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Companies target globally mobile workers and face the war for talent, while individuals are more reluctant to engage in global mobility. This scenario led us to propose a model to understand the individuals' decision process to engage in global mobility.

Building on the self-determination theory, the theory of planned behavior and the literature on decisions for global mobility, the authors propose mechanisms through which psychological variables and assignments' factual and perceived contextual aspects (directly or indirectly) explain the decision to engage or not in global mobility.

This study offers a conceptual model with the authors' novel propositions to explain individuals' decision to engage in global mobility.

The model provides a more comprehensive explanation of the individuals' decision-making process to engage in global mobility than previous models and potentially yields more effective organizational practices to attract both well-established and emerging phenomena of globally mobile workers.

This paper aims to explore the Spanish Self-Initiated Expats’ (SIEs) motivations and factors involved in the choice of the host destination.

Through an exploratory and qualitative study, drawing upon SIE literature on motivations and careers, 22 Spanish SIEs were interviewed in a semi-structured way.

Most SIEs clearly detailed the line of reasoning behind the host destination choice (specific destination); a second group considered a limited number of potential countries to relocate to (alternative destinations), and the smallest one did not choose a specific location. Career motivations were the most mentioned ones and different degrees of career planning were found: those with a very defined career planning process relied upon one potential destination, while those with a less defined one considered several alternative host destinations. The European Region Action Scheme for the Mobility of University Students experience was one of the most mentioned factors influencing the choice of the host destination, which may be common to other European Union (EU) nationals. As to the limiting ones, the visa requirements outside the EU were identified. Other factors were particular to Spain, such as the perceived need for English proficiency for a successful global career and the degrees of career planning.

These findings may assist Talent Management Managers to align organizational strategies with SIEs motivations. They may also help future Spanish and European SIEs in their individual career management process.

This study contributes to a better understanding of the expatriation motivations and factors influencing the destination location of Spanish SIEs, adding to the SIE and global career literature.

This study introduces a non-orthodox approach to the dominant policy-based approaches to graduate employability through contextualizing international students’ everyday experiences within their educational and wider structural contexts of the labour market.

The study used narrative frames to collect data from 180 international students from China, Hong Kong, India, Sri Lanka, Vietnam and Nepal at a New Zealand tertiary institution. Narrative frames as a research tool in educational contexts are used to ellicit the experiences of individuals in the form of a story as participants reflect on their experience. The frames use sentence starters to draw responses from participants about their experiences (Barkhuizen and Wette, 2008).

This study argues that, through a socialization process, international students develop identities that fit an ever-changing labour market. This process is catalysed by a higher education landscape that produces career-ready subjects capable of appropriating different social spaces that prepare students and graduates to enter the labour market. Further, it argues that graduate employability should be understood as a complex process through which students and graduates socialise themselves through negotiating the socioacademic spaces by (1) familiarising themselves with the dominant workspace norms, (2) positioning themselves as more career-ready individuals, and (3) imagigining employable selves capable of meeting the needs of the job market.

This study has limitations. Only one data collection source has been used. It would have been great to use narrative frames along with interviews. In addition, the data would have been stronger if the researcher could have used classroom observations, which could be a future initiative.

This study could provide practical insights to tertiary institutions about international students’ developing capabilities and identities so they could better prepare themselves for the world of work. Further, this study provides insights about some of the challenges that international students face in tertiary contexts to become career-ready. Hence, educators could employ strategies to better support these learners in their everyday learning spaces. This study also has useful benefits for future and current international students and international graduates regarding what investments they need to make so they can better socialize themselves in their tertiary and workplace practices.

This study has social implications. It helps international students better understand the social, cultural and academic expectations of their host countries. Therefore, they could better socialize themselves into those practices and contribute more effectively to their academic and workplace communities. The study also helps academic and workplace institutions strategize more effectively to address the social and cultural needs of international graduates. The study also contributes to the social and cultural understanding of the teachers that engage with international students on a daily basis by helping them devise activities that better address these students’ and graduates’ needs.

The study adds theoretical and methodological value to the debates around graduate employability. It includes the voices of 180 students and unravels their day-to-day experiences of capability building and employability development from their own perspectives.

Drawing upon the social identity theory (SIT), the present study aims to examine the moderating role of abusive supervision (AS) and job embeddedness (JE) in the relationship between career plateau (CP) and counterproductive work behaviour (CWB). The research also aims to investigate whether JE moderated the moderating effect of AS on the CP–CWB relationship.

The hypotheses were tested with two-wave survey data collected from 290 employees working in India’s banking, financial services and insurance sector. Data were analysed using moderation and moderated moderation analyses on PROCESS v 4.1 macro.

Results showed that AS moderated the CP–CWB relationship, whereas the moderating role of JE was not observed. However, JE was seen to moderate the moderating effect of AS, supporting the moderated moderation framework.

The present study adds value to the existing literature by connecting SIT with hierarchical layers. The supervisor themselves may stay longer in their current positions and block the subordinates’ progress. This impacts the social image of the subordinates. The study enriches the CP literature by highlighting that CP may lead to CWB, as the employees who perceive CP hit back at the organisation for being unfairly treated and not getting the career progression due to their supervisor.

The study provides important implications for the supervisors who need to introspect if their behaviour is viewed as abusive by the career-plateaued employees. They need to mentor the employees, especially those with higher career aspirations, and provide them with various career avenues. Furthermore, organisations should make all possible efforts to embed the employees within their jobs as the embedded employees can better take the shock of CP.

Drawing on the SIT, the study contributes uniquely to the employee behaviour literature by investigating the impact of CP, AS and JE on CWB in hierarchically flatter organisations. This is the first study to investigate the moderated moderation model of AS and JE in the CP–CWB relationship in the context of employees’ social status within the organisation.

The paper focusses on the intrapersonal vs environmental barriers to women's career advancement to the top leadership positions in the information and communication technology (ICT) business and envisages the individual, organisational as well as societal practices for overcoming such barriers in the given sector.

The study relies on the qualitative research method of expert interviews with top-level women managers in the leading ICT companies in Lithuania. The study allowed identifying and structuring the key barriers to women's careers and three-level practices for overcoming them.

The research has shown that the key intrapersonal barriers are related to the lack of self-confidence and perceived glass ceiling. The main environmental barriers are male domination and socially gendered professions. The practices for overcoming women's career barriers can be categorised into three levels – individual, organisational and societal. The study has shown that the most important individual practices are the ability to continuously self-educate and self-affirmation. On the organisational level, the following key practices can be applied: mentorship and inclusive company culture. The societal practices for improving women's career advancement in ICT are mainly represented by the visibility of successful leaders as role models and initiatives increasing awareness for an inclusive society.

The research limitations are largely related to the research sample selected for the qualitative research (interviews). The respondents are already established in the top leadership positions, so may only have a retrospective view on the obstacles to the respondents' careers. A larger sample could provide a more generalisable data, whilst a larger number of interview participants for preselected categories, like company category or tenure in a position, would provide insights on the different stages of career growth and company's influence for the individual's growth. The authors encourage extending research to other sectoral and national contexts.

The research sets out the key barriers that can be overcome with the help of individual, organisational and societal practices. This provides a comprehensive list of practices that can be adopted by the organisations (in the ICT and beyond), as well as the policy makers on the societal level.

Addressing the issues of gender balance and women's career advancement in one of the fastest growing industries (ICT) has profound social implications. Qualitative research has shown how the barriers can be overcome at different levels of the social system.

The paper marks one of the first attempts to introduce a three-level approach to addressing the intrapersonal and environmental barriers to the advancement of women's careers with a particular focus on the ICT sectoral context.

Drawing on experiential learning theory, this study seeks to understand how the perceived cultural difference in a foreign country and learning flexibility, which enables more integrated experiential learning from international experience, influence expatriates’ cultural intelligence (CQ) and consequently their adjustment and job performance.

Survey data were collected from 169 expatriates in China. Polynomial regression analyses were employed to test curvilinear relationships between cultural difference and CQ and between learning flexibility and CQ. Mediation hypotheses were tested either by the MEDCURVE procedure if a curvilinear relationship was confirmed or by the Haye’s Process procedure if a curvilinear relationship was not confirmed and instead a linear relationship was confirmed.

The results demonstrated a positive relationship between cultural difference and CQ and an inverted U-shape relationship between learning flexibility and CQ. CQ mediated the relationship between cultural difference and expatriate adjustment and partially mediated the relationship between learning flexibility and expatriate adjustment. CQ positively influenced expatriates’ job performance via expatriate adjustment.

Our findings suggest that companies should not hesitate to send expatriates on assignments to culturally very different countries and focus more attention on the selection of expatriates. The findings of this study suggest firms should choose candidates who are moderate or high in learning flexibility and could engage in integrated learning and specialized learning in a more balanced manner.

This research is the first study that examines the influence of learning flexibility on CQ and expatriate effectiveness. It examines cultural difference through the lens of experiential learning theory and argues that cultural difference constitutes “stimuli” in the experiential learning environment for individual learning in an international context. The results advance our knowledge of the role of experiential learning in developing capable global managers.

Our study examines the impact of career enhancing strategies (CES), supportive work relationships and family–work conflict (FWC) on subjective career success.

The data were sourced from 107 professionals, who were the members of an alumni LinkedIn group of the Masters Human Resource degree program from a university in the Midwestern United States. Multiple regression analysis was employed to test the study hypotheses.

Results indicate that both forms of CES – networking and mentoring – were positively associated with subjective career success, and there exists a positive association between perceived organizational support and subjective career success. Further, FWC moderates the relationship between subjective career success and mentoring and also moderates the relationship between subjective career success and perceived supervisor support.

Organizations should provide opportunities to employees for networking and institute formal mentoring programs to enhance employees' perceptions of subjective career success. It is also crucial for organizations to promote work–life balance initiatives that can help reduce the levels of FWC experienced by employees.

Our study makes important contributions to the extant literature by highlighting the importance of CES and supportive work relationships in ensuring subjective career success. It also identifies an important moderator, FWC, which can significantly impact subjective career success.

Despite being one of the most used dependent variables in expatriate management research, no clear-cut understanding exists of what expatriate success means. Thus, this study aims to propose an integrative definition of expatriate success by providing an overview of expatriate success's dimensions, antecedents, and their interplay.

A systematic literature review (SLR) was conducted to achieve the purpose. A total of 249 empirical studies (quantitative 111, qualitative 50, mixed-methods 17), literature reviews (67) and meta-analyses (4) on expatriate success were reviewed from Web of Science and Scopus databases published from 1990 until December 2021. The study selection criteria followed the PRISMA flowchart steps, and then descriptive and network analyses were performed to identify expatriates' success dimensions, antecedents and their interplay.

The findings show the interplay among antecedents and dimensions of expatriate success across three levels (individual, interpersonal and organisational) to clarify the concept of expatriate success. Also, the study offers a comprehensive definition of expatriate success based on the dimensions identified.

The suggested definition of expatriate success elucidates the “atheoretical”, multidimensional and socially constructed nature of the construct and hence, calls for more “theoretical”, multidimensional and subjective considerations of the term to ground human resource management practices addressed to attain expatriates' success.

This paper provides an integrative definition of expatriate success, giving greater insight into the construct, in addition to critically reflecting on it.

The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development.

Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA.

The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals.

This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning.

This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.