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Psychology, both as science and practice, has been largely developed in one cultural area of the world: Europe and North America. As a result, the discipline is culture-bound, limited in its origins, concepts, and empirical findings to only this small portion of the world. The discipline is also culture-blind, largely ignoring the influence of the role of culture in shaping the development and display of human behaviour. These limitations have resulted in the dominant position of a Western Academic Scientific Psychology (WASP) in relation to other cultural perspectives on human behaviour. The paper aims to discuss these issues.

This paper draws on concepts and strategies in psychology (particularly cross-cultural and intercultural psychology) to propose some remedies to problems arising from the dominant WASP position. For example, of what relevance is such a limited perspective to understanding human activity in other cultures; and how can such a limited understanding serve the purpose of effective intercultural interactions?

The eventual goal is to achieve a global psychology that incorporates concepts and findings from societies and cultures from all parts of the world, one that will permit a valid understanding of people within their cultures, and permit effective intercultural across cultures.

The paper presents some criticisms of the dominant western psychology (WASP), and proposes that the achievement of a more global psychology may be within reach if some concepts and methods now available in psychology from both the dominant western sources and from those working in the rest of the world are used.

Within the last two decades there has been an increased interest in the issue of work and emotion within work and organizational psychology and related fields. Although the cross-cultural perspective has a long tradition in research on emotions, organizational behavior researches on the dynamic of emotions at work have devoted surprisingly little attention to cross-cultural issues. In this paper, an attempt is made to show how important and useful a cross-cultural perspective is for understanding the role of emotion in the workplace. First, a review of recent publications of cross-national cross-cultural research of emotion at work is presented. In this, the focus is exclusively on cross-national organizational behavior studies of specific emotions with national culture as an explanatory variable. The aim of this is to identify core findings of cross-cultural research on emotion in organizational behavior and some gaps in this burgeoning literature. Second, a review is presented of findings on cross-cultural similarities and differences in emotion, culture-specific norms, and values and their effect on emotion. The aim of this is to identify the implications of these findings for future research on emotion at work. Third, a review of methodological issues in cross-cultural research is presented followed by some recommendations to further advance this area of research.

Drawing on the “shocks to the system” concept in image theory, a mid-range theoretical model is developed to illuminate understanding on why cross-cultural experience is so conducive to stimulating entrepreneurship yet has remained largely unexplained at the individual level.

The novel idea is put forth that experience of foreignness, in itself, can be harnessed as a powerful cognitive resource for entrepreneurship – particularly the nascent stages of new venture development. Providing cross-cultural exposures arouse “self-image shocks”, they manifest over time as skill clusters that reflect the sensing, seizing and transforming capabilities at the heart of entrepreneurship. This paper's pivot helps delineate a common mechanism to explain how a diverse range of seemingly disparate cross-cultural experiences can be processed in a way that enhances entrepreneurial pursuits.

The insights of this paper reinforce the need for educators and policymakers to encourage and provide opportunities for aspiring entrepreneurs to engage in cross-cultural and overseas exposures as they are influential for stimulating each of the core sets of entrepreneurial capabilities. The model and synthesis table also help to practically unpack how to design and plan such cultural experiences to optimize the enduring entrepreneurial advantages.

The author turns a long-standing assumption surrounding cultural differences in entrepreneurship on its head. The shocks and tensions arising from intercultural interactions are not always inevitable liabilities to be “managed away” or attenuated. Rather, cross-cultural experience can be explicitly leveraged as an asset for nascent venturing as the juxtapositions they evoke provide both proximal and distal enhancements to ways in which entrepreneurs think and develop skills at the core of venturing.

The present study aims to understand context and dynamics of cognitive learning of students as an outcome of the usage of popular movies as a learning tool in the management classroom and specifically in the context of a course on cross‐cultural management issues.

This is an exploratory study based on qualitative analysis of reflection notes of 14 students who participated in an elective course on “managing cross‐cultural issues (MCCI)” in the second year of their MBA programme. Students were asked to submit reflection notes focused on classroom learning as an outcome of the course MCCI with specific reference to used movies Outsourced and My Big Fat Greek Wedding. Students' reactions in their reflection notes were analyzed through qualitative content analysis.

The findings of this study reveal that students found selected movies very relevant and effective in learning cross‐cultural theories, issues and developing cross‐cultural competence. They also enjoyed movies as learning experience in the classroom. Both instructor's observations and students' reactions regarding the effectiveness of movies as classroom learning tool are very positive.

Popular movies, if appropriately selected and included in cross‐cultural training programmes for expatriate managers, immigrant workers and managers who travel to different countries, could be very useful as a learning tool for developing multicultural perspective and cross‐cultural competence.

This paper could be very useful to academicians and researchers who want to use popular movies as an instructional or research tool for exploring the psychodynamics of classroom learning in management and social sciences courses or professional training programmes focused on cross‐cultural management skills, global leadership skills, diversity management.

Different researchers look at cross‐cultural management from different perspective. By identifying six perspectives, this study aims to help researchers identify lacuna and helps the field by identifying under‐researched areas.

Through a literature review of papers directly or indirectly linked to cross‐cultural management, cross‐cultural psychology and studies on stereotyping.

The paper starts with a riddle. Why has the UK, a culturally homogeneous society, experienced 18 racial riots since the 1980s whereas Malaysia, a culturally heterogeneous society, has experienced none? This fact can be understood through six perspectives. These are named the classical approach, the anthropological approach, the psychological approach, the stereotyping approach, the knowledge management (KM) approach and the systems thinking approach.

There are three key points. First, understanding perspectives allows researchers and practitioners to know where they and others are coming from. Second, it allows researchers to identify under‐researched areas. Third, the point is made that classical studies were focused on understanding the past while emerging fields (KM and systems thinking) is more geared towards shaping the future.

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.

The purpose of this paper is to gain some insights from a leading scholar of the cross-cultural cognitive social psychology field on how cultural differences are viewed, understood, and dealt with, and thus to contribute to enrich the way cultural differences are framed in cross-cultural management research.

The author conducts a formal, semi-structured interview with Richard Nisbett for a duration of 90 minutes. The author extracts the key message from the interview and re-structures the conversation in a meaningful manner.

From his cognitive social psychology lens, Richard Nisbett views that any cross-cultural contact between different thinking styles is advantageous because differences help address the limitations of one’s own thinking style.

The insights from cross-cultural cognitive social psychology encourage cross-cultural management researchers to further investigate the positive consequences of cultural differences.

Richard Nisbett’s own journey from a young scientist who describes himself as an extreme universalist, to a mature intellectual who understands and appreciates different thinking style, is itself a concrete example of how differences can lead to the positive. The author summarizes three factors that are key to a positive outcome of cultural differences: curiosity and openness to cultural differences; habit of critical thinking; and intense interaction with culturally different others.

Notes that methodological problems are hampering the growth of cross‐cultural marketing research and presents a review of methodological issues to address these problems. Organizes these issues around a six‐step framework which includes elements such as problem definition, the development of an approach and research design formulation. Notes that the marketing research problem can be defined by comparing the phenomenon or behaviour in separate cultural contexts and eliminating the influence of the self‐reference criterion. Discusses issues in data analysis such as treatment of outliers and standardization of data. Concludes with an interpretation of results and report presentation.