Linking institutional context to the community and career embeddedness of skilled migrants: The role of destination- and origin-country identifications

Supplementary Information is available online at: https://link-springer-com.ezproxytest.brunel.ac.uk/article/10.1057/s41267-024-00683-w#Sec140 .Migration is one of the most pressing global issues of our time. However, relatively little is known about the factors and mechanisms that govern the post-migration experiences of skilled migrants. We adopt an acculturation- and social identity-based approach to examine how differences between institutional characteristics in the destination and origin country, as well as migrants’ experiences with formal and informal institutions shape their identification with the destination and origin country and contribute to their community and career embeddedness. Our study of 1709 highly skilled migrants from 48 origin countries in 12 destination countries reveals that the institutional environment migrants encounter provides both sources of opportunity (potential for human development and value-congruent societal practices) and sources of disadvantage (experienced ethnocentrism and downgrading). These contrasting dynamics affect migrants’ destination-country identification, their origin-country identification and, ultimately, their embeddedness in the destination country. Our results have important implications for multinational enterprises and policy makers that can contribute to enhancing skilled migrants’ community and career embeddedness. For example, these actors may nurture a work environment and provide supportive policies that buffer against the institutional sources of disadvantage we identified in this study, while helping migrants to leverage the opportunities available in the destination country.Open access funding provided by Vienna University of Economics and Business (WU).. Sebastian Reiche gratefully acknowledges the support from the Ministerio de Ciencia e Innovación, grant ECO2015-68272-P funded by MCIN/AEI/https://doi-org.ezproxytest.brunel.ac.uk/10.13039/501100011033, and by “ERDF A way of making Europe”, by the European Union. Mila Lazarova acknowledges the support of the Canada Research Chairs Program. Lena Zander would like to gratefully acknowledge Jan Wallanders och Tom Hedelius stiftelse and Tore Browaldhs stiftelse, Sweden, for financially supporting her research project (P17-0117) and the workshop organized at Sigtuna Folkhögskola for the research team in June, 2022. Eric Davoine gratefully acknowledges the NCCR LIVES for their financial support

Linking institutional context to the community and career embeddedness of skilled migrants: the role of destination- and origin-country identifications

Migration is one of the most pressing global issues of our time. However, relatively little is known about the factors and mechanisms that govern the post-migration experiences of skilled migrants. We adopt an acculturation- and social identity-based approach to examine how differences between institutional characteristics in the destination and origin country, as well as migrants’ experiences with formal and informal institutions shape their identification with the destination and origin country and contribute to their community and career embeddedness. Our study of 1709 highly skilled migrants from 48 origin countries in 12 destination countries reveals that the institutional environment migrants encounter provides both sources of opportunity (potential for human development and value-congruent societal practices) and sources of disadvantage (experienced ethnocentrism and downgrading). These contrasting dynamics affect migrants’ destination-country identification, their origin-country identification and, ultimately, their embeddedness in the destination country. Our results have important implications for multinational enterprises and policy makers that can contribute to enhancing skilled migrants’ community and career embeddedness. For example, these actors may nurture a work environment and provide supportive policies that buffer against the institutional sources of disadvantage we identified in this study, while helping migrants to leverage the opportunities available in the destination country

Host country employees' ethnic identity confirmation: evidence from interactions with ethnically similar expatriates

Employing expatriates who share an ethnicity with host country employees (HCEs) is a widespread expatriate selection strategy. However, little research has compared how expatriates and HCEs perceive this shared ethnicity. Drawing upon an identity perspective, we propose HCEs’ ethnic identity confirmation, the level of agreement between how an HCE views the importance of his/her own ethnic identity and how expatriates view the importance of the HCE’s ethnic identity, affects HCEs’ attitudes towards ethnically similar expatriates. Results of two experiments show that HCEs’ ethnic identity confirmation is related to HCEs’ perception of expatriates’ trustworthiness and knowledge-sharing intention

Thriving at work: Toward its measurement, construct validation, and theoretical refinement

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90225/1/job756.pd

Conducting Mode 2 research in HRM : a phase-based framework

Recent studies in the field of human resource management (HRM) have highlighted that current research is mostly performed and consumed by academics, and is driven by theoretical and disciplinary concerns rather than practical ones. This debate has invoked the need to produce more Mode 2 research in the HRM field, that is, research driven by practical problems that integrate collaborative efforts by academics and practitioners. Yet, guidelines on how academics and practitioners may implement Mode 2 research remain disjointed and incomplete. Our study provides a phase‐based collaborative‐based framework for the implementation of Mode 2 research in the HRM field, in ways that both academic rigor and practical relevance are achieved. Our framework is informed by a comprehensive review of previous Mode 2 research, within and outside the HRM field. The proposed framework details four macro‐phases: the codevelopment of research questions with practitioners; the design of collaborative spaces and mechanisms; the design and management of double‐loop iterative research processes; and finally the academic and practice legitimization of Mode 2 outcomes. Our framework has the objective to support HRM researchers and practitioners, as well as relevant institutions and gatekeepers in the design, implementation, education, and assessment of Mode 2 research

Managing formalization to increase global team effectiveness and meaningfulness of work in multinational organizations

Global teams may help to integrate across locations, and yet, with formalized rules and procedures, responsiveness to those locations’ effectiveness, and the team members’ experiences of work as meaningful may suffer. We employ a mixed-methods approach to understand how the level and content of formalization can be managed to resolve these tensions in multinationals. In a sample of global teams from a large mining and resources organization operating across 44 countries, interviews, observations, and a quantitative 2-wave survey revealed a great deal of variability between teams in how formalization processes were enacted. Only those formalization processes that promoted knowledge sharing were instrumental in improving team effectiveness. Implementing rules and procedures in the set-up of the teams and projects, rather than during interactions, and utilizing protocols to help establish the global team as a source of identity increased this knowledge sharing. Finally, we found members’ personal need for structure moderated the effect of team formalization on how meaningful individuals found their work within the team. These findings have significant implications for theory and practice in multinational organizations

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra- vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance