Hidden inequalities amongst the international workforce

This chapter focuses on low status expatriates who have been largely ‘hidden’ from managerial scholarship. They are ‘hidden’ because they are ignored by the migrant literature which looks at people trying to remain in their new society and gain citizenship; and ignored by the expatriation literature which is mainly concerned with high-status ‘top’ talent. These hidden expatriates are typically maids, drivers, security guards, and construction workers - low status and low paid, unable to obtain citizenship, and liable to be sent home, unemployed, at the whim of their employer. If we, as scholars, are to contribute to the betterment of society by elevating the health and well-being of those who live in it, then we must recognise the existence of and address the management issues and concerns of those at the ‘bottom of the pyramid’. We use Organisational Justice theory and draw on examples from Turkey, Singapore and the Middle East to examine the position, the concerns, and the issues of such workers and their often-unequal place in the workforce

The perceived effect of lack of autonomy in choosing a career path to students\u27 beliefs about themselves, socio-emotional well-being, & interest & perseverance

The purpose of the study was to investigate the perceived effects of lack of autonomy in choosing a college degree program on three aspects: beliefs about one\u27s self, socio-emotional well-being, and grit\u27s interest and perseverance. The researchers aim to understand the experiences of college students whoa re pursuing an unwanted college degree program. The sample consisted of 6 college students aged 19-21 from De La Salle University. The researchers constructed interview questions that were validated and used to gather data from the participants. The data was analyzed through thematic analysis and 8 final themes were formed. Firstly, the findings revealed 2 recurring themes on self-beliefs. The participants believe they are restricted (n = 3) and inferior among peers (n =2) Secondly, for the students\u27 socio-emotional well-being, 3 themes were formed. The students experience sadness (n = 4), feel different from others (n = 3), and discouraged (n = 2) Lastly, 3 themes were formed about the students\u27 interest and perseverance. The participants plan to shift (n = 5), force themselves to finish the degree program because stopping would be a waste of time and money (n = 3), and to pursue the preferred degree program afterwards (n = 2) Based on the results, the researchers notice that there may be an indirect connection between the variables from the conceptual framework. The variables seem to be more directly connected to the congruence between the students\u27 personalities and their environment