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Drawing on a contagion-interpretation model of leader affective displays and leader effectiveness, the purpose of this paper is to examine the effects of leaders’ angry feedback on followers’ cognitive and affective reactions, and ultimately, perceived leader effectiveness across different cultural contexts.

In this paper, two experimental studies were conducted with a total of 528 participants.

The results revealed a culturally divergent cognitive effect: in Western cultures where vertical collectivism is low, leaders’ angry feedback reduced followers’ inferred developmental intention and subsequently, perceived leader effectiveness, whereas in East Asian cultures where vertical collectivism is high, leaders’ angry feedback reduced the two variables to a lesser extent or did not have any effect. In contrast, there was a culturally convergent emotional effect: the impact of leaders’ angry feedback on followers’ negative emotions and subsequently, perceived leader effectiveness was the same, regardless of the level of vertical collectivism.

This research is the first to demonstrate that culture – in particular, the dimension of vertical collectivism – has different impacts on the two mechanisms (i.e. cognitive and affective) through which leader’s angry feedback influences followers’ perceived leader effectiveness.

Philosophical reflection is a reflection of a school’s organizational structure. This study employs formal and computational methods to examine closely the culture/structure duality in the Frankfurt School’s formation and fragmentation over several decades by examining the homology between its social and conceptual networks.

On the one side, I produce social structural data from archival research on the Frankfurt School’s set of social relations. On the other side, I use computer-assisted textual analysis to produce concept maps of key texts by the same thinkers. Analyzing these networks jointly, I then investigate the dyadic social and cultural processes that contributed to the school’s fragmentation and show that:

1. The Frankfurt School’s social structure and idea structure were positively correlated over three decades as the school moved from an era of social and intellectual coherence to an era of fragmentation.

2. While we normally imagine the duality of structure and culture as a positive correlation between social and cultural relations, it can also appear as a strong negative correlation. Leo Löwenthal’s expulsion from the school is such a case. As a peripheral member, Löwenthal’s attempt to engage more strongly with the school’s core ideas was interpreted as presumptuous and low quality by core members who strictly policed the social and intellectual structure of the school. As a result of his ambition, Löwenthal was expelled.

The Frankfurt School’s social structure and idea structure were positively correlated over three decades as the school moved from an era of social and intellectual coherence to an era of fragmentation.

While we normally imagine the duality of structure and culture as a positive correlation between social and cultural relations, it can also appear as a strong negative correlation. Leo Löwenthal’s expulsion from the school is such a case. As a peripheral member, Löwenthal’s attempt to engage more strongly with the school’s core ideas was interpreted as presumptuous and low quality by core members who strictly policed the social and intellectual structure of the school. As a result of his ambition, Löwenthal was expelled.

This paper develops a semantic network approach to analyzing the relation between structural and cultural ties while illustrating the complex ways in which cultural and structural facets of a philosophical school develop in a duality.

The paper's purpose is to investigate the relationships between pay communication and referent choice, pay satisfaction and pay equity perceptions.

A sample of 149 employed graduate business students from a variety of organizations were surveyed at two different times, first to assess dependent variables (pay satisfaction and pay equity perceptions), and second to measure perceived pay policies.

Contrary to predictions, increased pay communication was not associated with referent choice, and referent choice was unrelated to pay attitudes. Pay communication was also unassociated with pay satisfaction. However, increased pay communication was found to be negatively related to pay equity perceptions.

A two‐questionnaire survey methodology was designed to minimize the possibility of common method variance. Because few employers communicate about pay, there was restriction of range for this independent variable, perhaps constraining results. However, the use of multiple employers, even in this student population, constitutes a meaningful sample.

Employers should be cautious about what pay information they provide to their employees, since this study suggests that increased pay communication results in lower pay equity perceptions.

Research in this area is extremely limited and thus this paper provides a strong foundation for further investigation.

A defining feature of international business is the necessity for people from diverse cultural backgrounds to interact and collaborate but intercultural interaction is difficult and may give rise to disagreement and conflict. I have been working on the dynamics that promote positive intercultural interaction in the international business context, and two streams of my research, one empirical and the other conceptual, are reviewed here. The first stream is concerned with fairness issues surrounding the pay disparity between locals and expatriates in multinational enterprises operating in China, which has implications for MNC operations in other emerging economies. My research has shown that the pay disparity is associated with negative reactions from local employees but some management practices associated with the relationship between locals and expatriates, attributions made by locals, and salient norms about the pay disparity can buffer such negative reactions. In this research program, the focus is not on the actual interaction between locals and expatriates. To address this gap, a conceptual framework is presented, which provides insight about the factors that contribute to positive interaction between locals and expatriates. This paper ends with implications for future research on intercultural interaction in the MNC context.

The social and cultural duality perspective suggests dual ordering of interpersonal ties and cultural similarities. Studies to date primarily focus on cultural similarities in interpersonal dyads driven by principles such as homophily and contagion. We aim to extend these principles for sociocultural networks and investigate potentially competing micro-principles that generate these networks, taking into account not only direct dyadic overlap between interpersonal ties and cultural structures, but also the indirect interplay between the social and the cultural.

The empirical analysis utilizes social and semantic network data gathered through ethnographic studies of five creative organizations around Europe. We apply exponential random graph models (ERGMs) for multiplex networks to model the simultaneous operation of several generative principles of sociocultural structuring yielding multiplex dyads and triads that combine interpersonal ties with meaning sharing links.

The results suggest that in addition to the direct overlap of shared meanings and interpersonal ties, sociocultural structure formation is also affected by extra-dyadic links. Namely, expressive interpersonal ties with common third persons condition meaning sharing between individuals, while meaning sharing with common alters leads to interpersonal collaborations. Beyond dyads, the dual ordering of the social and the cultural thus operates as asymmetrical with regard to different types of interpersonal ties.

The paper shows that in addition to direct dyadic overlap, network ties with third parties play an important role for the co-constitution of the social and the cultural. Moreover, we highlight that the concept of network multiplexity can be extended beyond social networks to investigate competing micro-principles guiding the interplay of social and cultural structures.

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.