Sasha Westropp, Virginia Cathro and André M. Everett
Understanding expatriate performance, suitability, selection and development have long been identified as critical to international human resource management (IHRM). The authors…
Abstract
Purpose
Understanding expatriate performance, suitability, selection and development have long been identified as critical to international human resource management (IHRM). The authors explore how adult third culture kids (ATCKs) see themselves in regard to their future capacity to successfully engage in international assignments. This paper aims to confirm research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered.
Design/methodology/approach
In-depth interviews with a small sample of ATCKs are used in an exploratory qualitative study.
Findings
The ATCKs see themselves as a genuine source of exceptionally capable, expatriate talent on the basis of their prior international experience in childhood and the capacity to socio-culturally adapt in a chameleon-like manner. This paper confirms research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered. However, the flip-side of these self-perceptions is that they may appear rootless and restless, may be self-centred rather than organisationally oriented, and may voluntarily isolate themselves from more traditional expatriates instead opting to immerse themselves in the local host country scene.
Research limitations/implications
The findings are based on a small sample, and future research embracing a range of methodologies is envisaged.
Practical implications
The findings offer insights for practitioners and researchers, and ATCKs with reference to the selection of international assignment and performance management of ATCKs.
Originality/value
While some scholars have suggested that ATCKs may be ideal expatriate talent, the findings give focus to what might retain this talent in an organisation and suggests a future research agenda.
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Keywords
Virginia Cathro, Paula O’Kane and Deb Gilbertson
The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was…
Abstract
Purpose
The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs.
Design/methodology/approach
In total, 31 RLJs, submitted as part of an international communication course involving a global virtual team exercise, were analysed. Thematic analysis was used to identify themes discussed by participants, while content analysis, based upon Kolb’s learning cycle, was used to assess the depth of student reflection.
Findings
Students appear to have engaged with depth and understanding and were able to articulate their skill level, but there was variance in their reflective ability across different skills.
Practical implications
An interpretation of Kolb’s (1984) learning cycle as a method to assist educators to assess RLJs is presented. Specifically, educators need to provide more guidance to students to enhance their ability to reflect. The authors suggest that a rubric based on Kolb could fulfil this objective.
Originality/value
This study responds to the call for more research examining depth of reflection (Lien et al., 2012); it also offers contribution to the variety of models characterising reflective depth (Ash and Clayton, 2009; Chamberlain, 2012; Lien et al., 2012) drawn from experiential learning in the form of written RLJs.
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Abdul-Nasser El-Kassar, Dania Makki, Maria Alejandra Gonzalez-Perez and Virginia Cathro
This paper aims to corroborate the importance of university social responsibility (USR) for universities and to establish a rationale for their investment in a strategically…
Abstract
Purpose
This paper aims to corroborate the importance of university social responsibility (USR) for universities and to establish a rationale for their investment in a strategically implement socially responsible initiatives and programmes and gain returns from such investments. This purpose can be achieved by examining a complex conceptual model connecting USR with many desired student-related outcomes that leverage the university's competitiveness, long sustainability and contribution to the triple bottom line – “people, planet, and profit”.
Design/methodology/approach
The authors conducted a cross-country comparative study using quantitative techniques. Their analysis was guided by a holistic conceptual model constructed and experimentally evaluated using obtained primary data. The robustness of the suggested model was evaluated using structural equation modelling with partial least squares.
Findings
The findings validate the hypothesized associations and indicate that adopting USR initiatives increases student satisfaction and alumni loyalty through student-university identification, perceived university image, and service quality. In addition, the cross-country analysis finds no variation in the strength of the connections owing to cultural variations, except for the association between service quality and institution image.
Practical implications
Incorporating USR at the centre of university's strategy not only complements its teaching and research goals but also answers the requirements and expectations of stakeholders, increases competitiveness and assures sustainable performance.
Originality/value
This cross-cultural USR study uses a mix of methods to show that, even though USR is important, until now, its importance has been overlooked.