Multicultural Group Work Research Articles

Employee engagement and retention in multicultural work groups: The interplay of employee and supervisory cultural intelligence

Given the rise in cultural diversity in workplaces due to increased globalization and hyperconnectivity, organizations worldwide are seeking effective ways to attract and retain multicultural talent. This research probes the interaction between an employee’s cultural intelligence (CQ) and a supervisor’s CQ, investigating how this interaction impacts work engagement and the intention to stay within multicultural work groups. Drawing on work engagement literature and leader-member exchange (LMX) theory, we conducted two empirical studies. Study 1 (170 matched data) reveals that employee’s CQ positively influences work engagement, with this relationship moderated by the supervisor’s CQ. Study 2 (161 matched data) validates these findings while also demonstrating how work engagement influences employee’s intention to stay. Taken collectively, our research advances theory and practice by elucidating the synergistic value of fostering both employees’ and supervisors’ CQ—i.e., the “double CQ”—for enhancing engagement and retention in multicultural work groups.

A Comprehensive Literature Review of Global Leadership Styles: Assessing Universality and Impact on Workforce Motivation

In the contemporary landscape of global business, the dynamics of leadership within multicultural organizations have become increasingly complex. The emergence of globalization has brought new workplace realities that require a better understanding of how to lead and motivate groups to maximize the quality of multicultural group work. While the concept of leadership is inherently universal, transcending borders, and epochs, the diversity of cultures and settings prompts exploration into distinct leadership traits and approaches. This prompts the fundamental question of whether leadership styles possess universal applicability and how the leadership styles can serve as motivating factors in multicultural settings. The study delves into an extensive literature to unravel the intricacies of leadership embedded in various models. It explores the global, cultural, and social contexts within different leadership models considering the global, cultural, behavioral, and contextual dimensions, questioning the extent to which universal leadership principles can be applied in a global context. The interplay of diverse cultures and settings requires a thoughtful consideration of unique leadership approaches. By examining the complexity of leadership, the study contributes to the ongoing discourse on the adaptability and universality of leadership principles in multicultural organizations, emphasizing that leadership is not merely a conceptual framework but a lived reality.

‘It’s kind of like a middle ground’: students’ strategic management of silence in multicultural group work

ABSTRACT Silence is commonly observed in multicultural group work (MGW) and classrooms, and silent students are often labelled with culture or language-related evaluation. This study explores how silences work in online MGW with a focus on turn-taking and sequence organisation. Drawing on data derived from naturally occurring interactions, the study examines how silences are repaired, managed and manipulated as locally derived interactional events. Findings suggest that silences in MGW are relevant to various local contingencies at an interactional level and can be employed by the speakers as a resource for specific interactional purposes.

Multicultural Student Group Work: A Case Study of Exploration of Constraints Felt by Students

This study aims to examine the constraints on group work of multicultural students in higher education and the differences between students from different cultural backgrounds in and how they perceive the importance of dealing with obstacles in group work. The survey was used with 19 items with 141 students as respondents at different levels at Pakuan University. Students were asked to fill out a questionnaire with a Likert scale (from 1 to 5) about the importance of facing certain obstacles in group work. Constraints for students in groups were analyzed using a scale centered on cross-sectoral and cultural-related constraints in multicultural group work identified in the exploratory factor analysis. Test analysis using one-way analysis of variance (ANOVA) was performed based on individualist cultural dimensions. The results showed that students' cultural background (individualist-collectivist dimension) influenced their perception of the importance of facing obstacles in group work.

Attitudes and Cross-cultural Differences of UCSI University Undergraduates towards Multicultural Group Work

Attitudes and Cross-cultural Differences of UCSI University Undergraduates towards Multicultural Group Work

Unraveling the effects of cultural diversity in teams: A retrospective of research on multicultural work groups and an agenda for future research.

Our 2010 Journal of International Business Studies article, “Unraveling the Effects of Cultural Diversity in Teams: A Meta-analysis of Research on Multicultural Work Groups,” attempted to take stock of existing research on cultural diversity in teams, to reconcile conflicting perspectives and past results, and provide a better understanding of the mechanisms and boundary conditions under which diversity affects team outcomes. To guide our analysis, we developed a theoretical framework outlining how cultural diversity leads to both process gains and losses in teams, and specifying the contextual conditions under which diversity contributes to effective team outcomes. We tested our hypotheses in a meta-analysis of research on cultural diversity in teams, encompassing 108 primary studies with a combined sample size of 10,632 work groups. The results suggested that cultural diversity does not have a direct impact on team performance but rather that the effect is indirect, mediated by process variables such as creativity, cohesion, and conflict; and is moderated by contextual influences such as team tenure, the complexity of the task, and whether the team is co-located or geographically dispersed. Unexpected findings raised important questions about the dynamics of diverse teams and underscored the need for further examination. In this Retrospective, we reflect on progress made in research on culturally diverse teams over the last decade, highlight remaining gaps and open questions, and propose an agenda for future research.

The anatomy of an award-winning meta-analysis: Recommendations for authors, reviewers, and readers of meta-analytic reviews

Meta-analyses summarize a field’s research base and are therefore highly influential. Despite their value, the standards for an excellent meta-analysis, one that is potentially award-winning, have changed in the last decade. Each step of a meta-analysis is now more formalized, from the identification of relevant articles to coding, moderator analysis, and reporting of results. What was exemplary a decade ago can be somewhat dated today. Using the award-winning meta-analysis by Stahl et al. (Unraveling the effects of cultural diversity in teams: A meta-analysis of research on multicultural work groups. Journal of International Business Studies, 41(4):690–709, 2010) as an exemplar, we adopted a multi-disciplinary approach (e.g., management, psychology, health sciences) to summarize the anatomy (i.e., fundamental components) of a modern meta-analysis, focusing on: (1) data collection (i.e., literature search and screening, coding), (2) data preparation (i.e., treatment of multiple effect sizes, outlier identification and management, publication bias), (3) data analysis (i.e., average effect sizes, heterogeneity of effect sizes, moderator search), and (4) reporting (i.e., transparency and reproducibility, future research directions). In addition, we provide guidelines and a decision-making tree for when even foundational and highly cited meta-analyses should be updated. Based on the latest evidence, we summarize what journal editors and reviewers should expect, authors should provide, and readers (i.e., other researchers, practitioners, and policymakers) should consider about meta-analytic reviews.

Can achievement compensate for low inclusiveness in multilingual work groups? A multilevel model

Individuals’ involvement has been found to be vital to the functioning of diverse work groups. Work group involvement, however, is difficult to achieve in the increasingly internationalized environment that exists in knowledge intensive organizations. Based on developments in social identity theory and sports team psychology we set out to explore two types of group activities that can lead to involvement, namely relation-oriented activities that can lead to inclusiveness (being open to language diversity) and task-oriented activities that can lead to achievement orientation (bringing expertise to bear). Our main hypothesis is that the two types of activities can substitute each other so that group inclusiveness becomes less important for feeling involved if group achievement is high. Using a multilevel approach and responses from 1124 individuals in 29 multicultural technical work groups in private business organizations and universities, we confirm our theoretical assumptions. While extant research has focused on the effect of relation- and task-oriented activities in isolation, our study contributes to existing research by showing that the two can substitute each other in a work group.

When more is better

PurposeThe purpose of this paper is to examine how organizational diversity may be associated with immigrants’ quality of coworker relationships. More specifically, this paper examines how immigrants’ perceived deep-level similarity and perceived workplace ethnic diversity may be associated with their quality of coworker relationships.Design/methodology/approachA final sample of 347 immigrant employees were surveyed. Hierarchical regression analyses were conducted to test the hypotheses.FindingsImmigrants’ quality of coworker relationships is positively associated with their perceived deep-level similarity with other coworkers. In addition, perceived workplace ethnic diversity moderates this relationship such that the relation is stronger as perceived workplace ethnic diversity increases.Research limitations/implicationsThe study and analyses are based on cross-sectional and single-source data and cannot determine causality. The study is also restricted to immigrants in the USA.Practical implicationsFindings provide evidence that increased levels of ethnic diversity and deep-level similarity in the workplace may improve immigrants’ quality of relationships, helping them integrate more successfully in organizations. Thus, managers seeking to benefit from diversity should strive for the creation of truly multicultural organizations or workgroups and focus on fostering similarities in deep-level attributes to maximize their potential.Originality/valueImmigrants are an important asset for organizations, but research about their inclusion in organizations is limited, especially when examining their integration in their workplaces. This study addresses some of these limitations by looking at the effect of diversity in organizations.

Common Interest and Tolerance: Synergy as a Challenge for Heterogeneous Teams. A Qualitative Study of Six Multicultural Workgroups at University

How can multicultural workgroups achieve synergy and become teams? To answer, we resorted to non-participant observation of six workgroups at university. The data were collected in 41 interviews and 14 meetings. Three types of workgroup were distinguished depending on the scope for individual singularities to assert themselves or for a shared identity to be developed. The principal findings are that a workgroup’s success depends on implementing self-regulation to move from personal to common interests and from toleration to tolerance. This is independent of its heterogeneous/homogeneous composition, which is a matter of perception and varies during the different stages of team-building.

Communication and Group Work in the Multicultural Classroom: Immigrant Students’ Experiences

<p style="text-align:justify">The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland’s three biggest universities. The main goal of the paper is to investigate immigrant students’ experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students’ experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants’ experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants’ perspectives on group work, the experiences ranged from being highly positive to negative.</p>

Cultural Disposition Influences in Workgroups: A Motivational Systems Theory of Group Involvement Perspective

Modern organizations often involve workgroup members who have different cultural heritage. This article provides an examination of how different cultural dimensions (e.g., uncertainty avoidance, individualism–collectivism) influence the ways that workgroups and their members respond to situations that involve threats and rewards. The threats and rewards activate distinct response patterns that are associated with a motivational systems theory of group involvement. Based on this theoretical foundation, a cultural dispositions approach is applied to reveal how culture could impact the ways group members respond (cognitively, affectively, motivationally) to situations that involve varying degrees of threats or rewards. This focus on cultural dispositions locates this article in the larger theoretical context of persons within situations that account for complexities of threat and reward cues as well as groups, organizations, and cultures. Consequently, this article has broad implications to the scientific and applied science communities interested in multicultural workgroups.

Extending the multicultural orientation (MCO) framework to group psychotherapy: A clinical illustration.

Multicultural group work has received growing attention over the past two decades; however, there is a lack of conceptual frameworks to guide therapists' cultural processes within group therapy at present. As such, we extend the multicultural orientation (MCO) to group therapy in an effort to provide a conceptual framework for group therapists to effectively engage multicultural group work. The MCO framework was developed in an effort to operationalize therapists' cultural processes of cultural humility, cultural comfort, and cultural opportunity. Although the MCO framework has been empirically tested within an individual psychotherapy context, application to alternative therapeutic modalities is needed. Given the inherent multicultural nature of group therapy and calls for group therapist to be culturally competent in the delivery of group-based services, we extend the MCO framework to the practice of group therapy. In this article, we provide a rationale for the application of the MCO framework to the practice of group therapy, and illustrate how group therapists' cultural humility, comfort, and opportunities can assist in establishing a multicultural group orientation throughout the development of the group. (PsycINFO Database Record

Cultural mosaic beliefs as a new measure of the psychological climate for diversity

This article introduces the concept of cultural mosaic beliefs (CMBs) as a component of effective multicultural work groups. Building on theories of group diversity and self-verification, and responding to calls to understand moderators that explain the impact of group diversity on performance outcomes, we conceptualize CMBs as a psychological climate that individual group members perceive to promote the recognition, acceptance and expression, and utilization of cultural diversity (values, traditions, and practices) in their work. We also propose that CMBs might attenuate conflict that can sometimes characterize culturally diverse work groups distinguishing groups that falter from those that flourish and benefit from the informational and other potential advantages associated with their diverse cultural composition. In a series of five studies ( N = 1119), we develop a 17-item CMB scale comprised of three factors: perceived group diversity, cultural acceptance and expression, and culture utilization. We present evidence of convergent and discriminant validity, showing that the CMB scale is related to but distinct from other measures of diversity. We also demonstrate predictive validity, showing that the CMB scale is related to work group members’ identification with the group, commitment to the group, satisfaction with the group, and learning from the group. We conclude by proposing applications of our CMBs concept and measure to multicultural workplaces and offer future directions for research on cultural diversity, specifically the study of group CMBs as a moderator of cultural diversity’s effects on groups.

Comparing Chinese undergraduate students’ level of intercultural communication competence: does studying in the USA make a difference?

This article presents the results of a study conducted in order to determine whether Chinese students who study in the USA for a portion of their internationalised undergraduate degree programme report differences in intercultural communication competence (ICC) compared to their classmates who remain in China. The results showed no significant differences in reported intercultural communication competence between students studying in Beijing and those studying in Denver. Frequency of multicultural group work was not associated with higher intercultural communication competence for students in Beijing, but it was positively associated with higher intercultural communication competence for students in Denver. The strongest relationship observed in the data was between intercultural communication competence and reciprocity, that is, the equal exchange of information and ideas among students. These results have implications for alternatives to study abroad, as well as classroom interventions designed to improve students’ intercultural communication competence.

The relation between multi-cultural group work and the integration of home and international students

Group working skills are essential attributes for graduates in higher education, and are highly valued by prospective employers of home and international students. With increasing numbers of international students, with different social, cultural, and academic backgrounds, there is an opportunity to evaluate the students’ perceptions of, and the potential benefits for, student integration in multi-cultural group work. The research measured students’ attitudes towards multi-cultural group activities compared with different aspects of group work in general. The opinions of students in two departments, Chemistry and Geography & Planning, towards multi-cultural group work were generally positive, although international students had a better perception of the benefits, and were more likely to self-assign themselves to mixed groups, than home students. International students found the cognitive benefits of culturally mixed groups, and their effect on enhancing integration, more favourable than home students. Conversely, home students have a better overall perception of the benefits of the emotional aspects of the group work, how they will manage the assignment, the development of interpersonal skills, and group assessment than international students. In general, the results imply that tutors should deliberately assign students to multi-culturally mixed groups to encourage integration, and that the academic tasks for the assignments should be developed sensitively to encourage engagement with both cohorts of students. Keywords: Internationalisation; Integration; Group work; Home; international

Pygmalion going international

PurposeThe paper presents an empirical account of self-fulfilling prophecy in a multicultural expatriate context of the Arabian Gulf (Sultanate of Oman). The purpose of this paper is to explore the link between managerial expectations of the effects of cultural diversity and workgroup performance.Design/methodology/approachThis exploratory study uses a qualitative interpretive approach based on the data collected through semi-structured interviews. The participants were Omani managers in charge of multicultural expatriate workgroups.FindingsManagerial expectations of the effects of multiculturalism on workgroup dynamics are linked to three dimensions of performance effectiveness, including the production function, the member support function and the group wellbeing function. The Pygmalion process, as applied to the multicultural expatriate context of this study, emerged as an integral part of positive organizational scholarship.Research limitations/implicationsThe data were collected in one country only, which limits the conclusions about the universal applicability of the Pygmalion theory. The boundary conditions were defined by the cultural characteristics of the research setting: collectivism, high power distance, high uncertainty avoidance, moderate masculinity/femininity.Practical implicationsFor managers in charge of multicultural workgroups, the study provides motivation to project positive and affirmative expectations of multiculturalism, which is likely to lead to enhanced workgroup performance.Originality/valueIn examining the self-fulfilling prophecy phenomenon, this study transcends Western educational, military and industrial research contexts to investigate the Pygmalion process in a non-Western multicultural expatriate environment. The study contributes to unraveling the inconsistencies in findings on the relationship between cultural diversity and workgroup performance by highlighting the role of managerial expectations of multiculturalism.

Rethinking Multicultural Group Work as Intercultural Learning

This article presents our findings of an exploration of students’ perceptions of multicultural group work when specific changes in pedagogy and methods of evaluation were made to include the processes students navigate, instead of merely the end product of their collaboration. Shifting demographics and increasing cultural diversity in higher education classrooms have presented the need for educators to rethink the formation, preparation, and evaluation of group work. This paper argues for learning to include the process of working with others rather than merely the product of group work. The findings from this study support previous literature advocating for more intentional approaches by providing evidence that changes to the preparation of groups, the formation of groups, and the evaluation of group work enhanced intercultural learning and improved the experience of working in a multicultural group for the majority of the participants.

Multicultural group work on field excursions to promote student teachers’ intercultural competence

As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level.

The Relationship between Self-Verification and Cultural Mosaic Beliefs in Multicultural Groups

In previous research, the cultural mosaic model was found to describe multicultural group processes using three factors—cultural diversity, cultural expression and acceptance, and cultural utilization. The current study will test the role of cultural self-verification within multicultural work groups to demonstrate the cultural mosaic model. Given the observed relationship between the cultural mosaic model and team productivity, the study will prime cultural self-verification (or not) through discussion of group members’ cultural backgrounds to establish norms of openness of identity and acceptance of diversity within the group. I predict groups who are encouraged to openly discuss their cultural backgrounds will feel more comfortable utilizing their unique cultural knowledge and expressing innovative ideas which otherwise might not be shared. This will result in greater success during the problem-solving task and cause individuals to work more cohesively and be more inclined to present feasible and innovative solutions to the problem, and to be accepting of such solutions from other group members. It is also expected that participants in the self-verified condition will rate the experience of working in this multicultural group more positively than participants in the control condition who do not discuss their cultural backgrounds prior to the task. Should this pattern of findings occur, a research application is better understanding of the cultural mosaic construct, and a practical application would be for ways to engender cultural mosaic groups in organizations by encouraging discussion about team members’ ethnic and cultural backgrounds in order to achieve greater workplace productivity and a higher degree of job satisfaction.