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The purpose of this paper is to explore the human capital (HC) expatriates require and develop during an international assignment (IA) to work effectively and live contentedly in a host country.

Qualitative research entailing interviews with 78 expatriates and repatriates across the globe, investigating the competencies they developed and the HC they gained during their IAs.

Five interrelated competence clusters were derived: cultural competence (CC); interpersonal competence; intrapersonal competence; global business competence; global leadership competence, each containing competencies crucial for expatriate success.

This study relied on self-reports by expatriates and repatriates. Future research should also include senior/line managers and chief human resource officers from a range of organizations across the world to gather their assessments on the competencies and HC of expatriates and repatriates.

Line/HR managers can use the designed “Expatriate/Repatriate Human Capital model” to assess an individual's overall readiness and capacity to perform effectively in a foreign country and culture and consecutively identify and select the right candidates to undertake IAs.

This paper contributes to the literature by presenting a HC model called the “Expatriate and Repatriate Human Capital Model; the body of competence”. The model identifies and defines the competencies/knowledge, skills, abilities and other characteristics (KSAOs) required for intercultural effectiveness and expatriate success and serves as a tool for the selection, training, development and performance evaluation of expatriates and repatriates, in order to aid the accomplishment of individual and organizational objectives.

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.

The ability to effectively engage in cross-cultural interactions is imperative for leaders in our increasingly globalized world. Those who possess certain key psychological resources are more likely to engage in cross-cultural interactions successfully. Psychological resources include cross-cultural hope, efficacy, resilience, and optimism, which together comprise cross-cultural psychological capital (CC PsyCap). Previous research has indicated that CC PsyCap predicts cultural competence, yet the pathways underlying this relationship remain unexplored. We examined the relationships among CC PsyCap, engagement in cross-cultural interactions, stress during cross-cultural interactions, and cultural competence. The hypothesized relationships were tested using a sample of 135 undergraduate students (76% female) participating in study abroad programs. Participants completed measures of cultural competence, CC PsyCap, engagement, and stress approximately one month into their study abroad. Structural equation modeling analyses indicate that CC PsyCap and stress influence cultural competence directly and indirectly through engagement level during cross-cultural interactions. Furthermore, the results suggest that CC PsyCap indirectly influences engagement through stress during cross-cultural interactions. We discuss the implications of these results for people preparing to enter cross-cultural environments.

This paper aims to highlight the influence of culture in the accounting profession and introduce/advance a framework for cultural competence in the accounting field.

This paper is written for academics and practitioners, focusing on strategies to promote cultural competency in the accounting profession. It includes professional rationales for accounting management and human resources practitioners recognizing the need for and the factors impeding cultural inclusiveness in the accounting profession.

Due to globalization, cross-border business operations are continuously growing. The need to understand and address cultural differences is imperative.

This article offers solutions to equip leaders in support of human capital management with engaging, retaining and diversity and equity competency for current and future employees and the globalization of their customer base. The research offers recommendations for cultural competencies to help strengthen business, and leadership address culture systematically in their highly complex roles.

Understanding culture and the restorative needs of individuals can help students learn cultural competence and provide students a unique look at cultures. The chapter will focus on a pedagogical and historical understanding of restorative justice, how it relates to cultural competence, and structuring curriculum with the use of a variety of activities to help students learn cultural competence.

The purpose of this paper is to analyse the positive effects of cultural bridges on European firms’ internationalization to SMCs and MECs. We analyse the meaning and the role of managers’ cultural competence in order to understand if and how it contributes to the formation of effective cultural bridges.

Given the few contributions existing on the topic, and the lack of a general theory, a multiple case‐study analysis seems appropriate to the topic. In particular, we present five case studies of European large firms, which have successfully internationalized in SMCs and MECs. In each firm, we interviewed local and foreign managers, in order to understand the importance of cultural issues and the ways companies overcame cultural distance.

Cultural distance is a big problem for European firms investing in SMCs and MECs. They impact both intra‐ and inter‐organizational relationships and cultural bridges can be useful to overcome the effects of its perception. Cultural bridges are effective if based on managers’ cultural competencies, and can be represented by a specific manager, or by an organizational unit. In any case, the involvement of local people and the adaptation to local customs are crucial.

The analysis is still limited, and, in the future, we’ll look for a methodology able to isolate cultural knowledge and cultural competence as key factors in order to evaluate the importance of each factor.

When entering Islamic countries, foreign investors should be aware of local values, particularly religious and family value, which deeply impact on business and social relationships. Based on a deep cultural knowledge, cultural bridges enable fruitful relationships both inside and outside the organization.

Whereas cultural competence is often mentioned in the literature, only a few contributions focus on cultural competence as a key aspect of internationalization. In addition we explore the concept and the relevance of cultural bridges, and the multiple case‐study analysis show some best practices firms could follow to succeed in SMCs and MECs.

While the literature contains plenty of theoretical models for cultural competence training of health care staff, the personnel and clinicians have seldom been asked for their views on transcultural competence. Focus group interviews that we carried out in this study showed that the main concern of the participants (interprofessional teams in Swedish psychiatry) is to understand the culturally diverse in psychiatry, rather than being culturally competent. Three major themes of the process of understanding emerged in our analyses: (1) diversity reflection (sub‐themes: reflecting on co‐existent cultural differences and similarities, moving from a one‐dimensional to a multi‐dimensional approach to cultural diversity and self‐reflection), (2) cultural knowledge and skill acquisition (generic and specific) and (3) communication (sources, discrimination). Listening to staff's learning needs may motivate greater sensitivity to the needs of their culturally diverse patients.