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This study aims to examine relational norms in cross-cultural business settings. Cross-cultural business partners may differ in their normative orientations toward relational exchange. Owing to the high extent of international trade, there is a need for developing a more nuanced understanding of cross-cultural relational exchange.

The repertory grid method was used to elicit the personal constructs characterizing the perceptions of business-to-business (B2B) relational exchange for 22 Russian and Finnish managers. These items were further categorized into categories of relational elements drawn from relational exchange literature using a content analysis. Then, the category means of scored importance and scored evaluations of domestic and foreign business partners were tested statistically.

Relational norms of flexibility, information exchange, long-term orientation, mutuality and solidarity were equally important to both Russian and Finnish managers. The importance of a business partner’s ability seems to be culturally dependent. Sharing the same cultural background might have an adverse effect when evaluating poorly functioning business relations.

The validity of these findings is limited to this context and material. Future research should repeat cross-cultural comparisons of the relational norms with more data and other nationalities.

Firms should focus on long-term orientation and mutual targets to form well-functioning cross-cultural business relationships.

This study provides new knowledge into B2B marketing literature by revealing the role of relational norms, business partner’s ability and shared cultural background on functionality of cross-cultural business relations. It also demonstrates the use of the repertory grid method in studying perceptions of relational norms.

This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.

This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.

The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.

This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.

This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.

The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America.

Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009).

Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns.

Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions.

This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

The purpose of this paper is to explore how translation activities influence knowledge transfer across cultures in Chinese multinational enterprises (MNEs). Although translation is recognized as a critical instrument for MNEs to enhance cross-national knowledge flow, scholars have not put much emphasis on the importance of translation in international business research.

This paper proposes a novel hierarchical framework to delineate the five major boundary-spanning functions regarding translation for knowledge transfer in China (i.e. exchanging, linking, manipulating, facilitating and intervening). Due to the paucity of relevant literature, the authors used exploratory case studies investigating two large Chinese MNEs to illustrate how individuals as boundary spanners handle the translation requirements associated with cross-cultural knowledge transmission within a MNE’s business network. The data coding approach was used to examine the assumed model.

The findings demonstrate that translators indeed play a vital role in cross-border knowledge exchanging, linking people with crucial knowledge, manipulating the flow of knowledge for protecting confidentiality, facilitating the cross-cultural interaction of various knowledge sources and intervening to prevent the occurrence of misunderstanding in MNE contexts. The authors also reveal how translators overcome the three constraints of language interpretation concerning knowledge transfer (i.e. lack of equivalence, cultural interference and ambiguity). The proposed research framework was fully supported.

The results provide insightful implications for MNEs to treat translation as a significant “re-codification” rather than a mundane task. Knowledge transfer within MNEs involves not only knowledge regarding products, technology and operations but also involves “whole organizations” including business models, organizational visions, missions and strategies.

The main value of this paper is to propose a novel model regarding the role of translation in cross-cultural knowledge transfer in China. Language is a container of contexts; the translation procedure in MNEs is actually dynamic and contingent in nature and can be seen as an act of knowledge creation per se.

States that the involvement of a sales organisation in international business requires sales interactions that transcend national boundaries. Understanding the complexities of cross‐cultural sales negotiations is most important and is a difficult task for sales managers. States that despite the importance and complex nature of cross‐cultural negotiations, the literature is normative and largely disjointed. By using the negotiation process as an analytical framework, this study examines the relevant literature, offers research propositions and indicates additional areas necessitating further research.

This study sought to advance understandings of migrant worker labor outcomes by examining (1) the relationship between migrant employees’ motivational cultural intelligence (CQ) and employee well-being and (2) whether voice behavior at work mediates this relationship.

Working with leader–member exchange (LMX) theory and conservation of resources theory, the author proposed a multiple mediation model to explain the relationship between motivational CQ and employee outcomes and how employee voice may mediate this relationship. LMX and voice behavior were tested for the mediating effects in a cross-cultural context. To test the model, a questionnaire was conducted with Vietnamese migrants working in Taiwan (343 valid responses were collected). The results were analyzed using regression and bootstrapping.

Higher motivational CQ was associated with higher levels of work engagement and lower levels of job burnout. Strong employee voice mediated this relationship: high motivational CQ enabled workers to learn cultural nuances that helped them speak up in appropriate ways (in part by building strong relationships with leaders), which positively influenced work engagement and job burnout.

This study is one of the first to clarify and contribute to the research domain of cross-cultural management and motivational CQ among Vietnamese migrant workers living in Asian cultures. Past studies regarding CQ have seldom studied Southeast Asian migrant workers and the impact of motivational CQ on job burnout and work engagement. This study fills this gap and provides empirical evidence that may prove helpful for international human resources and organizational leaders.

This paper presents a theorization and an empirical analysis of the influences of international open innovation (IOI) on the international market success of emerging market small and medium-sized enterprises (ESMEs). An analysis of the moderating roles played by cross-cultural competencies and digital alliance capabilities in this specific context is also presented.

The study adopted a quantitative research design involving a survey of 231 ESMEs based in the UAE. The authors formulated some hypotheses and tested them by employing hierarchical regression models.

The findings revealed that IOI positively affects the international market success of ESMEs. The authors further found that both cross-cultural competencies and digital alliance capabilities moderate the relationship between IOI and international market success.

The study advances the international marketing, knowledge and innovation management literature in two ways. First, it is a pioneering study that advances both the theoretical and empirical scholarship regarding the relationship between IOI and emerging market firm international market success by employing an extended resource-based view. Second, it further highlights the role played by cross-cultural competencies and digital alliance capabilities as effective governance mechanisms that moderate the relationship between IOI and international market success.

To describe an exploratory study in which an online learning system was used to provide an intercultural experience for pre‐service education students from New Jersey and Namibia.

Pre‐service education students from New Jersey and Namibia were enrolled in an online course in the fall of 2004. The following semester, spring 2005, only students from New Jersey were enrolled in the course. Online discussion postings were analyzed for both course cohorts and compared. A pre/post questionnaire of students' understanding of cross‐cultural differences in general, and in teaching in particular, was also administered to both course cohorts.

This paper focuses on the growth of New Jersey students' understanding of what teaching in Namibia is like and also looks to see if this led to a greater understanding of their own practice. While there was an indication that the former was achieved and a number of New Jersey students did show a deeper understanding of teaching in Namibia, this did not appear to then lead to a deeper understanding of their own teaching practice.

This was an exploratory pilot study, conducted principally to see if the technology supported this type of experience for students in both developed and developing nations. While this experience will never substitute for a real, in‐person, exchange program or study abroad, the technology did support a limited virtual “exchange” program.

The study indicated that an online course is a very feasible option for providing an intercultural experience for students from developed and developing nations. In order to help students reach deeper levels of understanding of both their intercultural peers and of their own practice, students may need to be exposed to a more explicit model of inter‐ and intra‐ cultural reflection.

This paper gives teacher educators and others a way of providing a virtual intercultural exchange to their students. This is particularly important for students from both developing and developed nations who do not have the financial means to participate in an actual (in‐person) exchange program.

The purpose of this paper is to investigate the effects of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborers’ cross-cultural adjustment.

This paper uses structural equation modeling to analyze the data from a sample of 258 Vietnamese laborers in Taiwan.

The results show a significantly positive impact of extrinsic motivation, workplace learning, employer trust and self-efficacy on cross-cultural adjustment.

The findings of this study provide important implications for academic researchers and organizations concerning management and development of successful foreign laborers. From a theoretical aspect, this study shows new evidence on the impacts of extrinsic motivation, workplace learning, employer trust and self-efficacy on foreign laborer cross-cultural adjustment. In addition, this study enriches theories in the field of self-determination motivation, workplace learning, trust and self-efficacy literature. From a practical aspect, this study provides implications for business managers to make better policies in training and managing foreign laborers.

The purpose of this paper is to: summarize the major research that has been conducted regarding cross‐cultural issues in China; show the current practices on cross‐cultural management in Chinese organizations; and then identify future research needs on cross‐cultural management in China.

Meta‐analysis was carried out to summarize research of cross‐cultural management in China.

Empirical studies on cross‐cultural management in China have been conducted since the 1990s, and numerous empirical studies have been done in the past two decades across different level of constructs and practices (individual, group and organization). Among all the intercultural research concerning China, there are mainly two common types: the first type focuses on foreign managers and employees, center on their adjustment and performance in Chinese culture; and the second type of study examines Chinese who work with these foreigners in the multinational management setting. Furthermore, in recent years, emphases have been shifted from examining the effects of culture on single variables to examining the relationships among same and different level of variables.

Systematic conceptual model development and assessment of important topics are in great need. Although there is an increasing amount of comparative studies being done in China, very few studies have been conducted to study Chinese firms that are doing business abroad, which represents one of the most critical problems in the field of cross‐cultural management research in China. Most studies focus on cultural value identification and practical issues in Western global companies, which is concerned with comparison between Eastern and Western culture. Research should be conducted to study cultural differences among eastern countries, for example, countries in Asia.

Future cross‐culture management practices in China should follow several basic principles: be applicable, that is, build unique organizational culture that is embedded in the host country; be practical, since there is no well‐developed multinational culture in China, new culture should be concerned with both sides; be systematic, cross‐culture management practices should have supporting system; be equal, no single culture is better than another; cultural penetration, two different cultures have mutual impact; merit‐based appointment and promotion, use local personnel, not just talents from the home country. In Chinese settings, the most common cross‐cultural management interventions include: cross‐cultural training, cross‐cultural communication system and unified organizational culture.

This paper comprehensively reviews the research and practices on cross‐cultural management in China; identifies topics that have been studied in individual, group and organizational level. Implications on cross‐cultural selection, training are provided based research evidence.