Saving Face or Sharing Personal Information? A Cross-Cultural Study on Knowledge Sharing

Knowledge sharing within an organisation is increasingly important in today's fast-moving and knowledge-based economy (Chow et al., 2000, Journal of Management Accounting, 12, 65–95; Bukowitz and Petrash, 1997, Research Technology Management, 40, 24–31). This empirical study examines the interaction effects of national culture and group members' relationship (in-group/out-group) on knowledge-sharing attitude. A total of 197 Chinese undergraduate students and 111 American undergraduate students participated in the study. The first finding was that both Chinese and American students were more willing to share personal knowledge with in-group members than with out-group members. Furthermore, the results showed that same working experience between group members was more important than same national cultural background in determining people's attitude towards knowledge sharing. Another interesting finding was that Chinese participants were more willing to share personal information with an American stranger (out-group) than a Chinese stranger (in-group), while American participants showed no such difference. In summary, these findings indicate that a global organisation should take both national culture and in-group/out-group factors into consideration to facilitate knowledge sharing.Knowledge sharing, cross-cultural collaboration, in-group/out-group effect, face saving theory

Beyond Acculturation and Resilience: International Students Navigating Shame and Self-Concept

This study highlights the unique experiences of international students while they pursue higher education, manage adjustment issues, and navigate internal struggles. To explore whether English proficiency and family expectations correlate with self-concept and acculturation resilience, this study focused on the acculturation process, incorporating aspects of shame and self-concept that contribute to a student’s motivation and resilience. International students commonly face academic and personal challenges while adjusting to an environment that requires fluency in English. Additionally, many experience the pressure of high expectations from their families in their countries of origin. This study used a sociocultural approach to explore how international students’ interactions, cultural practices, and belief systems influence their adjustment process while they are living and studying in Canada or the United States. A sample of 69 postsecondary international students completed the External and Internal Shame Scale, the Family Almost Perfect Scale, the Personal Self-Concept Questionnaire, and the Acculturation and Resilience Scale. Initiatives associated with campus counseling programming were reviewed along with administrative strategies for student services that demonstrate cultural awareness and address more effectively the needs of international students