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This study advances ethnocentric behaviour research by exploring its impact on individuals' work disengagement in multicultural work settings. Ethnocentrism research focused mainly on consumer ethnocentric behaviour but did not consider the role of employees’ ethnocentric behaviour in the multicultural workplace. This study aims to address this gap by utilizing social identity theory. The authors propose that ethnocentric behaviour has an impact on employee work disengagement and also affects social undermining and workplace conflict as an outcome.

This study used cross-sectional data (N = 326) collected from employees working for Chinese multinational firms in Bangladesh. The authors used Likert-type scale to collect data. To check the hypothesis, the authors employed Hayes' PROCESS macro 4.0v.

The authors found that employee ethnocentric behaviour positively impacts workers' work disengagement. Ethnocentric behaviour positively affects social undermining and workplace conflict, whereas social undermining and workplace conflict partially mediate the indirect effects of ethnocentrism on work disengagement. The authors also found that core self-evaluation (CSE) weakens the indirect impact of ethnocentrism on work disengagement through social undermining and workplace conflict.

The authors recommend that organizations recruit employees with positive CSE and provide cultural sensitivity training to reduce ethnocentrism in the culturally diverse workplace.

This study is a unique effort to examine the influence of employees’ ethnocentric conduct by employing social identity theory in the emerging economy subsidiaries of multinational businesses operating in developing countries. This study also addressed the moderating effect of employees' CSE. This adds a unique dimension to ethnocentrism and employee work disengagement research. The authors have also discussed the future research avenue, theoretical and practical implications in detail.

This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.

Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.

While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.

The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.

This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.