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Chapter 1 overviews the purposes, organization, and various contributions in the volume, “Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning.” Through these inquiries, we unpack the complexities of teachers and students engaging in cross-cultural classroom contexts. We present narrative inquiry as a fitting research approach to document and to analyze complexities underlying and informing understanding of teacher knowledge in cross-cultural teaching contexts. Such a methodological approach reveals details of the kinds of cross-cultural perspectives that might unfold in the implementation of curriculum, and explores ways in which teachers' sense of teacher knowledge are shaped by experiences of teaching and learning. We recognize complexities revealed through a comparative cross-cultural narrative approach as a way of highlighting the educational significance of this work. We organized chapters of this volume into sections, using Schwab's (1973) curriculum commonplaces as a framework for examining some of these complexities. The four section headings are: Section I: “Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences;” Section II: “Learner experience informing teacher knowledge;” Section III: “Subject matter/curriculum informing teacher knowledge;” and Section IV: “Milieu informing teacher knowledge.”

The globalization of knowledge has driven an increased emphasis on cross-border, high-technology acquisitions where a target firm in a technology industry is acquired by a firm in another nation. However, learning depends on similarity of knowledge, and we find that needed similarity can be provided by either technology or culture. As a result, firms can learn from acquiring targets at increasing cultural distance or at increasing technological distance, but not both. We find an interaction where acquisitions made at longer cultural distances and less technological distance, and acquisitions at shorter cultural distances and greater technological distance improve financial performance. This means technological distance and cultural distance are substitutes or represent a trade-off where improved acquisition performance depends on having commonality (low distance) for one of the variables.

This study aims to explore how indigenous knowledge, cultural heritage preservation and ethnic identity influence the production of traditional ikat textiles in northeast Thailand.

A qualitative research method used an ethnographic perspective with a realistic design. Purposive sampling was used to conduct 30 in-depth ethnographic interviews with members of Phu Thai ikat textile groups in Kalasin province. Interview transcripts were studied using thick descriptive analysis (themes, categorisation, coding and keywords).

The ethnographic study shows that natural dyeing, traditional crafts, materials, designs and patterns are used in Phu Thai ikat textile weaving. The results reveal that indigenous knowledge, cultural heritage preservation and ethnic identity are relevant to traditional ikat textiles.

To the best of the authors’ knowledge, this study uniquely focuses on a deeper theoretical understanding of indigenous knowledge and cultural heritage preservation, to sustain traditional ikat textiles.

Based on attributional complexity (AC) theory, the authors empirically examine the impact of biculturalism on cross-cultural adjustment and the degree to which people make isomorphic attributions, critical for cross-cultural leadership effectiveness.

Using questionnaire surveys, the authors first validate measures in a validation sample and then empirically test the model in a second sample, using structural equation modeling.

The authors’ findings reveal an empirical connection between biculturalism and AC on the one hand, while also showing support for the relationship between biculturalism and attributional knowledge. Findings also demonstrate that biculturalism is related to attributional accuracy in cross-cultural contexts via an attributional mechanism, as suggested by AC theory.

First, AC theory emerges as one with excellent prospects for explaining intercultural work in multicultural settings. Biculturalism's links to AC and attributional knowledge are critical for extensions to cross-cultural leadership effectiveness, and international knowledge transfer, interesting and high potential research avenues for the discipline.

The authors’ findings carry a host of managerial implications. AC training can provide all international assignees with the necessary foundational skills and learning abilities to successfully interact in the host country setting with local nationals. This study also suggests that managers on international assignments should focus their efforts on acquiring attributional knowledge because it can provide a solid boost to their understanding of the local culture.

One’s understanding of biculturals and their cross-cultural management competencies is very limited. The authors provide empirical support for the hypotheses, hitherto unexamined in extant literature.

This paper aims to determine whether the widely accepted proposition that cultural differences impact negatively on flows of knowledge and information stands through all industries.

The evidence regarding the affects of cultural differences on knowledge transfers is strong. This paper looks at a special case where the relationship is not the same. A study is undertaken within a business school involving a sample of postgraduate fee‐paying business program students. The students are classified into their respective cultural groups in accordance with the GLOBE Study classifications. Their exam results are then analysed to detect any differences relating to those cultural groups.

In the case studies there is no significant difference in the average results obtained by each of the cultural groups.

The study is limited to the students in particular classes in one university in Australia. From a research perspective the paper shows that the research community should not presume a negative effect on knowledge flows caused by cultural differences in all cases.

Business managers should be wary of anticipating such affects and in introducing costly measures to counteract them. Business, at least in this respect, may well be heterogeneous and cultural effects should be considered carefully on a case‐by‐case basis.

This is the first study illustrating an anomalous situation where cultural differences between supplier and customers may actually act in favour of successful delivery of knowledge services.

This paper provides a comprehensive assessment of the influencing factors on knowledge transfer through meta-analysis with an emphasis on the influence of cultural contexts.

The approach involved the evaluation and analysis of 69 published empirical studies and the categorization of these studies into two groups based on different cultural contexts as described by Hofstede. A meta-analytic approach was then employed to provide a comparative analysis of the categorized studies.

The results of the meta-analysis of the influencing factors of knowledge transfer are consistent with the results obtained in most previous studies, indicating a maturation of research in this area. Influencing factors such as knowledge ambiguity, tie strength, trust, and common cognition are shown to impact knowledge transfer in different cultural contexts, particularly with regard to the individualism-low power distance and collectivism-high power distance dimensions defined by Hofstede.

This analysis was limited to the correlation between the influencing factors and the general performance in knowledge transfer and did not specifically address more detailed dimensions such as efficiency and effectiveness. In addition, this analysis was restricted to the cultural contexts of only two cultural dimensions. However, the review of this broad range of studies provided sufficient data to allow an in-depth analysis of related influencing factors and helped to illustrate and exemplify the influencing mechanisms of culture on knowledge transfer.

The results presented in this paper can help managers working in cross-cultural environments to understand the key influencing factors that affect knowledge transfer in the workplace. By understanding these factors, managers can more effectively implement methods and procedures that improve cross-cultural knowledge transfer in the work environment.

This paper provides a detailed insight into the influencing factors found between two distinctive cultural contexts and offers a fresh analysis of influencing factors with regard to knowledge transfer in a cross-cultural environment.

This study aims to explore how professional–cultural knowledge is reciprocally shared between experienced expatriates and novice local nurses. To address this, the situated learning in practice lens is combined with social exchange lens.

An interpretive case study methodology enabled an exploratory approach into the knowledge-sharing practices between experienced expatriates and novice local nurses in Saudi Arabia.

Insights gained in the fieldwork suggest that professional–cultural knowledge sharing (KS) often occurred through three primary practices, namely, developing a professional–cultural meaning, forming clinical competency development opportunities and intervening in unfamiliar professional–cultural situations. In addition, two micro-level conditions shaped the reciprocity of professional–cultural KS practices between expatriate and local nurses, which were individual differences and situational conditions.

This study advances and improves the understanding of two intertwined but rarely studied aspects of knowledge-sharing practices. The exploratory lens sought and gained rich insights into the knowledge-sharing practices between experienced and novice individuals and expatriate and local individuals.

A major challenge faced by MNCs is how to manage knowledge transfer between headquarters and subsidiaries located in dissimilar cultural contexts. While the impact of culture on knowledge transfer has been widely acknowledged, an important gap in the literature is how cultural distance (external variable) and subsidiary roles (internal variable) interact in impacting on knowledge flows in MNCs. The purpose of this paper is to present an integrative model to advance understanding of the interaction between cultural distance and subsidiary roles in the knowledge transfer process within MNCs.

An environment‐strategy‐performance framework is developed based on a review of extant literature. A case study is used to substantiate the framework. It was conducted in an MNC in China and involved in‐depth interviews with expatriate and local managers.

Knowledge transfer in MNCs is influenced by external context (cultural distance) and internal mechanisms (subsidiary roles). The direction and magnitude of knowledge flows is related to the strategic roles of the subsidiary and is influenced by cultural distance. Negative impacts are evident where cultural distance is large, with positive impacts where cultural synergies occur. Changes in Chinese cultural values impacting on knowledge transfer are also evident.

The conceptual model combines internal resource and external environmental perspectives. It links literature on cross‐cultural management, subsidiary roles and MNC knowledge transfer. Furthermore, it explores linkages between culture and knowledge transfer, cultural distance and subsidiary roles, knowledge transfer and subsidiary roles. The model is operationalised in a China‐based case study.

This study concerns the attendance motivations for cultural services based on the audience’s level of knowledge. The purpose of this paper is to define the role played by general knowledge (e.g. cultural education) and specific knowledge (e.g. communication around a cultural product) in the attendance motivation trajectory of a cultural service.

The study uses in-depth interviews with 20 visitors to two public theatres, one in Belgium and one in France.

The results identify a tripartite motivation in the decision to attend a performance, corresponding to four visitor segments defined according to their level of general and specific knowledge.

The recommendations arising from the study are that potential audience members be targeted according to their particular profile and that their cultural tastes be developed by raising their level of general knowledge, an element that goes beyond the suggested motivation trajectory.