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The purpose of this paper is to explore how newly formed culturally diverse project teams develop and implement rules, and how these processes may be affected by language-fluency asymmetries.

Using a case-study research design, the authors investigated three multicultural project teams within a management integration program in a multinational company in France. Their complete data set includes 37.5 hours of observations and 49 hours of semi-structured interviews.

Findings revealed that subgroups formed on the basis of language-fluency and this affected the development and implementation of rules. While rule-setting mechanisms emerged across teams, they varied in form. On the one hand, tightly structured rules emerged and rules were rigidly applied when there were greater language inequalities. In contrast, implicit behavior controls guided interactions when language-fluency subgroupings were less salient. The findings also revealed that the alignment of other individual attributes with language fluency reinforced subgroup divisions, further impacting the rule development and implementation processes.

Understanding rule development and implementation in culturally diverse teams and how these processes are impacted by language disparities enables managers to help members develop more successful behavioral patterns by keeping language-fluency (and other) attributes in mind.

The study extends and complements previous team research by providing in-depth insights into the process of rule development and implementation. It demonstrates the impact of language-fluency asymmetries and subgroup dynamics on these processes. The authors propose a model to capture the processes by which culturally diverse teams create rules, and how the rule-setting mechanisms might be moderated by faultlines such as language-based disparities.

Cultural dimensions studies can limit managers' ability to overcome challenges within international teams as they perpetuate stereotypical perceptions based on nationality. Instead, managers can use identity theory to build a team culture based on interpersonal awareness in which team members view their colleagues as fully realized and predictable individuals.

The purpose of this paper is to explore managers’ perspectives on and practices of internal crisis communication in multicultural environments.

After a review of relevant literature on crisis, culture and internal communication to define the framework and relevance of this study, results from qualitative interviews with Danish managers are presented.

Interviewees acknowledge the relevance of the cultural backgrounds of employees in relation to internal communication, especially in crisis situations. Cultural aspects affect message framing and employee sensemaking, especially when it comes to employees located in other countries. Line managers and local communicators are key in the adaptation of verbal and non-verbal communicative features. Employees are also seen as active sensegivers and communicators.

Findings show how demographic and globalisation patterns, which are changing domestic and international workplaces, have important implications for internal communication and internal crisis communication. There is therefore a call for further research, especially from the perspective of employees.

Although cultural aspects have been highlighted as a recurrent feature of most crises today, and one of the new research areas to be explored, studies within this area are very few and concern mainly external audiences and practices. The present research study contributes to this overlooked area by offering valuable insights into internal crisis communication in organisations with a multicultural environment.

Shame is a common, yet seldom acknowledged emotion. Shame signals a threatened social bond in which the claim of as what one wants to be seen (i.e., the claim for a certain relational identity and relative status positioning) is neglected by the other party. Using a case study approach, this chapter provides insights into how shame shapes the relationship and leadership structure in organizations. The case used is based on a documentary TV show; hence this chapter also provides insight in the use of visual/TV material to gain insight in relational leadership dynamics.

The purpose of this paper is to investigate the moderating role of cultural factors (concern for face and stability of attribution) in the relationships among service recovery quality, postrecovery satisfaction and repurchase intention. Based on the politeness theory, this paper proposes a theoretical model for understanding how concern for face and stability of attribution may affect collectivists’ consumption behavior.

Data were collected in a field survey of 600 Hong Kong consumers who had experienced a telecommunications service failure. Partial least squares structural equation modeling (PLS-SEM) was used to test the theoretical hypotheses.

A cultural factor of concern for face is found to negatively moderate the relationship between service recovery quality and postrecovery satisfaction. Face also positively influences the relationship between postrecovery satisfaction and repurchase intention. Another cultural factor, stability of attribution, is found to negatively moderate the relationship between service recovery quality and postrecovery satisfaction and to negatively moderate the relationship between postrecovery satisfaction and repurchase intention.

This study contributes to the understanding of the relevance of concern for face and stability of attribution in collectivists’ consumption behavior. The findings have significant implications for managers in a position to exploit the cultural value mechanisms of collectivist consumers.

To the best of the authors’ knowledge, this has been the first research to examine the impact of concern for face and stability of attribution among service recovery quality, postrecovery satisfaction and repurchase intention.

Proposes that traditional Chinese values of leader as head can be useful in that they can promote applying abilities for mutual benefit for leadership and employees. A total of 200 managers working in organizations in Shanghai, China, indicated their traditional leadership values and level of applying abilities for mutual benefit with employees. A total of 200 employees working for these managers indicated their applying abilities with their manager and their manager’s leader effectiveness and their own job commitment. Applying abilities mediates between leader as head and leader effectiveness. Findings help to clarify that traditional Chinese leadership values involve support and relationship building, not necessarily domination and suppression. These results were interpreted as suggesting that Chinese managers and employees could develop effective leader relationships by strengthening their traditional values and orienting them to promoting applying abilities for mutual benefit.

This paper aims to investigate the relationship between prospective teachers’ cultural profiles and service quality expectations in a pedagogical training program in Greece.

Using the EppekQual scale and an alternative Hofstede’s cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis.

Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals’ prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture’s emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension.

Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested.

This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

The purpose of this study is to investigate the current and potential use of virtual teams in the Indian context.

The use of virtual styles and strategies was assessed through a series of questionnaires, focusing on managerial aspects. The sample consisted of companies and individuals from Europe, who work on virtual assignments. The results were analysed, paying particular attention to the actual usage and potential future usage of virtual assignments.

It was found that a disparity between the actual and the potential use of virtual delegates exists. Furthermore, the increasing use of virtual delegates requires tailored intercultural training, which meets the specific demands of these delegates and the requirements of virtual teamwork. The paper goes on to discuss how traditional training can be adapted for the training of virtual assignees.

The findings have implications for both academics and practitioners, as they indicate that there is significant potential for further growth in the use of virtual assignments. In particular, the paper highlights the need for specific, dedicated training in virtual assignments, as this has a substantial impact on their success.