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The purpose of this paper is to introduce the concept of constructive intercultural contact. This concept refers to intercultural contact in which majority as well as minority participants are intercultural effective, i.e. can perceive themselves as comfortable and successful.

This study is based on exploration and review of intergroup, contact, acculturation and organization literature.

Five input elements of constructive intercultural contact are distinguished: responsibility, deliberate choice to postpone judgment, acknowledging the relative relevance of cultural differences, perspective taking and respect. What participants have to do to make constructive intercultural contact in organizations not only possible between colleagues, but also in hierarchical relationships is elaborated by reflection on the interrelation between majority/minority and manager/employee positions in constructive intercultural contact.

This paper contributes to diversity management literature by introducing a new concept which, focusing on the interaction level, explains how participants can make intercultural contact into a comfortable and successful experience for both. Other contributions are the differentiation between majority and minority actors and the elaboration of the complexity of intercultural employee/manager contacts.

The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question of what actually prevails in their accounts, i.e., “the dark side” or “the bright side.”

The authors report the findings from five subsidiaries located in Poland and interviews with 68 employees of these companies.

The “bright side” dominated the interviewees’ accounts. The phenomenon of high social identity complexity or common in-group identity can help explain the findings. The results also shed some new light on the associations between the context of subsidiaries and the perception of the quality of intercultural interactions.

The paper contributes to the literature on cultural diversity and intercultural interactions in multinational subsidiaries. As the “bright side” of interactions was emphasized in the interviews, it particularly supports positive cross-cultural scholarship studies. Yet the explorative research does not allow for a broader generalization of the results.

Managers of multinational corporations (MNCs) should do the following: shape the context of MNCs to influence the dynamics of intercultural interactions and the way they are seen by their employees; emphasize common in-group identity to help their employees to adopt more favorable attitudes toward intercultural interactions; look for individuals with multicultural identity who display more positive approaches to intercultural contacts; place emphasis on recruiting individuals fluent in the MNC’s functional language; offer language training for the staff; and recruit employees with significant needs for development who will perceive more opportunities in intercultural contacts.

The research demonstrates that the multicultural workplace of MNCs may be recognized by employees as activating the positive potential of the individuals and organizations that make up a society.

The accounts of intercultural interactions are analyzed to illuminate some significant foundations of how individuals perceive such interactions. The study provides a qualitative lens and highlights the positive approach to intercultural interactions. It may redress the imbalance in prior research and satisfy the need for positive cross-cultural scholarship.

Using job demands-resources (JD-R) theory as a conceptual apparatus, the purpose of this paper is to report an empirical exploration of the experiences of host-country national (HCN) employees when their organization hosts an expatriate assignment.

Semi-structured interviews were conducted with 23 Vietnamese HCNs who had vast experience hosting multiple self-initiated expatriates with organizational development objectives.

The study reveals previously hidden costs associated with locals’ support for expatriates, including a range of extra-role demands and more complex and stressful interpersonal interactions. These demands exceeded the current intercultural capabilities of many respondents, and while offset to some extent by their positive pre-arrival attitudes and culture-specific knowledge, led to sometimes counterproductive coping responses such as withdrawal behaviors.

The study extends the JD-R framework by explicating which demands and resources are pertinent to HCNs, and how these activate particular coping strategies. The cultural context of Vietnam, as both a setting for the workplace interactions and imbued in the values and assumptions of respondents, limits the study’s transferability.

The findings provide guideposts for organizations in ways to offset HCNs’ hindrance demands (e.g. matching demands to current capabilities) and to encourage the use of productive coping strategies via, for instance, anticipating and mitigating potential challenges.

The study’s insights go some way toward articulating more fully the richness and complexity of HCNs’ experiences, and a more rounded perspective of the costs and benefits inherent in international work assignments.

This paper aims to contribute to international business research by critically analyzing and evaluating the use of the “international experience” (IE) construct within the specific context of developing cultural intelligence (CQ).

Based on 30 studies selected through a systematic literature review, the IE construct is critically analyzed and evaluated with respect to the terminology, definitions, conceptualizations and measurements used.

Findings indicate that the existing body of knowledge on the construct of IE is fragmented, uses inconsistent terminology, does not uniformly rely on any underlying conceptual frameworks and uses a variety of measures for investigating IE. Additionally, scholars have largely relied on quantitative measures of IE to explain the development of CQ, despite theoretical arguments specifying conditions and circumstances that must occur for learning and development to take place.

To move forward with using the IE construct, the authors emphasize the critical need for scholars to pay greater attention to and explicate how they define, conceptualize and measure it. Based on the identified issues, recommendations to improve future research are provided.

Although IE is frequently assumed to influence the development of CQ, contrary to conventional wisdom and some theoretical arguments, research evidence has demonstrated that the impact of IE on CQ is suggestive rather than conclusive. To understand why this may be the case, the use of the IE construct within previous research is critically analyzed and evaluated.

Asma Abdullah is a corporate trainer and specialist in intercultural management, training and education in Esso Production Malaysia Inc., Kuala Lumpur. She designs and conducts training courses in the human resource area for both national and expatriate employees. She is also a popular trainer and guest speaker on various aspects of intercultural management training in Malaysia and elsewhere. The purpose of this interview is to explore further Asma′s experiences and perspectives which have shaped her career in intercultural management training. The interview is organized into five parts dealing with Asma as a corporate trainer; her intellectual roots; the Malaysian culture; the influence of the American multinational; and cultural challenges for the intercultural management trainer.

Located in Western Catalonia (Spain), the article’s aim is to analyse the acculturation preferences of majority group high-school students towards their peers of Moroccan and Romanian descent. Furthermore, it aims to delve deeper into the influence on the perception of conflict with these groups mediated by cultural enrichment.

The data are the result of conducting a questionnaire among 349 autochthonous students enrolled in Compulsory Secondary Education in Catalonia. The data have been analyzed using cluster analysis, ANOVA and mediation analysis.

The findings show that a small number of high-school students construct integration acculturation preferences towards Moroccans and Romanians, while the majority of the preferences are of assimilation or segregation. In addition, the perceived conflict is higher for Moroccans than Romanians, and the cultural enrichment is higher for Romanians than for Moroccans. Finally, there is a low mediating effect of cultural enrichment on the relationship between acculturation preferences and degree of conflict.

The relevance and originality of this article stems from the application of acculturation theory on the construction of acculturation preferences in the educational domain. Additionally, it is a context characterized by an exceptional cultural and linguistic diversity. Furthermore, acculturation preferences, perceived degree of conflict and perceived cultural enrichment are analyzed comparatively regarding descendants of Moroccans and Romanians. This approach has scarcely been used at an international level, and practically never at the Spanish and Catalan level.

The purpose of this paper is to explore the differences in learning experiences in mono- and intercultural workplace interactions and to address the research question of how employees experience learning in mono- and intercultural interactions.

The author reports and compares the main findings from two samples and 63 in-depth interviews with employees involved either in monocultural interactions or intercultural interactions, namely, 25 and 38 subjects, respectively. The abductive approach was used to analyze the data in interplay between empirical findings and theoretical lens of the job demands-resources (JD-R) model.

Learning was more often emphasized in intercultural interactions than monocultural interactions, which can be associated with the constellation of specific job demands and job resources in mono- and multicultural workplaces. The subjects involved in mono- and intercultural interactions portrayed learning, using slightly different vocabulary.

The research gives some insights about workplace learning experiences and illuminates learning in social interactions and the JD-R model. In particular, it emphasizes the role of work design in promoting learning and identifies, using the JD-R model, job demands and job resources that can relate to learning in mono- and intercultural interactions. The results may contribute to the literature on workplace learning in culturally homogenous or heterogeneous social interactions. Moreover, they shed some new light on organizational learning via mono- and intercultural contact at work. Finally, they draw attention to the potential embedded in intercultural interactions and multicultural workplaces. Yet, the explorative character of the research does not allow for a broader results’ generalization.

The results suggest that job design may be of vital importance in stimulating learning at work. Thus, organizations should enable social interactions of their employees, especially intercultural ones, which are likely associated with more learning. Furthermore, to enhance workplace learning, they need to provide more organizational resources and support via HR interventions the development of personal resources of their staff to help individuals to deal with job demands and reduce strain, which impedes employee learning.

By applying the theoretical lens of the JD-R model to the analysis, the author exposes differences in learning experiences in mono- and intercultural interactions. The specific job demands (cultural differences and adaptation, the necessity to speak a foreign language) and resources (learning opportunities) inherent in multicultural workplaces can be perceived as a trigger of workplace learning.