to reach a higher level of students’ satisfaction.

This paper aims to outline the experience of choosing an appropriate methodology from the potential qualitative methods for studying acculturative experiences amongst a group of non-Chinese young people in Hong Kong. It delineates the reasons for choosing phenomenography for researching their lived acculturative experiences. The paper also briefly explains the advantages of phenomenographic research and advocates it as a potential qualitative method for investigating diverse trajectories of acculturative experiences amongst ethnic minority/immigrant populations in multicultural contexts.

Researchers have investigated the acculturation of immigrant youth across settlement societies using different theoretical frameworks, approaches, scales, surveys and questionnaires. However, little attention has been given to the research methodologies that focus on lived human experiences across acculturating groups. By adopting an integrative literature review approach, this paper examines phenomenography as one of the potential qualitative research methods to explore ethnic minority lives in multicultural contexts.

Given that acculturation is a heterogeneous social phenomenon, phenomenography can help address the issues and limitations inherent to the traditional methodological approaches to studying acculturation amongst youth with ethnic minority and immigrant backgrounds.

Researchers in comparative, intercultural and multicultural education may benefit from phenomenography by exploring the different ways immigrants and ethnic minority populations experience acculturation in multicultural contexts.

This paper outlines the authors' first-hand experiences who sought to identify an appropriate qualitative research method for studying acculturative experiences amongst a group of non-Chinese secondary school students in Hong Kong. Based on their extensive research experiences in the interpretative research tradition, the authors propose phenomenography as a promising method for exploring the diverse trajectories of acculturation amongst ethnic minority and immigrant youth in multicultural contexts.

This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load.

In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students.

The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system.

This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

This paper seeks to review and explore the relatively neglected notion of the adjustment of expatriate families to living abroad with the aim of developing a new model that can be used for future research.

The paper draws on the few studies of the topic that have been carried out, but widens the search to include evidence from the related adjustment and family stress literature to create a new model of the process. Using the ideas of stressors, strains and hassles, capabilities, and shared meanings, the paper examines the situation of the expatriate family and explores how families can adjust to life in another country.

By adopting a salutogenic approach and incorporating insights from these other literatures, the paper shows that family adaptation is a complex and many‐faceted process. It is a process that greater awareness on the part of the family and the organization can improve.

With the help of the model of family adjustment the paper points to systematic gaps in studies on expatriate families and outlines a consequent research agenda.

Awareness is a crucial element in adjustment. The paper shows that awareness by the family can alleviate problems, and that organizations employing members of the family can assist in the adjustment process for the family.

The contribution of the paper comes in its attempt to encompass what is known about expatriate family adaptation directly with a wider view of family adjustment. This provides both a practical framework for future research and some practical implications.