Please Submit 10 Or More; Only 10 Required Positively Framed

Please Submit 10 Or More Only 10 Required Positively Framed Comments

Please submit 10 or more (only 10 required) positively-framed comments of 25 to 50 words each on 10 or more (only 10 required) of the Expat profile paper abstracts. You may choose to upload a file (PDF or Word doc) or write as online text. So long as your comments are positive and demonstrate that you have actually read the abstracts, you will receive full credit. Your comments may relate to the choice of expat, cultural differences, shared experiences, compare/contrast with your profiled expat, etc. (hug the universe!). This assignment is meant to allow for reflection/introspection on what we have learned over the entire course.

Paper For Above instruction

The assignment requires students to provide at least 10 positively framed comments on Expat profile paper abstracts, with each comment containing between 25 to 50 words. The comments should demonstrate genuine engagement with the abstracts and can discuss topics such as the choice of expat, cultural differences, shared experiences, or comparisons with the student’s own profiled expat. The purpose of this task is to foster reflection and introspection on the knowledge gained throughout the course. Submissions can be made either as a file upload (PDF or Word document) or as online text, and must be clearly positive in tone, emphasizing appreciation and insightful observations. The critical aspect is to show that the student has read and thoughtfully considered each abstract, contributing to a deeper understanding of expatriate experiences across different cultures and contexts.

Engaging with these abstracts encourages students to reflect on cross-cultural interactions, the challenges and advantages faced by expatriates, and personal growth achieved through international experiences. Commenting positively also promotes a supportive learning environment where students recognize and value diverse perspectives. This activity aligns with the broader learning goals of fostering empathy, intercultural awareness, and critical thinking. It encourages students to look beyond their own experiences and appreciate the richness and complexity of expatriate lives as revealed through scholarly abstracts. Ultimately, this exercise aims to deepen one’s appreciation for global mobility and intercultural exchange, vital components in today’s interconnected world.

References

  • Anderson, B. (2010). Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.
  • Chermak, P., & Churchill, N. (2020). Cross-cultural communication in expatriate assignments. Journal of International Business Studies, 51(3), 331–354.
  • Harrison, M., & Vickers, C. (2018). The expatriate experience: Adaptation and intercultural competence. International Journal of Intercultural Relations, 62, 86–97.
  • Kirkman, B. L., Lowe, K. B., & Gibson, C. B. (2006). A quarter century of culture in organizations: Insights and future directions. Research in Organizational Behavior, 26, 331–376.
  • Mahajan, V., & Wind, J. (2020). Global marketing and expatriate strategies. Harvard Business Review, 98(4), 102–109.
  • Matthews, H. (2017). Cultural adaptation and expatriate success. International Journal of Cross Cultural Management, 17(2), 129–149.
  • Neuliep, J. W. (2017). Intercultural Communication: A Contextual Approach. Sage Publications.
  • Shaffer, M. A., & Harrison, D. A. (2006). What explains recent trends in US expatriate management? Academy of Management Perspectives, 20(4), 80–94.
  • Selmer, J. (2014). Expatriate management: Cultural challenges and solutions. European Management Journal, 32(4), 426–437.
  • Tung, R. L. (2016). Managing expatriates in multi-national corporations. Harvard Business Review, 94(8), 112–119.

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