Alvin Hwang

The Relationship Between Individualism-Collectivism, Face, And Feedback And Learning Processes In Hong Kong, Singapore, And The United States

This article focuses on the relationships among face (mianzi), individualism-collectivism, feedback processes, and learning outcomes in HongKong, Singapore, and the United States. An expected effect between individualism and desire to gain mianzi (Mianzigain) was generally confirmed; however, the mirror effect between collectivism and fear of losing mianzi (Mianziloss) was not. As, expected, there was a consistent negative effect between Mianziloss and student question-asking in class (InAsk), but the positive effect from Mianzigain to InAsk was only found in the U.S. sample. Selective effects of feedback forms on learning were highly sensitive to cultural contexts. In the United States, asking questions outside of class was positively related to grades. However, InAsk had a negative effect. In contrast, InAsk was positively related to grades in Hong Kong. For Singaporeans, only checking with students outside of class had an effect on performance, but it was negative.

The Silent Chinese: The Influence of Face and Kiasuism on Student Feedback-Seeking Behaviors

Based on a qualitative study and a follow-up survey of 503 Singapore management students, the authors discuss the emergence of a new cultural attitude, kiasuism, one that has roots in the Chinese concept of face. The term kiasu, literally meaning “afraid to lose” in the Chinese Hokkien dialect, may lead students either to put in more effort so as to gain an upper hand over others (kiasu-positive) or to act in ways to prevent others from getting ahead of them (kiasu-negative). The impact of this attitude on in-class and out-of-class feedback-seeking behaviors is examined.

An Assessment of the Singapore Skills Development System: Does it Constitute a Viable Model for Other Developing Countries?

Abstract In this paper, we briefly describe the institutional background of Singapores successful national skills development model. We devise a tentative framework to evaluate national level skills development efforts, and we use it to assess the Singapore model. We argue that the model has the potential to move constantly toward higher skills equilibria. We question however, the long-term sustainability of the model, and whether it is transferable to other developing countries. We conclude with some principles that other countries might use in organizing their own skills development systems.

The impact of affective and cognitive trust on knowledge sharing and organizational learning

Purpose – This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment.Design/methodology/approach – This paper examines the influence of one conceptualization of trust, one that has two sub‐constructs – affective (emotional) trust and cognitive (rational) trust – on knowledge sharing among 157 marketing and sales executives.Findings – The results indicate that affective trust is more important than cognitive trust in sharing interpersonal knowledge, but cognitive trust is more important in creating an organizational learning environment.Research limitations/implications – The scope of this study was limited to the marketing and sales functions in business to consumer companies. Knowledge sharing is an acute issue in this industry and the results may not be completely applicable to less competitive industries or business functions. Therefore, researchers are encour...

Learning, Dynamic Capabilities and Operating Routines: A Consumer Package Goods Company.

Purpose – This paper seeks to present organizational learning processes of knowledge accumulation, articulation, codification and subsequent routine development in a marketing services organization where judgment and rules of thumb were more the norm than codified knowledge and explicit routines. The case illustrates how organizational learning through a conscious knowledge codification effort could lead to tangible benefits for consumer‐driven organizations and how heterogeneous and infrequent yet important routines can be aided by an explicit and dynamic learning process.Design/methodology/approach – After a review of the relevant literature, a case is provided to illustrate many of the key concepts in the organizational learning literature as they are applied to a consumer package goods company.Findings – The case study is followed by a discussion of how the organization in the case applied organizational learning processes through a knowledge clarification and codification system. The organizational l...

Uses of Multivariate Analytical Techniques in Online and Blended Business Education: An Assessment of Current Practice and Recommendations for Future Research

Seeking to assess the analytical rigor of empirical research in management education, this article reviews the use of multivariate statistical techniques in 85 studies of online and blended management education over the past decade and compares them with prescriptions offered by both the organization studies and educational research communities. Although there is variation in the degree to which the techniques have been appropriately used, they appear to have been adopted more quickly than is typically the case in organizational studies research. Recommendations that emerge from the review include greater consideration of moderating effects, particularly those that have been considered historically to be “control” variables, and reduced dependence on exploratory factor analysis techniques for data reduction except when examining conceptual frameworks composed of constructs borrowed from disparate fields. It is the authors’ hope that this review motivates further consideration of appropriate uses of these techniques in other areas of management education research.

Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory

Although the volume of business and management education (BME) research has expanded substantially, concerns remain about the field’s legitimacy and its ability to attract new and dedicated scholars. An obstacle that may impede field development is lack of knowledge about influential works and authors to frame topical areas of inquiry and future research questions. We used citation analysis to track the development of BME research by uncovering 100 highly cited articles that revolve primarily around four research topical areas: (a) Entrepreneurship Education, (b) Distance Education/Online Teaching and Learning, (c) Business Student Ethics, and (d) Characteristics/Critiques of Business Schools. We then used legitimation code theory to categorize these articles on the basis of richness of knowledge ideas (Knowledge Code), the reputation of scholars (Knower Code), the combination of knowledge and reputation (Elite Code), or some other qualities (Relativist Code). Both Entrepreneurship Education and Online Teaching and Learning had articles in Relativist Code, Elite Code, and Knowledge Code categories, with other topical areas primarily populating the Knower Code and Relativist Code categories. We conclude by discussing potential implications for the development of BME research topics, BME scholars, and future applications of legitimation code theory.

Organizational charisma and vision across three countries

Purpose – This paper aims to examine the extent leadership charisma and vision could be discriminated by followers and how they influenced follower commitment and reported performance across three countries.Design/methodology/approach – An instrument to identify leadership charisma and vision was developed in Singapore and validated in New Zealand and India before tests on how these leadership qualities influenced followers through Lisrel path models.Findings – Results from the Singapore sample showed that charisma and vision were made up of two charismatic factors (social sensitivity and personality traits – persuasive) and two visionary factors (expert and analytical and visionary and futuristic). Tests across three countries showed that the two visionary factors influenced reported performance and the two charismatic factors influenced subordinate commitment. Only social sensitivity predicted both performance and commitment of subordinates.Research limitations/implications – Future studies should inclu...

What Are the 100 Most Cited Articles in Business and Management Education Research, and What Do They Tell Us?

Although business and management education research has made great strides over the last decade, concerns about the area’s legitimacy and attraction of new scholars continue to require attention. One of the obstacles that may impede the area’s progress is a lack of knowledge of the influential works that may be useful in determining the nature and magnitude of potential contributions. Using Harzing’s Publish or Perish and a broad list of search terms related to business and management education, we generated an initial list of 100 highly cited articles published since 1970. Fifty-eight of the 100 articles were published in or after 2000. After noting the most highly cited articles, their journal outlets, and their influence patterns with other highly cited articles, we conclude the article with potential research questions regarding development of research streams, the relative influence of new journals, and efforts to attract and increase the influence of business education scholars.

Adventure learning: competitive (Kiasu) attitudes and teamwork

Outdoor experiential activities, commonly referred to as adventure learning (AL), have been useful in improving teamwork. This study shows the impact of AL on teamwork attitudes that are moderated by two competitive attitudes – the first, Kiasu‐positive (an attitude of diligence that directed effort towards work so as to get ahead of others) led to smaller teamwork attitudinal improvements, while the second, Kiasu‐negative (an attitude that is focussed on preventing others from getting ahead of oneself), led to larger teamwork attitudinal improvements. These competitive attitudes were also examined for their relationships with collectivism and pace of work.