I'm difficult, but not impossible: how millennials view international assignments and the implications for human resource management (HRM)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iris Kollinger ◽  
Riina Koris
Keyword(s):  
Work Experience ◽  
Personal Development ◽  
Motivating Factors ◽  
International Assignments ◽  
Region Of Origin ◽  
International Assignment ◽  
Short Term ◽  
Content Type ◽  
Millennial Students ◽  
Strong Attachment

PurposeThe purpose of this study is to identify what (de)motivates millennial students from undertaking mobility upon graduation and whether this depends on gender, region of origin, prior work experience, level of studies, or international mindset and how. The paper provides insights on the preferred length of mobility and the most (un)attractive regions.Design/methodology/approachThe sample consists of 1,001 millennial students from 77 countries. Data from a quantitative self-reported survey were analysed employing exploratory factor analysis and confirmatory data analyses.FindingsFactors that motivate mobility are personal development, learning about foreign cultures and the opportunity to travel and those that demotivate are a preference for short-term assignments, unwillingness of family to move and disruption of home country life. Factors differ by region, gender, level of current studies and the student's international mindset.Research limitations/implicationsThe cohort included only students pursuing a business or technical education. A willingness to accept an international assignment may not necessarily translate into accepting an international assignment due to the effect of the attitude–behaviour gap. The authors do not aim to generalise on the basis of the results since the sample was fairly disproportionate in terms of world regions. We do, however, invite further studies to treat ours as potential input for new and emerging studies of either a quantitative or qualitative nature.Practical implicationsDue to a strong attachment to home, short-term assignments are preferred. Salary and financial benefits remain hygienic factors and motivating factors remain on the “soft” side. Motivating millennials to engage in mobility requires an individualised approach, dependent on region of origin, gender, the level of education, work experience and international mindset.Originality/valueThis study indicates that the factors that (de)motivate millennial students to engage in international assignments differ on the basis of various socio-demographic variables.

scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

The use of the mental health treatment requirement (MHTR): clinical outcomes at one year of a collaboration

2018 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
Author(s):  
Clive G. Long ◽  
Olga Dolley ◽  
Clive Hollin
Keyword(s):  
Mental Health ◽  
Social Adjustment ◽  
Work Experience ◽  
Mental Health Treatment ◽  
Short Term ◽  
Health Treatment ◽  
Content Type ◽  
Cognitive Behavioural ◽  
The Uk ◽  
Relevant Work

Purpose In the UK, the mental health treatment requirement (MHTR) order for offenders on probation has been underused. A MHTR service was established to assess the effectiveness of a partnership between a probation service, a link worker charity and an independent mental healthcare provider. Short-term structured cognitive behavioural interventions were delivered by psychology graduates with relevant work experience and training. Training for the judiciary on the MHTR and the new service led to a significant increase in the use of MHTR orders. The paper aims to discuss these issues. Design/methodology/approach A total of 56 (of 76 MHTR offenders) completed treatment in the first 12 months. A single cohort pre-post follow-up design was used to evaluate change in the following domains: mental health and wellbeing; coping skills; social adjustment; and criminal justice outcomes. Mental health treatment interventions were delivered under supervision by two psychology graduates who had relevant work experience and who were trained in short term, structured, cognitive behavioural (CBT) interventions. Findings Clinically significant changes were obtained on measures of anxiety and depression, and on measures of social problem solving, emotional regulation and self-efficacy. Ratings of work and social adjustment and pre-post ratings of dynamic criminogenic risk factors also improved. This new initiative has addressed the moral argument for equality of access to mental health services for offenders given a community order. Originality/value While the current initiative represents one of a number of models designed to increase the collaboration between the criminal justice and the mental health systems, this is the first within the UK to deliver a therapeutic response at the point of sentencing for offenders with mental health problems. The significant increase in the provision of MHTR community orders in the first year of the project has been associated with a decrease in the number of psychiatric reports requested that are time consuming and do not lead to a rapid treatment.

scholarly journals Short-term foreign trips correlates of the four factors model of cultural intelligence

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bhawana Bhardwaj
Keyword(s):  
Cultural Intelligence ◽  
Business Environment ◽  
Primary Study ◽  
International Assignments ◽  
Short Term ◽  
Global Business ◽  
Content Type ◽  
Factors Affecting ◽  
Cultural Requirements

PurposeIn today's global business environment, international assignments have become integral part of employee's job profile. Adaptation to a different cultural environment plays a role in affecting employee's performance. In such a situation, cultural intelligence plays an important role. In order to sustain in a diverse work setting, a global organization entails managers who are sensitive to different cultural requirements. Factors affecting cultural intelligence have been a major area of study. However, studies relating short-term foreign trips and their role on four aspect of cultural intelligence are lacking. Therefore, present study was undertaken to know role of foreign visits in affecting cultural intelligence among professionals of diverse background.Design/methodology/approachThe present study is a primary study conducted for a sample of 120 respondents divided into two groups. One group comprised professionals having experience of foreign visits while other group comprised professionals who had not visited a foreign country. We use Levene’s Test for equality of variances was applied to assess the difference of variation of cultural intelligence between two different groups of respondents.FindingsThe results revealed that short-term trips play a significant role in affecting metacognitive, cognitive and motivational components of cultural intelligence. However, behavior cultural intelligence is not affected by short-term trips significantly.Research limitations/implicationsOutcome of present research forms basis for future studies that can be conducted linking long-term trips and culture intelligence. This study is practically useful for improving cultural intelligence of professionals to enhance their success and effectiveness in international assignments.Originality/valueThe study adds novelty to the field of cultural intelligence as prior studies were lacking in relating role of short-term trips on four different components of cultural intelligence.

Student perspectives on employability development in higher education in South Africa

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oluyomi Susan Pitan ◽  
Colette Muller
Keyword(s):  
South Africa ◽  
South African ◽  
Extracurricular Activities ◽  
Work Experience ◽  
Personal Development ◽  
Development Planning ◽  
Theory And Practice ◽  
Content Type ◽  
Perceived Employability ◽  
South African Universities

PurposeThis study responds to identified challenges of poor work-readiness of many graduates and the inadequate relation between education and work. Through students' perspectives, the study examines the extent to which selected South African universities are supporting their students in developing employability skills and the influence of such employability support on students' enhanced employability.Design/methodology/approachThrough purposive sampling, information was obtained from a sample of 402 final year students at two universities in South Africa. After an exploratory factor analysis, 34 of the 35 items on the questionnaire successfully loaded for further analysis under seven components.FindingsSouth African universities that were analysed are adequately engaging their students with two of the six employability development opportunities (EDOs), while students' engagement with the other four is only to a fair extent. EDOs are found to jointly influence students' employability. The curriculum has the highest influence, followed by personal development planning, career development learning and work experience. Real-world activities and extracurricular activities were not found to influence students' self-perceived employability.Originality/valueBeyond identifying skills that graduates are expected to possess, which dominate the discussion and debate on graduate employability, this study elucidates the role of universities in providing support structures – EDOs – that enable students to establish an appropriate connection between theory and practice. It provides insight into the employability potential of South African universities and increases the universities' awareness of what they can do to ensure the production of work-ready graduates.

Variables influencing expatriate learning and organizational learning

2014 ◽  
Vol 24 (4) ◽  
pp. 275-292 ◽  
Author(s):  
Areeg Barakat ◽  
Faten Moussa
Keyword(s):  
Organizational Learning ◽  
Continuous Process ◽  
International Assignments ◽  
International Assignment ◽  
Continuous Growth ◽  
Content Type ◽  
Moderating Variables ◽  
Integrative Framework ◽  
The Relationship ◽  
Practical Implications

Purpose – The purpose of this paper is to identify the variables that influence the international assignment – expatriate learning relationship and the expatriate learning – organizational learning relationship. Design/methodology/approach – The paper contains a literature review of the research on expatriates' learning and organizational learning Findings – The paper provides an integrative framework that identifies the moderating variables that influence both the relationship between the expatriate international assignment and expatriate learning as well as the relationship between expatriate learning and organizational learning. In addition, this framework specifies the process by which the international assignment influences organizational learning and shows that expatriate learning mediates this relationship. Several hypotheses were generated to provide avenues for future investigation. Research limitations/implications – The paper does not provide an exhaustive set of the moderating variables and does not focus on the interaction between situational and individual differences moderators. Practical implications – Managers should pay attention to the selection, maintenance and repatriation of expatriates and facilitate the conditions under which expatriate learning and organizational learning can be maximized. To remain competitive, managers should engage in the continuous process of assessing the effectiveness of international assignments in enhancing expatriate and organizational learning. Originality/value – The present research identifies the conditions that facilitate or hinder expatriate learning and organizational learning as well as the process by which international assignments influence organizational learning. Expatriate learning and organizational learning are critical for the continuous growth and competitive advantage of organizations, and, accordingly, it is imperative to study the factors and the process that influence learning in organizations, especially in response to the increasing popularity of globalization and the pressure to remain competitive.

To relocate internationally or not to relocate internationally: a Taiwanese case study

2018 ◽  
Vol 6 (2) ◽  
pp. 226-240 ◽  
Author(s):  
Chun-Hsiao Wang
Keyword(s):  
Organizational Support ◽  
International Assignments ◽  
International Assignment ◽  
Cross Sectional ◽  
Content Type ◽  
Multinational Organizations ◽  
Processing Theory ◽  
First Choice ◽  
Cross Sectional Design

PurposeMultinational organizations are often unable to send their first-choice candidates on international assignments because employees are unwilling to relocate internationally. The purpose of this paper is to understand how organizations can effectively increase employees’ willingness to relocate internationally.Design/methodology/approachThe study sample consisted of 229 employees who have not previously worked abroad in a large and global-minded Taiwanese bank.FindingsThis study found that when employees perceived international assignment experience to be valuable to their career and valued by their organization, they reported a higher level of willingness to relocate internationally. Moreover, this study also found the perceived organizational support (POS) on career and adjustment as moderators.Research limitations/implicationsThe use of one company in Taiwan as the source of the sample may limit the generalizability of the results. The cross-sectional design of this study also makes it impossible to examine the causality among variables.Practical implicationsTo enhance employees’ willingness to relocate internationally, organizations should ensure that they communicate clearly that organizations value employees’ international assignment experience before, during, and after the assignment.Originality/valueThis study uses social informational processing theory to examine the effects of international assignment value on employee willingness to relocate internationally, as well as the effects of POS for international assignment on employee willingness to relocate internationally.

scholarly journals Students’ perceptions of the impacts of short-term international courses

2019 ◽  
Vol 12 (3) ◽  
pp. 250-267
Author(s):  
Yusuke Sakurai
Keyword(s):  
Personal Development ◽  
Interpretative Phenomenological Analysis ◽  
Global Competence ◽  
International Programs ◽  
Structured Interviews ◽  
Short Term ◽  
Conceptual Tool ◽  
Content Type ◽  
Self Reflection ◽  
Global Perspectives

PurposeThe purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education.Design/methodology/approachThe study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience.FindingsThe analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted.Research limitations/implicationsAcademic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses.Practical implicationsThe findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences.Originality/valueThere have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.

The development of HR support for alternative international assignments. From liminal position to institutional support for short-term assignments, international business travel and virtual assignments

2020 ◽  
Vol 8 (2) ◽  
pp. 249-270
Author(s):  
Joost Bücker ◽  
Erik Poutsma ◽  
Roel Schouteten ◽  
Carolien Nies
Keyword(s):  
International Business ◽  
International Assignments ◽  
Short Term ◽  
Business Travel ◽  
Content Type ◽  
Future Studies ◽  
International Hrm ◽  
Practical Implications ◽  
Specific Working

PurposeThe purpose of this paper is to explain how and why HR practitioners perceive the need to develop international HRM practices to support short-term assignments, international business travel and virtual assignments for internationally operating organizations.Design/methodology/approachThe authors interviewed 29 HR practitioners from multinationals located in the Netherlands.FindingsAlternative international assignments seem not to belong to the traditional expatriate jobs, nor to regular domestic jobs and show a liminal character. However, over the last few years we have gradually seen a more mature classification of the Short-term Assignment, International Business Traveler and Virtual Assignment categories and more active use of these categories in policymaking by organizations; this reflects a transition of these three categories from a liminal position to a more institutionalized position.Research limitations/implicationsFor this research, only international HRM practitioners were interviewed. Future studies should include a broader group of stakeholders.Practical implicationsInternational HRM departments should take a more proactive role regarding alternative forms of international assignees. Furthermore, HR professionals may develop training and coaching and consider rewards and benefits that could provide allowances for specific working conditions that are part of international work.Originality/valueThis study is among the first to relate the framework of institutional logic and liminality to explain the why of HR support for alternative international assignees.

scholarly journals A race against time: training and support for short-term international assignments

2018 ◽  
Vol 6 (3/4) ◽  
pp. 299-315 ◽  
Author(s):  
Kieran M. Conroy ◽  
Anthony McDonnell ◽  
Katrin Holzleitner
Keyword(s):  
Design Methodology ◽  
Qualitative Interviews ◽  
Informal Support ◽  
International Assignments ◽  
Structured Interviews ◽  
Short Term ◽  
Content Type ◽  
Short Notice ◽  
Strategic Approach ◽  
Training And Support

Purpose The purpose of this paper is to explore the specific forms of training and support that individuals on short-term international assignments (SIAs) receive. It further explores issues such as short notice prior to departure and how this impacts the type of training and support compared to what the extant literature on expatriates intimates. Scholars and practitioners both agree that the increasing deployment of individuals on SIAs presents significant challenges that have not yet been met with the development of appropriate organisational policies and practices. Design/methodology/approach Drawing on in-depth exploratory qualitative interviews with a sample of German assignees, the paper is abductive in nature with semi-structured interviews analysed through thematic based analysis. The data analysis identifies the need for more tailored training and support through formal and informal mechanisms, developed in pre-departure and post-arrival contexts. Findings The paper makes key contributions through providing much needed empirical evidence on the training and support short-term assignees receive and in so doing we identify specific forms of training and supports deemed relevant from the perspective of individuals on SIAs. Given the inherent time constraints for SIAs, the significance of informal support, in both pre-departure and post-arrival contexts is especially emphasised. Originality/value The paper is one of the first empirical pieces of work to explicitly consider the specific forms of training and support that SIAs consider important. The authors answer calls for greater consideration into the significance of developing a more tailored and strategic approach to managing SIAs as a specific form of an international assignee.

Do you know how much your expatriate costs? An activity-based cost analysis of expatriation

2016 ◽  
Vol 4 (1) ◽  
pp. 88-107 ◽  
Author(s):  
Christian Nowak ◽  
Christian Linder
Keyword(s):  
Alternative Methods ◽  
International Assignments ◽  
International Mobility ◽  
International Assignment ◽  
Content Type ◽  
Total Cost ◽  
Know How ◽  
Expected Benefits ◽  
Difficult Challenge ◽  
Break Even Point

Purpose – The purpose of this paper is to assess the costs and benefits of expatriation persists as a difficult challenge for many organizations and scholarly guidance on the process of compiling and allocating the costs of expatriation remains insufficient. The authors argue therefore that there is a need for developing an instrument that enables practitioners to calculate an estimate of the total cost of expatriation which can eventually be set in relation to the expected benefits of an assignment. Design/methodology/approach – To investigate how the total cost of expatriation can be computed, the authors provide an exploratory overview of previous research on international assignments, expatriate return of investment (eROI) and principles of cost accounting. Then, essential costs of expatriation are discussed and combined in one model for assessing the total cost of expatriation. Findings – The authors will demonstrate that expatriation costs are best understood as process costs. In addition, the authors will provide a tool to calculate eROI. Originality/value – The paper show how to determine the costs of major phases of expatriation. It allows us to calculate the break-even point of an international assignment and it can be used to compare this investment with alternative methods of international mobility. Most importantly, the authors are able to identify crucial cost drivers which allow the development of more precise and targeted recommendations for management action.

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