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This chapter explores a relatively underresearched assumption in the diversity literature, namely, that more variety in demographic characteristics, educational or functional backgrounds, or hierarchical status in the workforce represents a wider repertoire of perspectives, approaches, and ways of thinking. Using data from members of innovation teams across 27 organizations in 11 industries (for which variation in thinking should be highly valued), we explore at the individual level whether people with different demographic and informational backgrounds evidence differences in ways of thinking which we define in terms of cognitive styles, learning styles, cultural orientations, and communication preferences. We find large differences in ways of thinking due to culture and communication preferences but modest and limited differences in ways of thinking by level and type of education, occupational function, and hierarchical status. We find few differences by gender. The findings raise questions about the frequently repeated claims that categorical and informational diversity among organizational members reflects differences in ways of thinking.

This study aims to propose a moderated mediation model to investigate the moderating effects of environmental, social and governance (ESG) performance on the relationship between inefficient investment and firm performance and the mediating effect of firms that participate in institutional research on the relationship between investment efficiency and performance. This study also analyses the heterogeneity of the corporate nature, intensity of industrial research and development (R&D), industrial competition and regional marketization.

This study uses a panel data fixed-effects model to conduct a regression analysis of 1,918 Chinese listed firms from 2016 to 2020. A Fisher’s permutation test is used to examine the differences between state-owned and nonstate-owned firms.

Inefficient investment negatively impacts corporate performance and higher ESG performance exacerbates this effect by attracting more institutional research which reveals more problems. State-owned enterprises perform significantly better than nonstate-owned enterprises in terms of ESG transformation. Industrial R&D intensity, competition and regional marketization also mitigate the negative effects of inefficient investment on corporate performance.

This study suggests that companies should consider inefficient investments that arise from agency issues in corporate ESG transformation. In addition, state-owned enterprises in ESG transformation should take the lead to achieve sustainable development more efficiently. China should balance regional marketization, encourage enterprises to increase R&D intensity, reduce industry concentration, encourage healthy competition and prevent market monopolies.

This study combines the agency and stakeholder theories to reveal how inefficient investments that arise from agency issues inhibit value creation in ESG initiatives.

This paper aims to discuss the scholarship over the past 30 years on what used to be called Melanesian warfare or “tribal fighting” and is termed in this paper “intergroup conflict” in the Highlands of Papua New Guinea. The paper categorises the drivers of intergroup conflict that make up the landscape for conflict in the Highlands. It starts with cultural factors and the understandings about conflict that have long been used to explain such violence, then adds newer factors. It argues that while the individual existence of each driver is important, far more important is the way in which they interact with each other in reinforcing feedback loops that propel the actors involved towards violence.

The paper is based on a thorough review of the scholarly and grey literature on the topic, drawing from the fields of anthropology, criminology, political science, law, justice and peacebuilding.

The overall finding of the paper is that the nature of intergroup conflict, its scale and dynamics, has changed considerably over the past 30 years, most prominently in the entanglement of the state with local-level conflicts. This has significantly affected the nature of intergroup conflict today, deepening the attractors towards violence and conflict, while weakening the ability of existing state and non-state systems to prevent it. The picture that emerges is one in which the interconnectivity of factors promoting violence has intensified, the rate of change is accelerating and levels of violence are amplified.

This paper is an original work.

This chapter explores the theme of symbolic violence (Bourdieu, 2001; Thapar-Björkert et al., 2016), a central theme in my doctoral thesis.

My thesis looked at the experiences of a group of female undergraduate students in their first year of Initial Teacher Education in Primary Education at the university where I teach. I explored the perceived choices my participants made in terms of choosing to become primary school teachers, arguing that symbolic violence is a controlling force in society so powerful and insidious that ‘individuals do not question their own role in the production and reproduction of domination and subordination’ (Thapar-Björkert et al., 2016, p. 9). Through class and gender, primary school teaching has insidiously presented itself to be a suitable profession for young women.

I position myself as a woman from working-class origins who made the choice to become a primary school teacher and who has recognised the impact of symbolic violence. As a result, some of this chapter is written from an autoethnographic perspective. My overarching methodological approach is narrative inquiry and I have used poetry to present my data throughout. My co-author, Catherine, was one of my doctoral supervisors and we were drawn together by our shared investment in narrative and the impact of early experiences on our subsequent selves. For this chapter, we present our own narrative poems describing the impact of symbolic violence on our own lives alongside that of the participants.

While the expatriation literature has explored cultural adjustment in considerable depth, it has largely overlooked the influence of cultural diversity in an expatriate’s home country. This study aims to address this shortcoming by investigating how home-country cultural diversity affects expatriate adjustment.

This study adopts a qualitative, inductive approach based on semi-structured interviews with a small number of Malaysian managers on international assignment in the Greater Brisbane area of Queensland, Australia.

The two key and related observations from the interviews are that, firstly, the existence of sizeable and profoundly distinct ethnic groups in an expatriate’s home country serves as an aid to successful adjustment, as it enhances cross-cultural understanding and communicative skills. Secondly, the positive effects of home-country cultural diversity are particularly felt by expatriates from ethnic minority groups in the home country due to their in-group and out-group interactions at home as well as their additional linguistic arsenal.

Multiculturalism is a polarising and contentious topic in the public debate in many countries around the world, frequently used for differing political purposes. But in a globalising world, it is unlikely to disappear any time soon, making it imperative for academic research to develop a better understanding of the phenomenon, from as many angles as possible, including from an international business perspective.

This study addresses an under-researched topic, namely how cultural diversity within an expatriate’s home country impacts adjustment. From the findings, this study also introduces a theoretical model for use in future research.

This study explores the socio-demographic and psychological factors influencing pro-environmental behavior among Generation Z individuals. Aimed at deciphering the impact of socio-demographic characteristics on psychological drivers and identifying significant psychological factors affecting pro-environmental behavior, the research utilizes an inductive approach with a sample of 225 Generation Z members from Splitsko-Dalmatia County, Croatia. Data were collected via an online questionnaire focusing on attitudes, beliefs, and behaviors related to the environment. Findings reveal that gender, education level, and residential area significantly influence psychological drivers such as guilt, moral obligations, and self-identity, with women, individuals with higher education levels, and those residing in suburban areas exhibiting higher levels of these drivers. This study contributes to the understanding of pro-environmental behavior in Generation Z by highlighting the importance of socio-demographic variables and psychological factors, thus offering insights for promoting sustainable behaviors among this demographic.

Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.