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The socialization process of expatriates into their host country organizational culture has been largely ignored in the expatriate literature. This paper reviews the expatriate literature for the best employee and organizational results. For the most part, socialization tactics of the organization and information seeking of the individual have been overlooked as factors in the success of expatriates. We propose that combining knowledge gained through research in these two areas is essential in gaining a theoretical understanding of expatriate turnover. The Attraction‐Selection‐Attrition (ASA) model of how organizational culture is transmitted across organizational members is discussed. This model is used to demonstrate how the socialization of expatriates can benefit both the organization and the individual.

Although work engagement has become an important topic in management, relatively little attention has been given to newcomers’ work engagement in the socialization literature. The purpose of this paper is to explain how newcomers’ work engagement can fluctuate during the first year of organizational entry and the role of organizational socialization in developing and maintaining high levels of newcomers’ work engagement.

A review of the socialization literature indicates that uncertainty reduction theory has been the basis of research on socialization tactics and newcomer information-seeking both of which function by providing newcomers with information to reduce uncertainty. Socialization resources theory is used to develop a new pathway to newcomer socialization which focuses on providing newcomers with resources during the first year of organizational entry and socialization.

The uncertainty reduction pathway to newcomer socialization is narrow and limited because it primarily focuses on minimizing and reducing the negative effects of job demands rather than on providing newcomers with resources that are necessary to facilitate work engagement and socialization.

Organizations can use newcomers’ work engagement maintenance curves to map and track fluctuations in newcomers’ work engagement during the first year of organizational entry and they can conduct an audit of socialization resources to determine what resources are required to develop and maintain high levels of newcomers’ work engagement.

This paper describes newcomer work engagement maintenance curves and explains how socialization resources can be used to develop and maintain high levels of newcomers’ work engagement. A model of a new pathway to newcomer socialization is developed in which socialization resources, personal resources, and job demands influence newcomers’ work engagement and socialization outcomes.

From the start, organizational socialization has been all about learning. In fact, most definitions of organizational socialization are very explicit about this and the general notion that socialization involves learning “the ropes” of a particular organizational role (Fisher, 1986). Socialization has been described as a sense-making and learning process in which newcomers acquire a variety of types of information and knowledge to become effective members of the organization (Klein & Weaver, 2000).

This paper aims to examine the socialization of alcohol through a reflective writing task within a social marketing program delivered to adolescents. The aim was to elicit adolescents’ experiences and perceptions of alcohol and investigate cognitions, emotions, attitudes’ and behaviors regarding alcohol.

This study used a qualitative approach in which 1,214 adolescents aged 14 to 16 years were invited to write a story about an experience that involved alcohol. Data were qualitatively coded, and themes were discerned by an inductive analytic process.

Adolescents’ perceptions of alcohol were arranged along a continuum from mere description with little analysis to reasoned reflection and cognition. Qualitatively different socializing agents, learning situations, processes and effects of learning were apparent in the narratives. Family roles influenced adolescents’ perceptions and experiences of alcohol.

This study supports the use of narratives and reflective introspection tasks as methods that uncover insights into the socialization of alcohol among adolescents. Findings provide guidance to social marketers and alcohol educators for future program design. By understanding the continuum of developing socializations toward alcohol, social marketers can effectively engage adolescents and design targeted programs involving key social learning variables that shape adolescents’ perceptions and experiences with alcohol.

Narratives provide a research methodology that can bring consumer voice to inform scenarios that can be delivered in future program design.

The majority of organizational newcomers have prior work experience. Organizational socialization tactics are less effective for such “experienced newcomers”, relative to graduate newcomers. Hence experienced newcomers tend to rely on their own actions to become socialized. The aim of this article is to assess and potentially extend the range of adjustment strategies identified as being used by experienced newcomers themselves to achieve positive adjustment.

Semi‐structured interviews were conducted with 86 experienced newcomers entering a professional services organization.

Nineteen strategies emerged, with seven newly identified in this research. These are compared with strategies found in past research.

HR, and the managers and colleagues of newcomers can use the strategies identified and categorized here to encourage newcomers to use organizationally‐appropriate behaviors. Newcomers can use these strategies to help themselves achieve their own adjustment goals.

There is an increasing focus on newcomer proactive behavior in organizational socialization research, yet there are few empirically grounded developments of newcomer adjustment strategies. To the authors’ knowledge, this is the first paper to focus on what experienced newcomers report doing to help themselves adjust.

Rarely is emotional labor explicitly discussed as a required aspect of crisis response work. While the gender inequities in withdrawal from the workforce emerging from the pandemic are well documented, we know little about the emotional toll of managing the ongoing disruption of the pandemic for women with different degrees of membership in organizations.

This research uses a dynamic mixed-methods approach in studying emotional labor among women during times of disruption. Specifically, we explore with surveys, daily diary entries, and semistructured interviews the emotional experiences of women working at a California-based nonprofit organization during the height of the COVID-19 pandemic. With our data, we are able to compare the emotional expectations and experiences of full-time (FT) and part-time (PT) employees.

Results show differences in emotional experiences and labor by group membership, with FT employees reporting higher rates of surface acting: FT employees suppressed (28%) and inauthentically expressed (12%) emotions more often than PT employees (23% and 5%, respectively). Qualitative evidence suggests socialization is occurring more formally for FT employees and informally for PT employees, influencing perceived emotional expectations and subsequent emotional labor.

The contributions to this volume focus on an understudied topic in nonprofit management: emotional experiences in times of disruption. Novel evidence on differing emotional experiences, particularly surface acting, as a function of group membership may motivate other research to disentangle issues of change management during crises.

These differing rates of surface acting have meaningful implications for burnout and retention of employees in a sector that is heavily reliant on voluntary and PT engagement. Thus, this work serves to provide organizational leadership and management insight on mechanisms shaping employee outcomes.

The findings here have important implications for employee well-being and are crucial to the way individuals across society manage the stress of working during times of crisis.

PT work is subject to different emotional norms than FT work. These novel findings provide value to organizational leaders who oversee a workforce with varying degrees of group membership.

Those entering the architectural profession tend to be motivated by a desire to undertake creative design, although studies have revealed that many practicing architects feel they lack sufficient creative opportunities. Proponents of anticipatory socialisation argue that experiences prior to entering an occupation influence job satisfaction once engaged in employment. Given concerns over the retention of architects, there is a need to explore practising architects' motivations for entering the profession, how this affects their anticipatory socialisation and their experience of working life. This paper aims to explore this issue.

Semi‐structured interviews were undertaken with 23 practising architects based in the UK, exploring the anticipatory socialisation of architects focussing on issues of career choice, expectations of the profession, experiences once working within practice and job satisfaction.

Many respondents had chosen to enter the profession out of a desire to be creative and their university education furthered this desire. The reality of working life was very different, with much time spent on administrative tasks. For some, this gap caused disillusionment with the profession and adversely affected their job satisfaction.

The paper discusses the possible impacts of poor anticipatory socialisation on practicing architects and the profession. Recommendations are made for further research including a large scale survey of the profession.

The data presented in this paper help researchers and practitioners to understand architects' motivations for choosing a career in the profession and provide guidance for how the mis‐match between expectations and the reality may be overcome.

This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field.

This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe.

Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences.

Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

Insights into how fan experience can be used to cultivate football (soccer) fan loyalty are limited. Based on the stimulus–organism–response (S-O-R) paradigm, this study develops and tests a theoretical model investigating the effects of football-game socialisation, team interest, football interest and transaction satisfaction (stimuli) on fanship and cumulative satisfaction (organism), and subsequently, attitudinal loyalty and behavioural loyalty (response). National culture was a moderator.

A self-administered online survey collected data from a convenience sample of 762 football fans from Brazil, China and Germany.

The PLS-SEM results support the S-O-R based model, indicating that football fan-loyalty behaviours are determined by fanship and cumulative satisfaction with the team. Fan experiences, in turn, are also found to be influenced by fan perceptions relating to socialisation, team interest, football interest and transaction satisfaction—elements over which the football team's management may exert some degree of control. Some national cultural differences were found, with three of the model's 12 structural paths significantly different for Germany vis-à-vis Brazil.

This study advances the authors’ understanding of the significance of socialisation and fan-interest factors for football, providing evidence supporting the role of the fan experience and service-consumption stimuli related to those game experiences as significant drivers (stimuli) of the fan's affective (fanship) and cognitive states (cumulative satisfaction). This study enriches the limited body of evidence on fanship's role as a driver of attitudinal and behavioural loyalty. Finally, the multi-country study partially supports the moderation effect of national culture.