Yunxia Zhu, Tyler G. Okimoto, Amanda Roan and Henry Xu
To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through…
Abstract
Purpose
To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections, facilitation, and the construction of a collaborative learning community.
Design/methodology/approach
To investigate the complex processes and principles of cultural learning, a multi-method approach is applied to an extensive comparative study of default and intervened cases within three management classes. Evidence is drawn from multiple sources of qualitative data including class observations, meeting minutes, focus groups, and group interviews with students and instructors.
Findings
Results indicated that in default cases, little explicit attention was given to a situated perspective of culture, or to the rich sources of cultural knowledge available among members of the classroom community. In contrast, following the intervention cases where SiCuLA was applied, there was strong evidence that much more attention was given to enhancing student contextual knowledge. Nonetheless, there were some challenges in applying these processes within the classroom context.
Originality/value
This is the first study to extend and operationalize SiCuLA in a classroom setting. More importantly, the evidence forms the empirical basis for deriving theoretical principles for cross-cultural management (CCM) education and training. It contributes to studying cultural contexts as sources of knowledge for learning through active co-participation. It also contributes to positive CCM learning with an emphasis on human agency that encourages students to take more responsibility and ownership of their cultural learning.
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George Lafferty and Amanda Roan
Since the early 1980s, governments and policy makers in Australia have emphasized the importance of the national skills base to the attainment of international competitiveness…
Abstract
Since the early 1980s, governments and policy makers in Australia have emphasized the importance of the national skills base to the attainment of international competitiveness. Workforce training programs and institutions have undergone considerable restructuring as a consequence. In recent years, there has also been a rapid growth in the use of contract labour supplied by agencies to perform specific functions. This paper addresses the impact of these concurrent developments in the area of clerical and administrative work. Focusing on two key areas of public sector employment, the Australian Public Service and the higher education system, it highlights the potentially damaging effects a reliance on contract employees can have on training and the skills base.
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Magdalena Markowska, Charmine E. J. Härtel, Ethel Brundin and Amanda Roan
Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or…
Abstract
Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or enactment of entrepreneurial role. The contribution of the chapter is in the development of a dynamic model of the process leading to identification or dis-identification as an entrepreneur. In this chapter, we develop a dynamic model of the process leading to identification or dis-identification as an entrepreneur. We theorize that the driver behind an individual’s decision to become an entrepreneur, and their significant emotional experiences in the entrepreneurial role, influence the likelihood of following an identification or dis-identification cycle. Specifically, our framework proposes that positive emotions strengthen approach motivation and identification with the role, while negative ones foster avoidance motivation and dis-identification. We argue that contextual embeddedness can prompt transition between these two cycles. Our theorization provides new insights into methods of analyzing the role of emotions in the entrepreneurial process, more specifically in the process of entrepreneurial identity crafting. These insights also can be translated into studying the crafting of any professional identity.
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Frances M. Peart, Amanda M. Roan and Neal M. Ashkanasy
In this chapter, we reanalyze the conceptual map of emotional labor in order to provide a more nuanced understanding of the construct. Our starting point is Ashkanasy's (2003…
Abstract
In this chapter, we reanalyze the conceptual map of emotional labor in order to provide a more nuanced understanding of the construct. Our starting point is Ashkanasy's (2003) five-level model of emotions in organizations, which places emotional labor at the midpoint (Level 3): the interpersonal level. We argue here that emotional labor is a complex construct that can be viewed from different levels of organizational analysis. For example, it can also be considered as an organizational level variable (Level 5) and from the within person perspective (Level 1). More particularly, we posit that recent fragmentation of the construct of emotional labor in the literature has tended to divert the focus from its primary purpose: a value adding activity for the organization. In this chapter, therefore, we describe and discuss horizontal and vertical relationships between the key elements of the conceptual map of emotional labor and suggest directions for future research.
Neal M. Ashkanasy, Charmine E.J. Härtel and Wilfred J. Zerbe
The chapters in this volume are drawn from the best contributions to the 2010 International Conference on Emotion in Organizational Life held in Montreal, Canada in August of that…
Abstract
The chapters in this volume are drawn from the best contributions to the 2010 International Conference on Emotion in Organizational Life held in Montreal, Canada in August of that year, complemented with invited chapters consonant with the theme of this volume. This highly successful conference, founded by the editors of this volume, and first held in 1998, is fondly referred to by many as the “Emonet” conference, after the email discussion listserv set up to support the conference and all those interested in advancing knowledge in emotions in organizational settings. We are especially grateful to the conference paper reviewers and acknowledge their service in the appendix of the book.