Teams are more or less structured in function. Whether team structure is beneficial or harmful for the teams entail debates in current literature. Past studies mainly investigate the effects of team structure through learning or creativity. In this study, we tend to examine the effect of team structure on team performance through team coordination. We conducted two independent field studies with samples of 56 and 67 work teams to test our hypotheses. In both two substudies, we found team structure positively affect team performance by improving team coordination. Moreover, we found team longevity was able to moderate the relationship between team structure and team performance through team coordination, such that the positive relationship between team structure and team coordination were more significant when team longevity was high rather than low.

Paradoxical arguments and mixed empirical evidence coexist in the current literature concerning the relationship between team familiarity and team innovation. To resolve this contradiction, we apply habitual routines theory to propose that team familiarity and team innovation have an inverted U-shaped relationship. Using a data set of 68,933 R&D teams in the electrical engineering industry, our results support a nonlinear relationship between team familiarity and team innovation, and suggest that the best innovative performance is produced by moderately familiar teams. Furthermore, we find that external learning can moderate this curvilinear relationship. Theoretical contributions and future implications are discussed.

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The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N  =  642) to explore student sojourners’ academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.

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Considering the increasing influx of international students to Chinese universities in recent decades, it is surprising to find that few empirical research, especially longitudinal ones, have been conducted in exploring the motivation of international students in China. To fill up the existing gap, this study explored and tracked international students' motivations dynamically. Mixed research design, such as surveys, reflective journals, and interviews, was employed in this study. Data were collected from 671 international students and three teachers in three Chinese universities in Zhejiang province, mainland China on a longitudinal basis. The present study found that international students' motivation could be discussed with considerations to the following two different phases: preliminary phase before they come to China and follow-up phase when they are in China. This study found that the integrative understanding of the external pulling force and the self-motivated pushing force plays a vital role in answering international students' motivations to China. International students were driven more by the self-motivated pushing force than the external pulling force in selecting China as their study destinations. Moreover, international students experienced motivational changes when their expectations conflict with reality and their positive motivational adjustments and social interaction were important to the sustainability of their academic journey. Moreover, this study provides implications for the government, universities and international students in the aspects of policymaking, education and application.

Many new ventures are founded and developed by teams rather than solo entrepreneurs. Therefore, the extent to which entrepreneurs identify with their teams is likely to have an important impact on the process and outcome of new venture creation in new venture teams. However, most of the relevant studies focus on entrepreneurs’ individual identity, and the identity at the team level has been overlooked. This study seeks to fill this gap by exploring the effect of collective team identification on new venture performance. The relationship between collective team identification and new venture performance was examined using a sample of 54 new venture teams in Internet Technology (IT) industry. The results show that the relationship between collective team identification and new venture performance is inverted U-shaped. Moreover, environmental uncertainty may moderate this curvilinear effect, such that this inverted U-shaped relationship is more salient at a low level of environmental uncertainty rather than at a high level of environmental uncertainty.