This research examines the strength of Arab American ethnic identity as well as the degree of socialization with Arab friends and family, on the consumption of culture-specific products such as Middle Eastern food, dress, and entertainment. An online survey was employed to produce a diverse sample from 230 Arab Americans. The results demonstrate that the strength of Arab American ethnic identity positively predicts the consumption of Middle Eastern food, dress, and entertainment and that this effect is amplified through socialization with other Arabs as opposed to socialization with Anglo Americans. At the same time, independent of ethnic identity and socialization, the results demonstrate that Arab Americans are more likely to consume Middle Eastern than Anglo American food but much less likely to consume Middle Eastern than Anglo American dress and entertainment. Accordingly, the present research reveals that ethnic identity and socialization with the same ethnic group are important variables that predict the consumption of culture-specific products but that, independent of those variables, Arab Americans are not nearly as inclined to consume certain culture-specific products such as Middle Eastern dress and entertainment as they are Anglo American dress and entertainment.
Purpose -The purpose of this paper is to identify the variables that influence the international assignment -expatriate learning relationship and the expatriate learning -organizational learning relationship. Design/methodology/approach -The paper contains a literature review of the research on expatriates' learning and organizational learning Findings -The paper provides an integrative framework that identifies the moderating variables that influence both the relationship between the expatriate international assignment and expatriate learning as well as the relationship between expatriate learning and organizational learning. In addition, this framework specifies the process by which the international assignment influences organizational learning and shows that expatriate learning mediates this relationship. Several hypotheses were generated to provide avenues for future investigation. Research limitations/implications -The paper does not provide an exhaustive set of the moderating variables and does not focus on the interaction between situational and individual differences moderators. Practical implications -Managers should pay attention to the selection, maintenance and repatriation of expatriates and facilitate the conditions under which expatriate learning and organizational learning can be maximized. To remain competitive, managers should engage in the continuous process of assessing the effectiveness of international assignments in enhancing expatriate and organizational learning. Originality/value -The present research identifies the conditions that facilitate or hinder expatriate learning and organizational learning as well as the process by which international assignments influence organizational learning. Expatriate learning and organizational learning are critical for the continuous growth and competitive advantage of organizations, and, accordingly, it is imperative to study the factors and the process that influence learning in organizations, especially in response to the increasing popularity of globalization and the pressure to remain competitive.
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