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Graduates of cross-cultural management (CCM) courses should be capable of both tackling international and cross-cultural situations and creating positive value from the diversity inherent in these situations. Such value creation is challenging because these situations are typically complex due to differences in cultural values, traditions, social practices, and institutions, such as legal rules, coupled with variation in, for example, wealth and civil rights among stakeholders. The paper aims to discuss these issues.

The authors argue that a scientific mindfulness approach to teaching CCM can help students identify and leverage positive aspects of differences and thereby contribute to positive change in cross-cultural situations.

Scientific mindfulness combines mindfulness and scientific thinking with the explicit goal to drive positive change in the world.

The authors explain how the action principles of scientific mindfulness enable learners to build positive value from cultural diversity. The authors then describe how to enact these principles in the context of CCM education.

The purpose of this paper is to encourage scholars to look at commonly considered phenomena in international business and cross-cultural research in new ways and to theorize and explore how cultural diversity, distance, and foreignness create value for global organizations. These considerations should result in a more balanced treatment of culture in cross-cultural management (CCM) research.

The idea that there are negative consequences associated with cultural differences is pervasive in hypotheses formulation and empirical testing in international business and CCM literature, as reflected in widely used constructs such as “cultural distance,” “cultural misfit,” “foreignness,” and related concepts. Consistent with a Positive Organizational Scholarship (POS) perspective on culture and cultural differences, the authors emphasize the positive role of distance and diversity across national, cultural, institutional, and organizational dimensions. In addition, they provide an overview of the contributions to the special issue.

Examining the positive side of culture is not only beneficial theoretically in terms of filling the existing gaps in the literature, but is also crucial for the practice of international and global business. Accordingly, the contributions to the special issue highlight how explicitly considering positive phenomena can help better understand when and how cultural diversity, distance, and foreignness can enhance organizational effectiveness and performance at multiple levels. They include five research papers, a Distinguished Scholar Essay by Kim Cameron, the Founder of the POS movement, and an interview piece with Richard Nisbett, a Pioneer Researcher in culture and cognition.

The overemphasis on adverse outcomes associated with cultural differences in existing research has hindered the understanding of the processes and conditions that help organizations leverage the benefits of cultural differences in a wide range of contexts. This introductory paper together with the contributions included in the special issue showcases the positive dynamics and outcomes associated with cultural differences, distance, and diversity in a wide range of international business contexts.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

We conceptualize new ways to qualify what themes should dominate the future international business and management (IB/IM) research agenda by examining three questions: Whom should we ask? What should we ask, and which selection criteria should we apply? What are the contextual forces? Our main findings are the following: (1) wider perspectives from academia and practice would benefit both rigor and relevance; (2) four key forces are climate change, globalization, inequality, and sustainability; and (3) we propose scientific mindfulness as the way forward for generating themes in IB/IM research. Scientific mindfulness is a holistic, cross-disciplinary, and contextual approach, whereby researchers need to make sense of multiple perspectives with the betterment of society as the ultimate criterion.

This study aims to explore how a New Jersey-based, national vision insurance company and a Pennsylvania pharmacy benefits manager have incorporated mindfulness into the workplace. National Vision Administrators (NVA) and BeneCard PBF offer mindfulness to all employees, which has markedly improved productivity and morale, created empathy and stronger teamwork. The practice of mindfulness has been known to enhance results, decision-making skills and empower individuals to thrive under pressure both inside and out of the workplace.

To evaluate the benefit of a daily or weekly mindfulness practice, NVA tapped Free Form Minds, a training consultancy specializing in mindfulness, to conduct a series of group trainings and one-on-one sessions. To ensure optimal success and results, Fee Form Minds customized its programs for the companies and individuals they worked with.

The findings show team members have reported feeling more energized, with increased levels of concentration and decreased tendency of procrastination. Practicing employees found themselves regularly surpassing their goals while also allowing them to be more present with their families and less stressed at home.

The practice of mindfulness can help employees reduce stress and be more effective and focused. When utilizing this tool, ongoing, they are more likely to capitalize on their strengths and better handle stress. Incorporating the practice of mindfulness into NVA and BeneCard PBF has created a greater sense of community among employees leading to a more cohesive and happier work environment. Mindfulness has allowed individuals to be more focused, less impacted by stressors and improve both their professional and personal lives.

Mindfulness is the human ability to be fully present, aware of where we are and what we're doing. This study explores on the impact of mindfulness on different elements of knowledge management, knowledge creation, knowledge sharing and knowledge hiding.

The authors undertake an inductive reasoning approach whereby they try to generate themes from specific observations and conceptualize the theory of mindfulness and knowledge transfer.

This study finds out that mindfulness critically facilitates an open environment and enhances the clarity of thought which aids in effective knowledge creation. Such a realistic understanding about the present scenario encourages employees to share knowledge and equips them to collaborate and effectively work in teams. Surprisingly, this study also finds that mindfulness increases the result orientation to the extent that employees tried to hide knowledge from their co-workers targeting certain self-desired outcomes. In other words, similar to knowledge creation and knowledge sharing, mindfulness increases agenda-based knowledge hiding.

The theory of mindfulness and knowledge transfer states that mindfulness increases knowledge creation, knowledge sharing and agenda-based knowledge hiding.

This paper aims to explore the relationship between introspection and key competencies for sustainable consumption (KCSCs). It investigates whether mindfulness training can cultivate the ability to introspect and stimulate the development of KCSCs.

Two independent studies were analyzed. Data were retrieved from interviews with participants of a consumer-focused mindfulness training (Study 1, 11 participants), as well as from diaries of students attending a university seminar with mindfulness training (Study 2, 13 students), and made subject to qualitative content analysis.

Both studies show a clear intersection between both constructs and suggest that mindfulness training can contribute to the development of KCSCs and learners’ ability to introspect. The studies also demonstrated that introspection is not equally related to all competencies and that KCSCs must not be reduced to introspection.

Both KCSCs and introspection are complex and latent constructs and hence challenging to observe. The research understands itself as a first exploratory approach for empirically investigating this complex relation.

While increasing (self-)reflectivity is at the core of competence-based education, a systematic engagement with the practice of introspection as a means to enhancing reflectivity is surprisingly lacking. Mindfulness training could be a promising way to cultivate introspective abilities and thus facilitate learning processes that are conducive to competence development.

Mindful consumption is a popular concept that is often associated with mindfulness and religious faith, but nonetheless, its empirical associations to these remain relatively underexplored. Clarifying the impact of mindfulness and religious faith on mindful consumption is important to delineate their effectiveness in influencing consumers to reconsider consumption decisions (e.g. the need for additional products) given the detrimental effects of mindless consumption (e.g. financial debt, environmental degradation and materialistic culture). The concern about mindfulness potentially being a religious matter can also be resolved through empirical validation. Hence, the purpose of this research is to advance the empirical understanding of how mindfulness and religious faith impact on mindful consumption and whether mindfulness and religious faith are interrelated.

The authors adopt a multistudy approach to scaffold the exploration of mindfulness and religious faith as precursors of mindful consumption.

Study 1 carries out an experiment with undergraduates and demonstrates that mindfulness encourages mindful consumption. Study 2 conducts an offline survey with undergraduates and provides evidence that mindfulness and religious faith independently (i.e. without interacting with each other) encourage mindful consumption. Study 3 uses an online survey of consumers for conceptual replication and reaffirms the findings of Studies 1 and 2 across gender, occupations and household incomes (except middle-income households).

The implications of these findings are discussed, wherein mindfulness and religious faith are earmarked as viable avenues for promoting mindful consumption.

This seminal attempt uses multiple studies to empirically validate the nature and generalizability of relationships between mindfulness, religious faith and mindful consumption.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.