This study advances our understanding of the contextualization of the effects of cultural intelligence (CQ). Drawing from trait activation theory and institutional theory, we develop a multi-level model showing how host countries’ informal and formal openness towards foreigners facilitate or constrain the importance of expatriates’ CQ in becoming embedded in the host organization. Furthermore, this study positions organizational embeddedness as a mediator in the association between expatriates’ CQ and a central element of expatriates’ jobs – knowledge sharing in the foreign workplace. Results from a cross-lagged survey of 1327 expatriates from 100 different nations residing in 30 host countries combined with secondary data indicate expatriate CQ relates positively to organizational embeddedness. Cross-level interaction analyses further suggest that in-group collectivism, the proxy for host countries’ informal openness towards foreigners, facilitates the importance of CQ as a predictor of expatriates’ organizational embeddedness. In contrast, CQ was not found to interact with the proxy for host countries’ formal openness towards foreigners, i.e. national immigration policies. Consistent with predictions, we identified that CQ relates positively to knowledge sharing and that organizational embeddedness carries an indirect effect. We discuss the implications for theory and practice.

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The influence of expatriate cultural intelligence on organizational embeddedness and knowledge sharing: The moderating effects of host country context

Purpose – 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. Design/methodology/approach – 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. Findings – 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 Ho...

Meta-analytic comparison on the influencing factors of knowledge transfer in different cultural contexts

Existing literature suggests that people's cognitive styles vary significantly across nations and cultures, and that East Asians emphasize holistic information processing and are more receptive to transformational advertising than people in the West. Yet, both theoretical rationale and empirical evidence of the effect of cognitive style on consumers' advertising responses are lacking. This study proposes a congruency-activation model and adopts a three by two experimental design to examine Chinese consumers' attitude towards different advertisements. The results indicate that Chinese consumers prefer transformational and integrated ads to informational ads under both low and high involvement conditions. Protocol analysis shows that Chinese consumers engage in more affective processing than cognitive thoughts. Thus, marketers should consider the effect of the cognitive style of indigenous consumers when devising international advertising strategies.

Culture, cognitive style and consumer response to informational vs. transformational advertising among East Asians: Evidence from the PRC

Mentoring is an important learning experience for adults The current chapter provides an overview of learning in academic and workplace mentoring, including an original review of published research on the topic A total of 48 studies were identified that examined learning in mentoring relationships from the perspective of the protege and/or the mentor This literature is reviewed and a narrative summary of the findings are provided Building on this narrative review, and integrating various established theories of learning and development, we then propose an integrative framework which depicts how, why, and under what conditions mentoring relates to learning We close by offering and agenda for future research on learning in mentoring to guide future scholarship on learning in mentoring relationships

Mentoring as a Strategy for Facilitating Learning: Protégé and Mentor Perspectives

The professional development of a young researcher is mainly influenced by the organizational culture and the relationship with academic colleagues, especially mentors. This chapter presents the results of a qualitative study conducted on a sample of 16 researchers employed in three Slovenian public universities. The study examines the senior-junior researcher relationship, as the relationship between mentor and mentee, the nature of their cooperation, and how new knowledge is generated and transmitted. In-depth semi-structured interviews and content analysis for structuring qualitative data was used. The results indicate that the professional development of junior researchers is based mostly on their independent work where the mentor guidance is only occasional. Despite the development of information and communication technology, and in particular the Social Web tools, the mentorship in the framework of higher education institutions is still based on a face-to-face relationship.

Relationship between Senior and Junior Researcher: Challenges and Opportunities for Knowledge Creating and Sharing

This study explored the effects of cognitive-style congruency on knowledge transfer in the mentor–protege dyadic relationship and the moderating effect of tacitness of knowledge in this relationship. Using data from 148 sales personnel dyads, we found that the more congruent the cognitive style between a mentor and a protege, the more effective the knowledge transfer between them. Moreover, the tacitness of knowledge moderated this association as expected. When the knowledge to be transferred was organized, systematic, and clear, this positive relationship was weakened. This relationship was particularly strong when the knowledge to be transferred was tacit, ambiguous, and unclear.

Is more similar, better? Interacting effect of the cognitive-style congruency and tacitness of knowledge on knowledge transfer in the mentor-protégé dyad: Mentor-protégé and knowledge transfer

Previous work on constructive competition has focused on competitors' motives and strategies; however, competition is an interactive process that is affected by both the competitor and the rival. Based on the competitive dynamics perspective and attribution theory, this study examines the impact of a perceived rival's motives on the constructiveness of competition. The results of a survey of 521 employees from 25 companies in the banking and insurance industry in Taiwan revealed that the perceptions of rivals' motives significantly affected the constructiveness of competition. By introducing the perspective of rival analysis to individual-level competition, the present study provides a more comprehensive understanding of constructive competition within organizations.

Effects of a rival's perceived motives on constructive competition within organizations: A competitive dynamics perspective: Rival's motives and constructive competition

Kuo-I Chang

Papers

Is more similar, better? Interacting effect of the cognitive-style congruency and tacitness of knowledge on knowledge transfer in the mentor-protégé dyad: Mentor-protégé and knowledge transfer

Effects of a rival's perceived motives on constructive competition within organizations: A competitive dynamics perspective: Rival's motives and constructive competition