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PurposeThis study aims to examine the significance of transformational leadership and social support for expatriate adjustment and performance. This study also extends relevant literature on expatriate management to examine the relationships among transformational leadership, social support, expatriate adjustment, and expatriate performance through a mechanism taking into account the moderating roles of cultural intelligence and socialization experience.Design/methodology/approachThe sample was collected from 156 expatriate managers of Taiwanese multinational company (MNC) subsidiaries operating in China. Structural equation modeling (SEM) in AMOS 21 and hierarchical regression in SPSS 19 were used to test eight research hypotheses.FindingsThe SEM results indicated that transformational leadership and social support make significant contributions to expatriate adjustment and performance. The moderating roles of socialization experience and cultural intelligence were also confirmed in this study.Originality/valueThis study extends a theoretical model of transformational leadership and social support to examine expatriate adjustment and performance based on social learning and social exchange theories. Using a specific Chinese context, the current paper highlights the value and necessity of cross‐cultural adjustment for successful expatriation.

We extend the literature on emotional intelligence (EQ) and cultural intelligence (CQ) to examine expatriates' cultural adjustment and effectiveness. A mechanism for determining the moderating effects of psychological contracts on the proposed theoretical model is also evaluated. The sample draws on 256 expatriates from multinational corporations in China and Vietnam. SEM indicates that EQ and CQ make significant contributions to cultural adjustment and effectiveness. The findings suggest that cultural adjustment mediates the relationship between EQ, CQ, and cultural effectiveness. In addition, the moderating effects of psychological contracts are partially confirmed in this study.

A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This paper aims to analyze the antecedents and consequences of students’ study commitment at Cambodia’s HEIs during the COVID-19 pandemic. The research focused upon: adaptation of online teaching and learning, consequences and antecedents of students’ study commitment to online learning, and factors influencing students’ willingness to participate in online learning during the post–COVID-19 pandemic. The research was primarily based on an online survey among 1002 undergraduate students at Cambodia’s largest and oldest University for quantitative data. The SPSS 25 and AMOS 23 were adopted to proceed with the data analysis, especially in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). We found that: (1) two stages of online teaching and learning processes were adopted at the Royal University of Phnom Penh (RUPP): individually-managed and institutionally-managed processes; (2) the students’ study commitment played an active role in improving their learning satisfaction. Meanwhile, academic support is one of the most outstanding factors influencing students’ online learning; and (3) in the post–COVID pandemic, 81.4% of undergraduate students did not propose to continue online learning. The survey confirms that online learning significantly reduced their academic performance, and 62.3% claimed online teaching negatively affected their studies. A prediction reveals that gender, the effect of online learning, permanent address, and home WIFI connection influence the students’ willingness to take online education in the post–COVID-19 pandemic. The findings of this research have advanced knowledge of students’ study commitment and provided scientific evidence for practitioners, planners, policymakers, and researchers to promote online teaching and learning at Cambodia’s HEIs during the post–COVID-19 pandemic.

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