Needs of Female Expatriates

8/19/2019 Needs of Female Expatriates

1/108

REPORT TO UNIVERSITY FORUM FOR HRD

EXPLORING THE DIVERSE DEVELOPMENT ISSUES OF FEMALE

EXPATRIATES

Dr Sue Shaw & Dr Andrew Rowe

Manchester Metropolitan University

May 2012

Sue Shaw: [email protected]

A!"ew R#we: A.R#[email protected]

1

mailto:[email protected]:[email protected]:[email protected]:[email protected]


2/108

THE AUTHORS

Sue Shaw

Sue is Associate Dean. Learning and eaching and !ead o" the Depart#ent o" Manage#ent at Manchester Metropolitan University $usiness School. She studied!istory at the University o" Southa#pton %e"ore co#pleting an MSc in ManpowerStudies and ndustrial Relations at the University o" Sal"ord and a Doctorate in$usiness Ad#inistration at the University o" Manchester. !er teaching and

research interests are in international !RM'!RD( individual per"or#ance andwo#en in #anage#ent. She has a nu#%er o" pu%lications and con"erencepapers in these areas. She leads the MMU accredited McDonald)s in*house+oundation Degree progra##e in Managing $usiness ,perations and until itsconclusion in March 2011( led the School)s "our year M- -U'/hina#anage#ent develop#ent proect. Sue is a /hartered +ellow o" /D and has%een actively engaged with the /D "or a nu#%er o" years %oth nationally andinternationally.

Andrew Rowe

Andrew is currently a senior lecturer in organisational %ehaviour at ManchesterMetropolitan University( leading a variety o" post eperience courses andsuccess"ully supervising at doctoral level. rior to oining MMU$S( he co#pleteda hD in Manage#ent Learning at the University o" -sse( then %eco#ing aresearch "ellow at the /raneld School o" Manage#ent on an -SR/ proectloo3ing at tea#wor3ing in construction. Recently( alongside researching "e#ale

epatriation( he has also %een investigating eecutive re#uneration as well asthe contri%ution o" the arts to organi4ations5 the latter through a #etaphoricalapplication o" dance( in addition to eploring a spatial understanding o" organi4ational learning. !e has pu%lished in a range o" international ournals andhas written on Learning and Develop#ent "or a /D pu%lication

ACKNOWLEDGEMENTS

2


3/108

The authors would like to thank the UHRD !or their "enerous s#onsorshi# o! thisresear$h in the !or% o! a resear$h honorariu%

3


4/108

$#%e%&

1 6R,DU/,6................................................................................................7

2 he L-RAUR-.............................................................................................. 8

2.1 9o#en -patriates...............................................................................8

2. 2 Learning and Develop#ent "or -patriates........................................11

: !- SUD;..................................................................................................... 1<

:.1 Research Ai#s...................................................................................1<

:. 2 Methodology.....................................................................................20

= +6D6>S.......................................................................................................2:

=.1 Motives "or >oing on an -patriate Assign#ent..................................2:

=.2 revious 9or3 -perience....................................................................27

=.: -patriate /ycle...................................................................................2?

=.= -patriate Learning..............................................................................=7

=.7 -patriate /areer Manage#ent and Develop#ent..........................72

=.? -patriate 9o#en and dentity............................................................7@

=.@ -patriate 9o#en and >enerational +actors..................................7<

7 DS/USS,6...................................................................................................?1

7.1 9o#en)s Learning and Develop#ent & the >lo%al Assign#ent /ycle...................................................................................................................... ?1

7.2 -#phasis upon the roduct and rocess o" Learning......................?:

7.: -ploring the otential o" Learning & Develop#ent to Support

+e#ale -patriates........................................................................................??

? ML/A,6S ,+ !- SUD;........................................................................ ?@

?.1 #plications "or ,rganisations.........................................................?8

?.2 #plications "or ndividuals.............................................................?<

@ /,6/LUS,6S...............................................................................................@0

Re"erences........................................................................................................@1

A-6D 1 6-RB-9 +,RMA...................................................................87

A-6D 2 $R-+ SUMMAR; ,+ !- AR/A6S.......................................8@

4


5/108

5


6/108

EXPLORING THE DIVERSE DEVELOPMENT ISSUES OF FEMALE

EXPATRIATES

' INTRODU$TION

his proect ea#ines the develop#ent o" "e#ale epatriates( %oth traditional

and sel"*initiated epatriates across the epatriate li"ecycle. >lo%alisation has led

to an ever increasing cross*%order international %usiness activity and it has %een

esti#ated that there are currently 870(000 su%sidiaries o" Multinational

/orporations CM6/s operating worldwide. nternational staE #o%ility hase#erged a #aor strategic issue "or M6/s and epatriate nu#%ers are epected

to continue to rise steadily over the net decade. /onseFuently( the need "or

organisations to %e a%le to develop and deploy eEective glo%al #anagers has

never %een so i#portant and this has led to increased acade#ic interest on the

glo%al career and "e#ale would ta3e #ore interest and role o" epatriate wor3ers

assigned a%road. At the sa#e ti#e the rise in protean and %oundaryless careers

is an e#erging issue in the eld o" international #anage#ent.

raditionally characterised as an a#%itious #ale #anager with his Gtrailing

spouse)( research suggests that the epatriate prole is changing in a nu#%er o"

ways. ,ne nota%le "eature is the increasing use #ade %y organisations o"

alternative "or#s o" international assign#ent Ce.g. co##uter( short*ter#(

Hepatriate( etc.( alongside the so*called ndependent nternationally Mo%ile

ro"essionals or international itinerants( who have e#erged in the contet o"

%oundaryless glo%al careers C$anai and !arry( 200?I /ollings( Scullion and

Morley( 200@I elto3orpi and +roese( 200


7/108

Research into epatriates traditionally has "ocused on those people sent a%road

%y #ultinationals. !owever studies o" S-s whilst increasing are still li#ited

"urther studies that loo3 at S-s are to %e welco#ed not ust %ecause o" their

distinctive nature %ut also %ecause and to date largely eploratory C Suutari and

$rewster( 2000I +orstenlechner( 20105 there"ore o" the si4e o" the group

C$o4ionelos( 200


8/108

he issue o" epatriate "ailure rates #easured %y the pre#ature return o"

assignees * and the "actors that inHuence success o" an international assign#ent

have %een i#portant areas "or research CMendenhall( Dun%ar and ,ddou( 1


9/108

highlights how organisations "ace diKculties in co#prehending the specic

issues eperienced %y "e#ale epatriates5 %e it in relation to selection C!arris

and $rewster( 1


10/108

his paper rst ea#ines the relevant literature in relation to wo#en epatriates

and learning and develop#ent o" epatriates particularly in relation to wo#en

epatriate develop#ent and that o" sel"* initiated epatriates. t then goes to

report the study( outlining its ai#s( the #ethodology used and the ndings. t

concludes with a discussion o" the i#plications o" the research and highlights

areas "or "uture develop#ent.

( THE LITERATURE

(.' )#me E*+a%",a%e&

(.'.' T"a!,%,#a- Fema-e E*+a%",a%e&

+e#ale participation in glo%al assign#ents has %een o" acade#ic interest "or

over three decades since the wor3 underta3en %y Adler in the late 1aiin) CPapanese "or "oreigner has

%een conr#ed in later studies. +or ea#ple( research highlights "e#ale

epatriates) reported perceived success *in ter#s o" intentions to repatriate and

repatriation in cultures as diverse as /hina( Papan and ur3ey C6apier and

aylor( 2002 and Meico( Jorea and >er#any Cai3 and Bance( 2002. Moreover(

Bar#a( oh and $udhwar)s C200? study o" US and ndian !ost /ountry 6ationals

C!/6s "ound that "e#ale US nationals "ar "ro# %eing discri#inated against were

actually pre"erred as co*wor3ers over #ale US nationals %y ndian !/6s. 9hilst

this suggests that clai#s #ade a%out "oreign preudice stopping wo#en

succeeding a%road need so#e Fualication( not all research has appeared so

positive particularly in areas where wo#en are not well accepted in the

wor3"orce. n the Middle -ast "or ea#ple whereas $o4ionelos)C200


11/108

!utchings( +rench and !atcher)s C2008 study o" "e#ale epatriates in /hina

"ound that "e#ale epatriates perceived the#selves to receive less

organisational support than #en.

9hat is #ore( there are suggestions that wo#en overco#ing the stereotypes

and preudices o" poor selection practices o" the e#ployers and actually getting

sent overseas CLinehan and 9alsh( 2000I Linehan( 2002I !arris( 2002( nsch(

Mcntyre and 6apier( 2008I Bar#a et al( 200?( have %een as signicant a %arrier

as the actual challenges eperienced once a%road. La%elled the Gglass %order)

%y Linehan and 9alsh in 1


12/108

C2000 rein"orce Adler)s C1ender role theory( "or

ea#ple( helps to eplain how wo#en need to overco#e su%stantial social

%arriers. his suggests that an international career is still not without challenges

or sacrices that #a3e it diKcult "or wo#en to achieve or #aintain high

per"or#ance and that the #aority o" international wo#en #angers typically

choose %etween a career and a "a#ily CLinehan and 9alsh( 2000I 2001.

6otwithstanding these challenges( the increasing de#and "or epatriates #eansthat wo#en should %e a%le to play their "ull part in glo%al organisations. ndeed

the eclusion o" wo#en "ro# epatriate assign#ents see#s to run counter to

Alt#an and Shortland)s C2008 conclusion "ro# their review o" twenty*ve years

o" research into wo#en on international assign#ents( that there is strong

evidence that wo#en adapt %etter than #en in cross cultural %usiness situations.

!owever( in ter#s o" adust#ent in general( the results are a#%ivalent.

Lineha#)s C2002 study o" 70 senior "e#ale international #anagers "ound

wo#en "aced specic diKculties relating to gender %ias lin3ed to international

assign#ents( the negative inHuence o" gender over international career( the

diKculties in nding career alternatives in the case o" dual career couples and

the diKculties o" %alancing "a#ily de#ands. here is evidence that #en and

wo#enGs adust#ent patterns are diEerent with wo#en showing higher levels o"

wor3 adust#ent CSel#er and Leung( 200: and interaction and relational

adust#ent C!asl%erger( 200@I Sel#er and Leung( 200:. Moreover( Panssens et

al)s C200? later study "ound epatriate wo#en rather than seeing the# selves

as Gvicti#s o" a penalising structural contet GC1=: "or gender( hierarchy or

cultural reasons actively sought to counter this in their interactions with #en %y

developing their own pro"essional identities as either a wo#an( #anager or

western epatriate.

(.'.( Se-/,,%,a%e! Fema-e E*+a%",a%e&

,ne reason why pu%lished "e#ale epatriate nu#%ers appear to re#ain low #ay

%e %ecause research tends to concentrate upon "e#ale epatriate #anagers

Cand their develop#ent "ro# a +- perspective rather than those who wor3

12


13/108

outside o" that 3ind o" e#ploy#ent contract CMeys3ens et al( 200


14/108

CSuutari and $rewster( 2000( ung( 1


15/108

assign#ent per"or#ance and repatriation( there%y contri%uting to the overall

success o" the epatriate assign#ent CDowling et al( 2008.

he i#portance o" %oth anticipatory and in*country epatriate adust#ent C$lac3(

Mendenhall and ,ddou( 1


16/108

need "or epatriates to retain and reproduce learned %ehaviours appropriately in

the new host culture C$lac3 and Mendenhall( 1


17/108

traditional( reverse and reciprocal are essential in today)s hyper*co#petitive

glo%al environ#ent and particularly so "or sti#ulating the learning o" "e#ale

glo%al #anagers. +urther#ore( where #entoring o" an epatriate wo#an does

occur it is li3ely to %e underta3en %y #en %ecause o" the shortage o"

appropriately eperienced "e#ale international wo#en although this is not

necessarily always seen as detri#ental CLinehan and 9alsh( 2001.

A 3ey issue that has e#erged is the lac3 o" perceived value that organisations

have in regard to the eperience that individuals have gained wor3ing

internationally C$egley( /ollings and Scullion( 2008. his is reHected in

epatriates) reported dissatis"action with the nal stage o" the epatriate cycle*

repatriation*the lac3 o" support they receive "ro# their M6-s when they return

ho#e and the i#pact it has on their decision to re#ain with the organisation

C$ossard and eterson( 2007I Stahl and /hua( 200?I Stroh( >regerson and $lac3(

2000( ung( 1


18/108

(.(.2 The R#-e # I#"ma- Lea",0 , E*+a%",a%e De1e-#+me%

Recent studies have de#onstrated the i#portance o" host*country

#anage#ent and support C ShaEer( !arrison and >illey( 1


19/108

!er study o" "e#ale epatriates in the etractive industries "ound the wo#en

valued the opportunities networ3s presented in preparing to go as well as living

and wor3ing a%road. !owever( whilst they were help"ul in ter#s o" adust#ent

the #aority o" wo#en "elt they were not i#portant "ro# a career develop#ent

or pro#otion perspective. At the sa#e ti#e( wor3ing in a #ale do#inated

industry the epatriate wo#en "ound the value o" a "or#alised "e#ale networ3

help"ul although potentially divisive.

6evertheless( it is ac3nowledged that accessing such networ3s is %y no #eans

easy to achieve and research suggests that international wo#en li3e their

do#estic counterparts are less well integrated into organisational networ3s as

their #ale colleagues CLinehan and 9alsh( 2001. Although evidence suggests

that they do ta3e opportunities to oin associations or wo#en)s networ3s not only

as a #eans o" learning how %usiness is done and to enhance their cultural

understanding %ut also "or "riendship C6apier and aylor( 2002. Linehan C2000

"ound that "e#ale epatriates( notwithstanding the diKculty in accessing #ale

do#inated networ3s( eperienced greater %enet "ro# these %ecause o" the

a%sence o" "a#ily and "riends than they did in the do#estic environ#ent. >ender

diEerences in networ3s have %een ac3nowledged "or so#e ti#e and( in

particular( the practice "or wo#en)s networ3s o" %eing #ore relational than

#en)s( which $iere#a C2007 suggests #ay %e down to wo#en)s pre*disposition

to relational and connected 3nowing C$elen3ey( /linchy( >old%erger and arvie

al( 1


20/108

epatriates as they are "or conventional ones although the evidence suggests

that this group o" assignees do not get the sa#e level o" cross cultural training

as their organisational counterpart Cahvanainen( 9elch and 9or#( 2007. his

lac3 o" support is also evident in the repatriation phase. $egley( /ollings and

Scullion)s C2008 study o" sel"*initiated repatriates to the Repu%lic o" reland

la%our #ar3et "ound that the international eperience o" #any o" these

individuals was not valued in the indigenous la%our #ar3et. his led the# to

conclude that the adust#ent to wor3 "ollowing repatriation presents even

greater pro%le#s "or this group than it does "or their traditional counterparts and

"urther#ore to suggest that on appoint#ent they will there"ore need training to

%e integrated into the do#estic corporate culture %e"ore they can add value to

the organisation)s cross*cultural activities.

he i#portance o" #entoring and peer support "or sel"*initiated epatriates has

already %een alluded to a%ove. $o4ionelos) C200


21/108

pro"essional develop#ent initiatives including studying "or "or#al Fualications

and accessing pro"essional networ3s. hey relied heavily on in"or#al learning.

+or S-s( the overseas assign#ent is also a #eans to enhance their career and

secure accelerated develop#ent CMyers and ringle( 2007. +it4gerald and(

!owe*9alsh)s C2008 study o" pro"essional wo#en in the /ay#an slands shows

the etent to which this is attained. 9riters have suggested that S-s attitudes

towards their careers and the develop#ent o" those careers diEer "ro#

conventional epatriates in a nu#%er o" ways and this has i#plications "or how

career #anage#ent is practiced within organisations C$anai and !arry(200?I

$ie#ann and Andresen( 2010. $egley et al C2008 suggest that one o" the 3ey

distinguishing "eatures o" a sel"*initiated assign#ent is that it is driven %y an

individual)s #otivation to eplore and learn rather than as a response to ane#ployer initiative. hey are seen as "ree agents crossing organisational and

national %orders without diKculty Charenou( 200


22/108

strategies aEects the eperience o" "e#ale epatriates especially given that

#any wo#en are not "ollowing the traditional organi4ational*%ound route.

2 THE STUDY

his study loo3s at the lived eperiences o" learning across the traditionalepatriate cycle "or "e#ale epatriates "ro# diEerent nationalities "ollowing the

diEerent epatriate routes i.e. sel"*initiated as well as the traditional

organisational route. 9e have investigated the perceived role o" Learning and

Develop#ent pheno#ena covering "or#al !RD interventions such as cross*

cultural training provision( as well as less structured C%ut nevertheless i#portant

processes li3e in"or#al #entoring "ro# pre*departure preparations( up to the

adust#ents needed to %e #ade post*repatriation. t covers these issues %oth in

ter#s o" personal and pro"essional growth( as the wo#en progress through the

stages o" the epatriate li"e cycle C+it4gerald and !owe*9alsh( 2008I Bernon(

Sparrow and $rewster6 200@( his is i#portant "or organisations as well as

individuals as the underlying concerns re#ain concerning the "acilitation and

nurturing o" hu#an resources to %enet %oth individual and organisation. 9e

argue that ac3nowledging Learning and Develop#ent issues reveals the "unction

o" %oth structured and unstructured learning eploring the role o" individuals(

organisations and other actors in shaping the eperience o" "e#ale epatriates)

through their Gourney). -#ploying this approach has ena%led us to engage with

how the wo#en the#selves construct their own per"or#ance within international

contets. ,ur Fualitative e#pirical research is ti#ely in light o" the changes that

are ta3ing place in the epatriate arena and we suggest will help in gaining a

deeper understanding o" the Glived eperience) %etween the "e#ale epatriates(

which is proving an increasingly rich source o" insights "or gender research Cian

and 9oodha#s( 2008.

2.' Re&ea"ch A,m&

his research was designed as an eploratory Fualitative study o" the

develop#ent issues "acing "e#ale epatriates in the contet o" %oundaryless

careers. Specically the study ai#ed to5

i. denti"y what are the diverse develop#ent needs & eperiences o" "e#ale

epatriates

ii. Understand what are the tensions & issues "acing "e#ale epatriates

particularly those "ollowing non*traditional routes Ce.g. the S- route in

ter#s o" their learning and develop#ent CL&D needs.22


23/108

iii. -plore what is the perceived potential o" availa%le L&D interventions "or

supporting "e#ale epatriates Cpre( during and post assign#ent and the

etent to which L&D supports "e#ale epatriates in practice

iv. Understand how !RD #ight support the process o" "e#ale epatriate

develop#ent and deter#ine the "uture directions "or research

2. ( Me%h#!#-#04

2.(.' Ra%,#a-e #" A++"#ach

9e e#ploy a Fualitative approach to investigate the social worlds o" "e#ale

epatriates. n this( we reveal the negotiation o" identity( the diEerent voices

and understandings e#erging "ro# %eing con"ronted with un"a#iliar situations

that not only challenge their etant theories*in*use CArgyris and Schon( 1


24/108

organi4ations( groups( or even co##unitiesI instead( to "ocus upon the social

worlds o" 3$olle$ti/e a$tions and intera$tions sha#ed .( indi/idual $o%%it%ent4

C-l3aer( 200=5 =28. !ere learning is understood as %oth an individual and

collective enterprise and reveals the diversity o" ideas( #eanings( and power

%ases that inHuence and e#erge "ro# the action or inaction( co##it#ent or

withdrawal( "ro# organi4ational processes. his is use"ul "or investigating how

the "e#ale epatriates engaged( or disengaged( in their epatriate eperience.

2.(.( Da%a $#--ec%,#

Data were collected %y #eans o" individual interviews( %oth virtually and "ace*to*

"ace. he Fualitative approach allows response to highlight personal stories

through eplanations e#erges %ecause o" the eplanatory and descriptive nature

o" Fuestions that were as3ed. Mann and Stewart( C2000 point out this #ethod

allows a socially constructed world to e#erge( allowing data to %e collected

through the %uilding o" rapport with the interviewees. his ts in well with the

#ain ai# o" the research proect considering a deeper understanding and

eploring the lived eperiences o" "e#ale epatriate wor3ing.

he level o" depth and personal eperience can %e achieved eEectively through

relationship %uilding #a3ing the interviewees "eel co#"orta%le in disclosing

personal in"or#ation. his #a3es it Fuite diEerent "ro# Fuantitative data throughFuestionnaires( diagra#s and statistics which is 3nown to create a detached

involve#ent with the research su%ects C>lesne and esh3in( 1


25/108

practical "or dealing with such a geographically spread set o" respondents in the

research proect covering the glo%e. +urther#ore( 9atson C200= suggests that

the saving o" costs in ter#s o" travel( ti#e( transcriptions and epenses adds to

the advantages o" using this particular type o" #ethod. he location o" the

"e#ales adds to the diKculty in conducting interviews in a convenient and cost

eEective #anner and MS6 provides a practical solution to these pro%le#s.

n a research proect conducted %y Davis( $olding( !art ( Sherr and -l"ord C200=

the use o" instant #essaging using MS6 was applied and was "ound to %e

particular use"ul in addressing sensitive issues as opposed to conducting

interviews "ace to "ace. his is particular use"ul when applying this to the "e#ales

when discussing certain issues #ight not %e so easy through "ace to "ace.

!owever instant #essaging #a3es it #ore diKcult to develop eEective rapportand trust which could have an i#pact on the Fuality o" data o%tained.

/onseFuently( respondents were in"or#ed a%out the issues that the study was

see3ing to address %e"orehand( to allay any concerns.

Aspects o" the cycle were included in the research "ra#ewor3 to scope the

eperiences o" %oth +-s and S- to help investigate their eperiences in depth

C$rewster( Sparrow and Bernon( 200@. At the sa#e ti#e( the study ai#ed to %e

particularly sensitive to the Learning and Develop#ent needs o" "e#ale

epatriates "ro# diEerent routes. he open*end nature o" the research Fuestions

was deli%erately designed to ensure that the analysis Cas #uch as possi%le was

not deli#ited %y researcher assu#ptions. ,ur preli#inary investigations engage

with the diverse Gourneys) #ade %y the wo#en5 with interviewees having

eperiences o" the diEerent stages o" the the glo%al assign#ent cycle

C$rewster et al( 200@. hese ourneys( whilst in detail uniFue( also reHected

lin3s with "actors such as generation( culture and levels o" international

eperience.

A copy o" the interview outline can %e "ound in Appendi 1

2.(.2 The Sam+-e

9hilst the conventional view o" epatriate is o" so#eone sent a%road %y an

organisation on a specic assign#ent( -ngle( Dowling and +esting C20085 = re"er

to epatriates #ore generally as those e#ployees who are wor3ing and

te#porarily residing in a "oreign country. his is characteristic o" all the "e#ale

epatriates in the sa#ple( who have le"t their ho#e country and are Cor wererecently wor3ing internationally. Day#on and !olloway C2002 point out there is

25


26/108

no nal answer "or the right sa#ple si4e. !owever( Ju4el C1rounded theory is the #ost widely used "ra#ewor3 when analysing Fualitative

data and was applied to this study. here are nu#%er o" tools o" grounded theory

re"erring to theoretical sa#pling( coding( theoretical saturation and constant

co#parison. t is %est descri%ed as the 3inter#retati/e %ethod that share the

$o%%on #hiloso#h( the %ethods that are used to des$ri.e the work o! the

#erson or #ersons under stud(4 CStern( 1


27/108

C+ischl#ayr and Jollinger( 2010. he study e#ployed a largely a%ductive

approach wherein ideas are %oth inductively drawn "ro# the data as well as

integrated with deductively drawn categories. ,ur data was su%ect to

theoretical sa#pling( involving the collection o" "urther data in the light o"

e#erging categories( in order to rene the categories to ensure theoretical

saturation is achieved Cwherein "urther coding no longer reveals new categories

and'or addresses the within*code variations. he co#parative co#parison

approach is then applied in order to allow "urther interesting codes to "or# under

su%*headings a"ter scrutini4ing the transcripts( which were then added to the

"ra#ewor3 CStern( 1


28/108

3.'.' $h##&,0 SIE #" TFE R#u%e

he interviews eplicitly addressed the choice o" the routes ta3en %y the

respondents. here was no evidence that those who too3 the +- route "elt

under pressure to do so( contrary to the ndings o" earlier research CStahl( Miller

and ing( 2002. !owever( it was noted %y -patriate 28 C+- that it was

diKcult "or her to o%tain per#ission to go a%road( as although the co#pany was

a M6/ it tended to recruit "ro# local wor3"orces partly %ecause it is a

"ranchised organi4ation.

3.'.( A Mu-%,+-,c,%4 # D",1e"& #" )#"k,0 O1e"&ea&

Respondents gave various reasons "or wor3ing overseas and in addition to

personal reasons such as "ollowing a spouse( or to %e closer to "a#ily and "riends

or li#ited opportunities in the ho#e country and there was evidence that the#ove was develop#ent driven to so#e degree. So#e wo#en le"t their ho#e

country "or pro"essional reasons to i#prove career prospects and enhance their

e#ploya%ility which is consistent with Po3inen et al( C2008 ndings. +or ea#ple

e'#erien$e with a "lo.al $o%#an(6 e'#osure to di+erent $ountries ta' #ra$tises

and a$$ountin" standards4 C-patriate 7 CS-( an international assi"n%ent

looks "ood on a C74 C-patriate 1 C+-. ,thers "ound the#selves "acing

diKcult e#ploy#ent condition in their ho#e country "or ea#ple 3no 8o.s in

Toronto at the ti%e when 9 "raduated and de$ided to lea/e !or the U-K4

C-patriate ? CS-. So#e wo#en "ound wor3ing internationally had #ore scope

in ter#s o" their career co#pared to staying in the ho#e country 3sta(in" in

New :ealand didn;t reall( ha/e %u$h s$o#e with London6 the( will send (ou !or

s%all #ro8e$ts .ut want (ou .a$kE'#atriate ? >TE@@-

28


29/108

Moving to another country specically in order to study was a pro#inent reason.

he opening up o" /hina ena%led our /hinese respondents to co#e to the 9est.

he choice o" %eco#ing a student was ta3en partly %ecause o" the Gpush) o"

conditions %ac3 in the ho#e country Ce.g. -patriate 21 CS- had lived through

li"e under siege in Saraevo or the Gpull) o" opportunities to %e a%le to

legiti#ately travel to a diEerent culture. !owever( these are not necessarily

either'or "or the respondents.

,ther wo#en decided to wor3 internationally %ecause o" their own desire to

travel #ore "or ea#ple 39 le!t New :ealand to tra/el %ore and 9 ha/e .een

!ortunate enou"h to land a 8o. that allows %e to $arr( out ad/ertisin" shoots

a$ross the world4 C-patriate : CS-( 3thou"ht o! workin" and .ein" a.le to

tra/el throu"h Euro#e $o%#ared to 8ust workin" in U-K4 C-patriate @ C+-.9hilst others shared a passion "or learning and eperiencing diEerent cultures

"or ea#ple 9 ha/e a #assion !or tra/ellin" ha/in" .een to 9reland6 ordan6

Austria6 C)e$h Re#u.li$ and the Netherlands to li/e a.road and e'#erien$e a

di+erent $ulture and work en/iron%ent 2rst hand de2antl( %oti/ated %e


30/108

>iven the e#phasis in this study upon Learning and Develop#ent( how the

epatriates drew upon any relevant eperiences was investigated.

3.(.' Yea"& # I%e"a%,#a- )#"k,0

So#e o" the wo#en have previously wor3ed internationally. 9hilst epatriates <and 2: had only three years o" international eperience( other wo#en( perhaps

not surprisingly( the older wo#en had #ore international eperience. +or

instance( the two oldest wo#en C-patriates 2 and @ had over 27 years o"

international eperience each respectively as a S- and +-. !owever( the

diversity o" our sa#ple highlighted how the age o" rst overseas position varies

greatly( #eaning that younger wo#en also had etensive "oreign eperience.

So#e o" the respondents had little or no eperience o" wor3ing in their ho#e

country %e"ore #oving a%road5 "or ea#ple( -patriate 1< CS- only had

eperience o" vacation o%s. ,thers had #ore "ull ti#e wor3ing eperience in

their past( although not necessarily in the sa#e sector that they now "ound

the#selves in their host country.

Respondents not only #entioned whether they had wor3ed a%road( %ut also

whether they had eperience o" going a%road "or an etended period o" ti#e Ci.e.

%eyond a two wee3 vacation and the i#pact these eperiences had on the#

and how it inHuenced the# in their "uture overseas eperiences. ndeed( the

interest in travelling as argued earlier "or#ed a #otivation "or ta3ing an

epatriate route( consistent with Bance)s C2007 #odel.

9e also as3ed the respondents "or their eperiences o" their rst wor3ing

position a%road. +or so#e( they were still on their rst assign#ent Ce.g.

-patriate 2: C+-( so had not %een through the whole epatriate cycle

personally. hey conseFuently( did not have the advantage o" those who had

wor3ed a%road %e"ore to draw upon rst hand eperiential learning.

!owever( we note that %eing a rst ti#e assignee does not necessarily in"er

lac3ing wor3 eperience a%road. +or instance( -patriate 28 C+-( although she

had travelled "or wor3 a%road to the +ar -ast nu#erous ti#es "or her that was

not wor3ing a%road 3to %e that %eant %ore like a #rolon"ed stint out o! the

$ountr( workin"6 and so to that 1uestion6 this is the 2rst ti%e4 C-patriate 28

C+--

30


31/108

3.(.( The Va-ue # P"e1,#u& E*+e",ece

here was variation in the wo#en)s opinions in respect to the etent to which

previous wor3ing eperiences in"or#ed epatriate per"or#ance. +or instance(

-patriate 1@ CS- had wor3ed "or 10 years in retail in her ho#e country CUJ

and was a%le to #ove into a si#ilar retail #anage#ent position in her host

country CAustralia. /onversely( others "ound that their previous eperiences did

not see#ingly help to o%tain a particular position( %ut instead in"or#ed their

attitudes towards adapting to the wor3 place5

39 think it wasn,t that hard to %e6 .e$ause %( two de"rees totall( irrele/ant (ou

$an see6 es#e$iall( thin"s 9 do here6 and thin"s 9 do .a$kwards6 9 had tonnes o!

8o. e'#erien$e .a$k in China workin" in the hotel6 in the $onsultant industr(6 so 9

wouldn,t think that,s /er( hard to 9 "et used to thin"s 1uite 1ui$kl( so it ne/er .others %e6 $han"e en/iron%ent6 that kind o! thin"- 9 a$tuall( 1uite !an$( a

$han"e6 e/er( $ou#le o! (ears- Ha ha< 3 C-patriate 20 CS-

esti#onies "ro# other epatriates suggested that #oving a%road( despite

ostensi%ly re#aining within the sa#e co#pany( can result in having to #eet new

challenges( not necessarily covered %y previous eperiences. +or instance(

-patriate 28 C+- was wor3ing in the UJ( %ut "or the ,ly#pic connection in a

diEerent role "ro# her eperiences in the US. his reFuired her to act as a

proect #anager( running a tea#( unli3e her earlier specialist role.

3.2 E*+a%",a%e $4c-e

his section loo3s at the epatriate cycle and eplores the wo#en)s eperiences

at each stage o" the cycle in detail "ro# selection and pre *departure to

repatriation. t starts with a discussion o" the length o" the cycle and wo#en)s

eperiences within it.

3.2.' P"#5ec%e! A&&,0me% Le0%h he epatriate cycle o"ten has no specic ti#e*li#it "or S- C!owe*9alsh &

Schyns( 2010. So#e o" the wo#en had eperiences o" the diEerent stages o"

the Gthe glo%al assign#ent cycle) CBernon et al-6 200@ "or ea#ple 39 a%

traditional e'#atriate re!errin" as .ein" sent !ro% the ho%e $ountr( to the host

$ountr( /ia a #re*arran"ed a"ree%ent !ro% an or"anisation- 9 did en$ounter the

sta"es o! the traditional e'#atriate $($leF howe/er 9 did not re$ei/e a !or%al

#er!or%an$e a##raisal6 #re*de#arture trainin" and re#atriation #ro"ra%4

C-patriate 1 C+-. 9hilst other "e#ales who consider the#selves %eing sel"*

initiated had eperiences o" the cycle as well "or ea#ple 3in %( o#inion 9 did31


32/108

en$ounter the sta"es as a traditional e'#atriate would ha/e !a$ed in ter%s o!

.ein" re$ruited throu"h an a"en$(6 #re#ared %(sel! with a .rie! $ultural trainin"6

#er!or%an$e a##raisal in %( /arious #ositions- Howe/er 9 ha/e not e'#erien$ed

the re#atriation sta"e as 9 ha/e U-K %( #er%anent ho%e4 C-patriate : CS-.

All the +- wo#en agreed to ta3e on #anagerial roles. +or ea#ple the #ro8e$t

%ana"er asked %e to hel# his tea% with so%e .usiness #ro$esses .e$ause o!

%( e'#ertise and .e$ause the #ro$esses were .een trans!erred .e!ore that 9

went to learn how to deal with $o%#le' 1ueries a.out de/i$es4 C-patriate 1

C+-. So#e o" the wo#en used their own initiative to travel a%road to nd wor3

rather than %e trans"erred through an organisation "or ea#ple 3(es6 sel!*

initiated- M( old Australian $o%#an( and new En"lish $o%#an( are inde#endent

o! ea$h other .ut %e%.ers in an international network o! a"en$ies- 9 sou"ht e%#lo(%ent at the UK one with %( own initiati/e4 C-patriate < CS-.

hose on assign#ents were as3ed how long they were #eant to last. his

proved to %e signicant as the length could %e Hei%le. +or instance( -patriate

2: C+- "ound that her assign#ent length changed a"ter she went there %ecause

her client wanted her to re#ain( although her co#pany wanted to repatriate her.

!owever( the Cchanging length o" assign#ent re"ers to +-s. ,ther

respondents( particularly those S-s who had #oved to a new country "or therst ti#e in their lives( #any did have #ore than one position5 o"ten the early

positions %eing part ti#e( low grade o%s Csuch as the /hinese epatriates

serving ti#e in a restaurant. hose wo#en with a #ore su%stantial +-

%ac3ground also had eperience o" #ultiple assign#ents. +or instance(

-patriate 11 C+- had %een sent on a nu#%er o" assign#ents "ro# her current

and previous e#ployers.

his de#onstrates the co#ple nature o" "e#ale epatriate careers.

3.2.( Se-ec%,# P"#ce&&

here are suggestions that a co##on pro%le# with the selection process is that

a decision is #ade on technical rather than cultural considerations C!arris &

$rewster( 1


33/108

o! ad/ertisin" re$ruiters who #ut %e in tou$h with a #otential $reati/e #artner- 9

started o+ !reelan$in" with the $reati/e de#art%ent !or Channel whi$h was

.ased on %( $reati/e #ort!olio4 C-patriate : CS-. ,ther wo#en were selected

%y recruit#ent co#panies "or ea#ple 39 was a##roa$hed .( a re$ruit%ent

$o%#an( who were $ontra$ted to 2ll our $ontra$t roles- 9 was then inter/iewed

.( the #ro8e$t leader and was hired as a $ontra$tor4 C-patriate 7 CS-.

,ther wo#en e#ployed diEerent strategies in order to success"ully gain a

position. his #ight %e through a co#%ination o" %oth /B and port"olio without

actually %eing interviewed "or the position "or ea#ple 39 ha/e %ade $onta$ts at

the UK a"en$( when at two international $on!eren$es >re#resentin" %( old

a"en$(@ in B- 9 sta(ed in tou$h and the( let her know i! a #osition o#ened u#6

9 su##lied %( C7 and #ort!olio /ia e%ail and the( hired %e ;re%otel(; as it were69 did not ha/e an oI$ial inter/iew- M( new .oss had worked with %e on #ro8e$ts

at those $on!eren$es and the( also had /er.al re!eren$es !ro% other #eo#le

throu"hout the network who she had su$$ess!ull( worked with in the #ast4

C-patriate < CS-. ,thers did have to go through an interview al%eit how this

was carried out diEered. n -patriate 1: CS-)s case( she had to go through

rounds %oth o" virtual Ctelephone interviews and "ace to "ace interviews(

%ecause she was in >er#any at the ti#e.

he respondents "ro# the S- route tended to go through a si#ilar "or#al

selection as local e#ployees( even "or part ti#e positions such as university

teaching. +or the +-( -patriate 11 had an interview "or the Papan assign#ent(

%ut it was also a loo3*see visit( whereas in her previous position the selection

was %ased on her language co#petence.

+or#al selection %y a specic organisation was not the rst step "or S-s. +or

instance( -patriate 1? CS- and her hus%and "ound spea3ing with the consulate

was i#portant as( in order to gain a Cte#porary residency visa they had to

de#onstrate a good %usiness case that they could oEer suKciently to the

country( given their capa%ilities ulti#ately they #ade the presentation in

Spanish( which she "elt helped their cause.

I#"ma- &e-ec%,#: So#e o" the wo#en had %een selected "or international

assign#ents through in"or#al chats that had ta3en place a#ongst senior staE

consistent with the coEee*#achine approach C!arris and $rewster( 1


34/108

wo#en highlighted this is a co##on approach which eists in organisations

today "or ea#ple 3it is o!ten e'#atriate assi"n%ents are dis$losed throu"h

in!or%al networks4 >E'#atriate ? >TE@@. 9hilst others had %een approached %y

eternal agencies "or ea#ple 39 had .een a##roa$hed .( a head*hunter in

China4 C-patriate = CS-'+-. So#e wo#en who were acco#panying

partners'spouses decided to wor3 on the proect their partners had %een wor3ing

on "or ea#ple 3M( 2an$J $o%#an( $ontra$ts6 the #ositions under his industr(

!all into the 8o. shorta"e $ate"or(- There!ore 9 was a.le to work with %( 2an$J4

C-patriate : CS-.

According to !arris and $rewsterC1


35/108

ndings o" !arris and $rewster C1


36/108

$ulture and lan"ua"e trainin" #rior to lea/in" the or"anisation in the U-K asked

and /isited the #lant and the nei"h.ourhood in whi$h we would .e li/in" in4

C-patriate = CS-'+-. he recipients noted the signicant %enets o" cross*

cultural training incorporating language and local 3nowledge o" living and

wor3ing practices5

39 did a week o! intensi/e a#anese .e!ore 9 went6 whi$h ena.led %e to at least

dire$t a ta'i6 e/en i! 9 $ouldn,t tell where the( were takin" %e6 and so%e o! that

$o/ered the $ulture6 .ut a$tuall( %( lan"ua"e tutors did a lot o! $ulture stu+

with %e- oth o! the% the( had .oth li/ed one in Australia and one in

Canada6 and so the( $ould ha/in" .oth li/ed in si"ni2$antl( di+erent $ultures6

the( $an see the thin"s and 9 !elt 1uite $o%!orta.le askin" the% well what is

this6 wh( is e/er(one sittin" here &till B o,$lo$k at ni"ht6 or o,$lo$k at ni"ht6whate/er6 and that was a use!ul a$tuall( non*threatenin" third #art( t(#e4

C-patriate 11 C+-.

/onversely( other wo#en did not have any pre*departure training "ro# the

organisation. +or ea#ple 3the or"anisation did not see it rele/ant to #ro/ide

an( trainin" due to the nu%.er o! weeks the assi"n%ent was !or4 >E'#atriate B

>TE@@ and 39 did not re$ei/e an( !or%al $ultural trainin" #rior to lea/in" the

ho%e $ountr( e/en thou"h there was a su.stantial ti%e that was le!t .etween

%e a$tuall( lea/in"- 9t would ha/e .een so %u$h .etter i! the( had #ro/ided this

as it did ha/e an i%#a$t on trainin" s$hedules when the lo$al were

$o%%e%oratin" reli"ious .irthda(s4 > -patriate 1 C+-.

hose "ollowing the S- route had to rely upon their own initiative in order to

o%tain so#e training. ,ther organisations( such as the $ritish /ouncil( were

drawn upon instead. ndeed( the role o" other %odies in providing in"or#ation

"ro# other)s eperiences was highlighted5

39 went to the e/ents or"anised .( the ritish $oun$il- twi$e 9 went to hear the

e'#erien$es shared .( e'*UK Masters students it was 1uite use!ul--- it set out

the e'#e$tations 9 think6 what would 9 e'#e$t when 9 arri/e6 what would 9 need to

do6 et$4 C-patriate 12 CS-.

3.2.3 E*+a%",a%e A!5u&%me%

A!5u&%me% %# O"0a,&a%,#a- $u-%u"e: he interviews revealed the

challenges eperienced %y respondents in adusting to the particular culture and

their stories reveal how they learned to cope in a new organisation. +e#ales are

36


37/108

3nown to nd it diKcult to adust to #ale do#inated environ#ents CMendenhall

et al-6 1i! not %ore $a#a.le@ than the other sta+ to

#er!or% the role6 howe/er not .ein" sent awa( was due to the 3"irlP needed to

.e in the oI$e to do the ad%in work- There see%ed to .e a .it o! an Pold .o(sP

network- One o! the "u(s !ro% her tea% "ot a##roa$hed that he had no

e'#erien$e with an oil $o%#an( who "ot the 8o. o+er e/en thou"h 9 had hel#ed

hi% write the #a#er who "ot a #er%anent #osition4 C-patriate 7 CS-.

!owever( it is not si#ply that epatriates struggled with the host country

culture. ndeed( -patriate 2: C+- "ound that it was easier to wor3 with host

country CUJ #ale #anagers in the client organisation than her own

organisation)s line #anagers. 9hilst the "or#er %oth #ade an eEort to

understand progra##ing( they also respected her udge#ent in #a3ing

decisions %ased on her 3nowledge. n contrast( her opinion o" ndian epatriate

#anagers was diEerent5

3The( 8ust %ana"e- The( want to .e ad%inistrators- The( don,t want to "et into

the te$hni$al stu+6 .ut here6 the %ore the(,/e e'#erien$e the( e/en at the

si%#lest6 u# to the si%#lest le/el o! that $odin"- The( UK %ana"ers take

interest and "et into the .otto% o! it6 know what it is6 .ut #eo#le 9ndia Mana"ers

37


38/108

ha/e 8ust said we don,t $are6 the( don,t want Mana"ers- He is a Desk Mana"erF

he should .e a.le to tell the end to end i%#a$t- He should he %ust know the

.i" #i$ture6 8ust not %ana"in" the resour$e %ana"e%ent and ti%e %ana"e%ent6

whi$h is usuall( all #eo#le %ana"ers !ro% 9ndia do- The(,re relu$tant to6 (es6

.e$ause the( don,t think that,s their 8o.- The( 8ust take the #erson who knows

the te$hni$al stu+ with the% e/er(where 3C-patriate 2: C+-.

he pro%le#s o" tting into a diEerent wor3ing culture were not always related

purely to unpleasantness with their #ale colleagues. he attitudes o" a "e#ale

%oss( whose #ore "orthright( aggressive style contrasted with her own5

9 think there was the Mana"er o! the Grou#6 or the .oss o! that Grou# where 9

worked6 was a wo%an6 a$tuall( %( a"e6 .ut /er( dri/en6 /er( su$$ess!ul one6

and 9 think she didn,t see %e 2t or 9 don,t know wh(6 9 %ean we did not ha/e

an( #ro.le%s or an( like work*related issues6 %a(.e .e$ause 9,% not reall( 9

tend to .e 1uiet and 9,% not too like intera$t with #eo#le too %u$h6 %a(.e it was

that and 9 think it was so%e other #eo#le !ro% that Grou# who told her or

su""ested (ou know to $onsider %e !or !ull ti%e 3 C-patriate 21 CS-.

his lin3s with the concerns o" 6apier and aylor C2002 that "e#ale epatriates

can struggle to adust to the local wo#en( as well as #ale colleagues.

here was an ac3nowledge#ent that one o" the pro%le#s "or adust#ent

appeared to co#e "ro# the lac3 o" preparedness %y the organisation. -patriate

28 C+-( although wor3ing "or a large( well*esta%lished M6/( noted how "ew

epatriates( particularly "e#ale( were in the UJ %ranch. his was despite the

%ranch %eing a relatively large and i#portant one "or the -uropean Region5

39 don,t think the(;/e had an(6 .esides there;s onl( one other A%eri$an in the

.uildin"6 and she didn;t $o%e here !or $urrent e%#lo(er6 she $a%e here !or

ur"er Kin" !our or 2/e (ears a"o6 and then has sta(ed on (ou know started towork !or us two or three (ears a"out there isn;t an(one else- Now we ri"ht

now ha/e6 9 think6 two #eo#le6 two or three !ro% here6 that are workin" in the

States6 so there;s %ore !olks that;ll "o that dire$tion .e$ause that;s our $or#orate

oI$e6 so a lot o! o##ortunit( there6 a lot %ore #eo#le are hired6 %an( ti%es it;s

to "ain that knowled"e to .rin" .a$k here6 as o##osed to this other wa( around

where 9 was #resu%a.l( .rin"in" so%ethin" o! /alue !ro% %( #re/ious 8o.s to

here4 > -patriate 28 C+-

38


39/108

A!5u&%me% %# $#u%"4 $u-%u"e: All o" the respondents had ea#ples o" the

challenges o" adapting to a diEerent country. -patriate 1< CS- was #ugged "or

the rst ti#e in her li"e within wee3s o" arriving in the UJ( "or instance5

3we thou"ht it would .e a sa!e en/iron%ent6 es#e$iall( in the e$ono%i$all(

de/elo#ed $ountr(6 .ut 9 8ust 9 8ust didn,t realise that there $ould .e dan"ers

8ust around the $orner and no.od( 9 su##ose (ou know that area no.od( a$tuall(

!orewarned us- The area we li/ed in was #ro.a.l( known to the "eneral so$iet(

it,s not the %ost sa!e area !or a !orei"n student to li/e6 .ut there wasn,t an(

in!or%ation a/aila.le !or us to 2nd out4- -patriate 1< CS-.

+or her( this was a shoc3 to her original epectations. Although the adust#ent

"or her as a /hinese wo#an too3 ti#e( she "elt #ore co#"orta%le in the wor3ing

culture o" the UJ Csee section =.7.1. n contrast( as a "ai8in wor3ing in Papan(

-patriate 10 perceived hersel" as re#aining peripheral to the wor3place and the

society in general( co##enting that5

39 !elt wel$o%e howe/er 9 alwa(s !elt as i! 9 would ne/er .e ;one o! the "an";6 9,d

alwa(s .e the !orei"ner- the host $ountr( is 1uite $losed $ulturall( to !orei"ners-

9t took a.out a (ear to "et used to thin"s and .e$ause 9 did not s#eak the lo$al

lan"ua"e6 it was /er( diI$ult e/en in da(*to*da( tasks like sho##in"- Howe/er6 9

#resented %(sel! with an o#en %ind and de$ided 9 would need to $han"e and

ada#t and that %ade thin"s easier- 9 was lu$k( as 9 was surrounded .( $o*

workers who were in the sa%e #osition so 9 had su##ort and $ould share this

with the%4- -patriate 10 CS-

he eEect o" having previously studied in a country was eplored %y epatriate

2=( who "ound the contrast %etween studying in the UJ and returning shortly

a"terwards to live was a challenge5

3---well this !or %e was like that6 (ou know6 9 8ust sta(ed there all the ti%e with

students- We would "o into London and .a$k .ut 9 was not reall( aware o! what

was ha##enin" in the wider $onte't o! the UK6 9 don;t think 9 was until 9 $a%e to

Li/er#ool6 then (ou settle and it;s totall( di+erent and (ou reall( intera$t with

the lo$al #eo#le- 9 don;t e/en think 9 had that %an( ritish !riends when 9 was a

student6 e/en the nature o! the $ourse 9 was takin"6 there were onl( /er( !ew

39


40/108

ritish students6 %ost #eo#le were either !ro% Taiwan or !ro% other $ountries4-

-patriate 2= CS-

Respondents highlighted the i#portance o" support "ro# social networ3 to #a3e

the adust#ent. +or instance( a $ritish /are Assistant "ound so#e unepectedissues in adusting to Dutch li"e.

39 !elt 9 had ad8usted /er( well to the en/iron%ent %ore so thanks to %( !riends t

hat were alread( in A%sterda%- Lookin" .a$k i did !eel so%e !rustration as the $

o%#an( hadn,t reall( told us a.out the $ulture and what to e'#e$t when arri/in"

in A%sterda%- This was not a .i" deal as 9 had !riends who were li/in" there and

were a.le to show %e the ro#es and .rie! %e in ter%s o! what to e'#e$t !ro% th

e Dut$h !okesi$-More so as i wasnot aware that Dut$h are #rett( reser/ed6 9 re%e%.er "oin" to !riends dinner who was Dut$h and !ound that #eo#le were /er(

reser/ed a.out talkin" a.out their #ersonal li/es- This 9 did 2nd hard es#e$iall( a

s 9 was used to talkin" a.out %( li!e 1uite o#en. C-patriate @ C+-.

Si#ilarly( epatriate 1: "elt that the UJ should not %e that #uch diEerent "ro#

>er#any( %ut she "ound that the $ritish had a the# and us attitude towards

"oreigners. /onseFuently( the adust#ent eperience varied %etween

individuals. his was a product o" the epectations o" the epatriate hersel" o"

the host country( as well as o" the industry. -patriate : was an eperienced

/opywriter "ro# 6ew Tealand who spent ti#e in !ong Jong. he wor3ing

conditions in the latter were not a great shoc3 to her( %ecause o" her industry

eperience in advertising you wor3 long hours anyhow( so was used to wor3ing

12 hour days nor#. he creatives in !J were a#a4ed that #y partner and

turned up to wor3 at @.:0a# li3e usual Cwhen the cleaners were there( %ut then

again( we le"t at 8 or < p#( whereas they wor3ed till past #idnight C-patriate

: CS-.

O"0a,6a%,#a- &u++#"% #" a!5u&%me%: So#e wo#en had support "ro# the

organisation to help with the adust#ent "or ea#ple 3the or"anisation #ro/ided

us with a $ollea"ue who had .een #re/iousl( workin" on an assi"n%ent in the

host $ountr(- He #la(ed an i%#ortant #art in her ad8ust%ent in so$ialisin" with

lo$als and into the work en/iron%ent itsel!4 C-patriate 1C+-. n contrast(

other respondents noted the lac3 o" "or#al organi4ational support in #a3ingadust#ents.

40


41/108

n respect o" induction( the S- eperience was generally that there was no

diEerence %etween the provision "or the# as overseas wo#en and that given to

the local e#ployees. here were diEerences o" opinion in respect to the Fuality

o" this induction.

ositive responses included a aiwanese acade#ic who had ust started her rst

year as a lecturer in UJ University we had sta+ indu$tion whi$h lasted !or a

week---it was /er( /er( "ood6 we "ot to %eet other new sta+ who started at the

sa%e ti%e---the sta+ indu$tion was uni/ersit( wide6 not .ased on the

de#art%ent4 C-patriate 22 CS-. /onversely( another epatriate wor3ing in

another depart#ent o" the sa#e institution had a very diEerent eperience 39t;s

8ust like a da( thin"- 9 think it was #ro.a.l( a da( o! talks and then one a!ternoon

we did like a little tour o! Li/er#ool- That was a.out itAnd 9 think it took #la$e a!ew %onths a!ter 9;d started- 9 think it;s like on$e a (ear it ha##ens- So%e #eo#le

had it at the end o! the 2rst (ear4 C-patriate 2@ CS-. hese diEering

perceptions o" the support given %y the sa#e organisation are interesting5 they

could %e eplained %y a nu#%er o" "actors diEering perceptions on the part o"

the epatriates( or the "act that -patriate 2@ CS- oined the organi4ation a "ew

years %e"ore -patriate 22 CS-.

,ne issue that e#erged "ro# the eperiences o" the respondents was

ho#esic3ness5 %oth its pro#inence as well as how they coped with this aspect.

he lac3 o" co##unication channels "or so#e was i#portant. +or instance(

-patriate 21 CS- noted that her years in the States were harder %ecause there

was no internet connection or S3ype availa%le "or her to use in the early 2000s(

whilst upon co#ing to the UJ "ro# aiwan in the 1


42/108

"riends. he eperience o" %eing away "ro# ho#e i#pacted "or diEerent reasons

"or diEerent wo#en.

!o#esic3ness was not always si#ply a product o" %eing away "ro# ho#e it

was also connected with other li"e changes( such as -patriate 2@)s realisation

that she was no longer a%le to perceive o" hersel" as a student. 9hilst

ho#esic3ness was identied as a period gone through at the start o" their ti#e

a%road( it could reappear later on or periodically.

Ge!e" a! A0e A!5u&%me% I&&ue& #" Fema-e E*+a%",a%e&: he

signicance o" %eing at an age that #ade it possi%le to travel a%road was

highlighted. his was %oth in ter#s o" %eing relatively young and single( or older

and "ree o" "a#ily responsi%ilities5

39 think it was a!ter that we a$tuall( thou"ht a.out it so%e %ore6 .ut !or us6 we

were in a /er( "ood #osition6 $hildren "rown6 %( hus.and6 when we had re*

lo$ated to New Orleans6 had sold his .usiness in Chi$a"o6 so he $a%e down to

hel# "et the household set u# and then he ended u# reall( .ein" sta( at ho%e

Dad6 so he wasn;t lea/in" .ehind a 8o.6 he wasn;t needin" to ha/e to 2nd a 8o.6

%( !a%il(6 %( #arents6 health(6 (ou know6 there 8ust didn;t see% to .e an(

$o%#ellin" reason not to $o%e6 !ro% that as#e$t4 C-patriate 28 C+-.

he lac3 o" "e#ale representation in the wor3place was discussed. $eing in a

#ale do#inated environ#ent was still apparent %ut apparently less inti#idating

than previous research suggests5

3So%eti%es 9 "o to %eetin"s6 noti$e that o! us6 and 9,% the onl( !e%aleAnd

9,% a !orei"ner- 9t,s a%a)in" (ou know 8ust !eel like how did 9 end u# to this

#osition and (ou know .ut the %ore (ou "et into this kind o! en/iron%ent6 (ou

start to "et used to it- 9 so%eti%es 9 !or"et %( "enderF 9 8ust know 9 need to "o

there and "et %( 8o. done- 9t doesn,t .other %e an( %ore6 ha ha< C-patriate 20CS-

+or -patriate 28 C+-( there was only two other "e#ales out o" a cohort o" +-s

o" around :0.

3.e$ause ladies don,t #re!er to $o%eThat,s the thin"6 otherwise the( %a( "i/e

the o##ortunit(,s o#en6 .ut ladies .e$ause the( are $o%in" to 9,% "oin"

.a$k so %ost o! the% $a%e and so%e will ha/e de.ts and the( want to settle it

so the(,ll .e $o%in" !or si' %onths assi"n%ent- The(,re %akin" ha/e a kid so

42


43/108

the( %ust 5( .a$kThe( don,t ha/e no dis$ri%ination a"ainst (ou- The(,ll

alwa(s a$tuall( the(,ll "i/e %ore #re!eren$e !or ladies4 > -patriate 28 C+-.

his see#s to provide a slightly diEerent picture "ro# the etant literature Ce.g.

harenou( 2008( which suggests that that pro"essional "e#ales "ro# poorer

countries are pulled a%road to escape disadvantage gender %ias and lac3 o"

opportunity5

3Not !e%ale6 %ale onl(- e%ale the( don,t the thin" is6 the( don,t !eel the(

sto# the !a%il(- 9 don,t know what that kind o! !eelin" is6 .ut the( don,t !eel "ood

!or the% to sta( sin"le6 without her #arents6 the( don,t want the% to .e alone6

and 9,% not %arried (et6 so that,s the other .otheration6 and the( s#eak

di+erentl( .e$ause the #arents are usin" %e to earn %one( so it won,t .e

the( won,t think it the wa( the( should- 9t,s all $ultural thin" .e$ause wo%en are

not allowed to "o to work- The( "et %arried at the a"e o! Q6 8ust a!ter their

studies6 the( don,t e/en now it has $han"ed .e$ause o! 9T .oo%- ut the( are

still the sa%e in %( area4 C-patriate 2: C+-

9hen the issue o" whether the epatriates were treated diEerently %ecause o"

their gender or culture( the responses varied. So#e "elt that they had not

eperienced any disadvantaging %ecause o" their gender or culture5

39 ha/e to sa(F 9 #ersonall(6 didn,t !eel an( di+eren$e- 9 don,t know !or the

a##li$ations that !ailed6 (ou know6 whether %( "ender or %( nationalit( %ade a

di+eren$e6 .ut !or the 8o.s that 9 did do6 9 didn,t !eel %u$h di+eren$e or .ein"

treated di+erentl(6 and 9 think e'$e#t !or the Chinese restaurants6 err( and

=re%ier 9nn and the hos#ital6 and so%eti%es workin" !or an a"en$( that ser/es

.an1uets in hotels6 (ou ha/e a %i'ture o! #eo#le !ro% di+erent $ountries6

di+erent nationalities6 so 9 know so .o(s and "irls- 9 think the ser/i$e industr(

does attra$t a /ariet( o! ra$es !or the reason that (ou know 9 said a.out thetrainin" .e$ause %ost ti%e it,s not a$$e#ted !or (ou to learn sil/er ser/i$e skills6

.ut (ou know the "eneral workin" re1uire%ents is not /er( hi"h4 C-patriate 1<

CS-

+e#ale participation( al%eit not at the senior #anage#ent levels( was not always

seen as a pro%le# as articulated %y -patriate < 39 was the onl( "irl on %( tea%

when 9 .e"an6 .ut now its hal! hal!- We ha/e wo%en at e/er( le/el in the

$o%#an( .ar the /er( to#6 and 9;/e ne/er en$ountered an( ne"ati/e treat%ent

o! an(one due to "ender4 C-patriate < CS-.

43


44/108

,n the other hand( others saw a #ied picture. -patriate : CS- "elt she was

not getting the opportunities to ta3e on the %etter proects in her earlier

positions ha/e learnt %( lesson there


45/108

challenge that having a "a#ily provides. ,ur research reveals the hard wor3

involved with #anaging "a#ily reFuire#ents whilst on an international

assign#ent C-patriate 11 C+-. he S- respondents reHected the sa#e

challenges( although "or so#e the children were resident in their spouse)s ho#e

country however( -patriate 2@ CS- and her hus%and #oved to hailand with

a child.

T"a,-,0 &+#u&e: raditionally( the concept o" trailing spouse is associated with

a wi"e. !owever( "or two +-s C-patriate 11 and 28( the role o" trailing spouse

was so#ething that their hus%ands see#ed to cope with Fuite well. !owever( it

is noticea%le that %oth were at stages in their careers in which they were a%le

C#entally( pro"essionally and nancially to ta3e a career %rea3. -patriate 11)s

hus%and too3 ti#e away "ro# a very %usy nance careerI whilst -patriate 28)shus%and had his own %usiness and was a%le to wind that down in order to spend

ti#e as a house hus%and. $oth #en %eca#e active in "a#ily duties Cloo3ing

a"ter child( house hunting etc.. 6evertheless the change in role was perceived

to %e a challenge. An epatriate career is a learning eperience "or the spouse

as well.

3.2.; S#c,a- &u++#"%

S#c,a- &u++#"% +"#1,!e!


46/108

other groups "or ea#ple 3throu"h $ollea"ues and wo%en that 9 %et at the .a.(

"rou# $lasses 9 .e"an to so$ialise with other indi/iduals4 > -patriate 2 CS-.

So#e wo#en "ound support to adust socially in the host environ#ent through

wor3 colleagues and in"or#al networ3s they %eca#e aware o" "or ea#ple

3$ollea"ues that had a$$o%#anied %e on the #ro8e$t had worked in the U-K

#re/iousl( and had $reatin" $onta$ts and .( talkin" and so$ialisin" with the% 9

!elt 9 .e"an to ad8ust to the U-K s%oothl(4 C-patriate = CS-'+-. So#e wo#en

had epatriates already in the host country "or ea#ple 3 !riends alread( out

there hel#ed %e in ad8ustin" es#e$iall( non work "oin" out6 so$ialisin" and

%eetin" lo$al #eo#le4 C-patriate @ C+-.

3.2.= Me%#",0

he i#portance o" and relative shortage o" #entors and role #odels re"erred to

elsewhere CScullion and Linehan( 2001I !arris( 1


47/108

to Papan. !owever( later on the "e#ale #entor appointed "or her had was %ased

in the !o#e /ountry CUS and did not li3e to travel a%road Ce.g. would ta3e own

"ood( only eat in +ast +ood restaurants etc.. n this event( having a "or#al

#entor was devalued5 instead( -patriate 11 C+- relied upon in"or#al

#entoring "ro# other sources such as a "riend( a $ritish #an who went out to

teach -nglish C-+L and who #arried a Papanese wo#an( who provided use"ul

insights and contacts into Papanese culture.

I#"ma- me%#",0: So#e wo#en however did identi"y other individuals who

they considered as a #entor or a role #odel "or ea#ple 39 !ound su##ort

throu"h #re"nan$( and .a.( "rou# $lasses the wo%en who 9 $a%e in $onta$t

with a$ted like %( %entors hel#in" to su##ort %e throu"h %( ti%e in the U-K4

>E'#atriate >S9E@@ and 39 would $onsider %( %ana"er who is a to# $reati/edire$tor as so%eone 9 as#ires and has on se/eral o$$asions asked !or her o#inion

o! "oin" !or $ertain ad/ertisin" $ontra$ts- She has .een use!ul in hel#in" %e

throu"h $urrent ad/ertisin" #ro8e$ts4 C-patriate : CS-.

9hilst other wo#en highlighted i" it was not "or these #entors or role #odels it

would have %een #ore diKcult in adusting to the host country "or ea#ple 9 did

ha/e two role %odels that had hel#ed %e durin" #re/ious assi"n%ents who% 9

did look !or su##ort and hel# durin" the assi"n%ent latest assi"n%ent- 9t

i%#ortant to ha/e so%eone (ou $an look u# to and talk to es#e$iall( durin"

international assi"n%ents- 9! it was not down to those two $ollea"ues 9 would

ha/e !ound it diI$ult ad8ustin"4 C-patriate 7 CS-.

9o#en in the sa#ple have appeared to nd other "or#s o" support a#ongst

other individuals rather than relying on organisations providing #entors'role

#odels. !owe*9alsh & Schyns C2010 are very unclear on the precise role o"

#entoring "or S-s( suggesting that 9e can assu#e that this is less relevant "or

Gprivate epatriates) C2?@( yet though they are "a#iliar with the culture o"

their country o" choice( they #ay still need to %e advised on %usiness practices.

9e there"ore assu#e that %oth types o" epatriates %enet "ro# #entoring

C2?@. he eperiences o" the respondents suggested that #entoring tends to

%e ad ho$ and that #entoring would %e a very i#portant develop#ental tool.

3.2.> Pe"#"mace Maa0eme% a! Rewa"!

E*+e",ece # +e"#"mace maa0eme%: So#e o" the wo#en recounted

eperiences o" per"or#ance appraisals which they have encountered whilstwor3ing on their position. "or so#e this was not altogether satis"ying eperience.

47


48/108

+or ea#ple 39 ha/e had !or%al #er!or%an$e a##raisal durin" the ti%e 9 ha/e

.een e%#lo(ed in the U-K- The( were $ondu$ted .( the head o! de#art%ent6 the

e'e$uti/e $reati/e dire$tor- 9 would ha/e liked the% a little %ore o!ten and

wanted to %o/e awa( !ro% the a$$ount %ainl( 9 worked on- Howe/er 9 did not

"et a $han$e to dis$uss this throu"h the #er!or%an$e a##raisal %ore so as %(

%ana"er and 9 did not %eet as o!ten as 9 ho#ed we would ha/e4 >E'#atriate Q

>S9E@@- Pou;/e #assed (our #ro.ation #eriod * kee# u# the "ood workP thin" and

at %onths had a !or%al re/iew with %( line %ana"er4 C-patriate < CS-.

9hilst other wo#en "ound they had positive eperiences o" per"or#ance

appraisals "or ea#ple 39 did ha/e !or%al #er!or%an$e a##raisals the( were

%ostl( 8ust a .i" "rou# hu" and thanks !or .ein" a "ood e%#lo(ee- The( were

$ondu$ted .( the dire$tor so the( would .e the .est #erson to do the a##raisal- 9ha/e ne/er had a .ad e'#erien$e durin" an a##raisal4 C-patriate ? CS-.

So#e wo#en "elt that specically due to the nature o" their assign#ent %eing a

contract %asis did not eperience per"or#ance appraisals. !owever traditional

epatriates "elt they had %een let down %y the organisation who did not provide

any opportunities "or the# to review their per"or#ance "or ea#ple 39 did not

ha/e an( !or%al #er!or%an$e a##raisal durin" the two (ears 9 had .een #osted

a.road !or- There was a la$k o! $o%%uni$ation6 with the ho%e $ountr( whilst 9

was workin"6 9 !elt reall( let down .( the or"anisation on$e 9 was in the host

$ountr( 9 was le!t on %( own whi$h is what 9 had not a"reed to e/er(thin"

see%ed ri"ht .e!ore 9 le!t4 C-patriate 1C+-.

!owever( so#e wo#en "ound due to the host countries culture per"or#ance

appraisals were not the nor#. So#e wo#en "ound #anagers in these situations

open to new ideas and introduced per"or#ance appraisals into the wor3place "or

ea#ple 39 had #er!or%an$e a##raisal on a on$e o$$urren$e $ulturall(

#er!or%an$e a##raisal were not .i" where 9 worked- Howe/er %( su#er/isor was

/er( o#en to ;western; ideas and there!ore when a $ollea"ue introdu$ed the idea

o! #er!or%an$e a##raisals the( were /er( o#en to it and tried it4 C-patriate 10

CS-. /onversely( due to cultural and sectoral "actors( per"or#ance

#anage#ent was carried out regularly such as those wor3ing in the UJ !igher

-ducation sector Ce.g. -patriates 1< & 22.

E*+e",ece # Rewa"! Maa0eme%:

48


49/108

/ultural "actors in reward #anage#ent5 -patriate 21 CS- noted "ro# her ti#e

wor3ing as an engineer in the US that >overn#ent legislation appeared to her to

shape %oth reward and per"or#ance #anage#ent strategies5

ou know whatF %( Grou# a$tuall( $onsisted o! 1uite a !ew !orei"ners6 and in theen"ineerin" 2eld6 e/en here6 e%#lo(s a lot o! !orei"ners- There was so%e

Go/ern%ent rule there that to hel# ensure that the( would not hire a !orei"ner

to #a( the% less than the( would A%eri$ans6 so that A%eri$ans did not sta(

without 8o.s6 so 9 don,t think that %( salar( or %( annual re/iew was

si"ni2$antl( a+e$ted6 #erha#s there was so%e di+eren$es6 .ut 9 $ouldn,t tell- 9

$ouldn,t reall( $o%e with e/iden$e- The( know that,s one thin" the( know

that (ou 9 had a work #er%it and that work #er%it tied %e to that #arti$ular

8o.6 $han"in" 8o.s was a %a8or hassle6 so .asi$all( the( knew that 9 was !airl(

5e'i.le in ter%s o! like swit$hin" 8o.s6 so%ethin" that6 at that ti%e6 A%eri$ans

did on 9 don,t want to sa( a %onthl( .asis6 .ut the( would sta( in one 8o. two

%onths or three %onths and then the( would %o/e6 8ust .e$ause the( "ot a

.i""er salar(6 so in the U-S-6 at that ti%e6 it was a known !a$t that i! (ou wanted

to in$rease (our #a( sli# si"ni2$antl(6 (ou would ha/e to $han"e the 8o.4

Si#ilar concerns were raised in other countries. n the UJ( whilst wor3ing part*

ti#e "or an SM-( -patriate 18 CS- was only paid on an hourly %asis CV10 per

hour( which she considered to %e /er( un!air %ecause she had won a large

contract with a power station in /hina. here were no nancial %onuses at all.

ndeed( there were no per"or#ance*related %onuses at all. he only %onuses

were two %ottles o" wine each at /hrist#as( which were not lin3ed to past

per"or#ance at all. She le"t soon a"ter to pursue a "ull ti#e hD( and was

replaced in the SM- %y a "ull ti#e e#ployee.

Ge!e"/"e-a%e! ac%#"& , "e&+#!e% e*+e",ece&. -patriate 27 CS- wasas3ed a%out her eperience o" per"or#ance #anage#ent in her current

e#ployer Ca university 9t;s .een sa%e !ro% the .e"innin"- Howe/er6 ha/en;t

.een su$$ess!ul in #ro%otions6 and 9 !eel stron"l( it;s #artiall( .e$ause o! %(

#art*ti%e $ontra$t- Ha/in" had kids6 ti%e o+ work6 workin" #art*ti%e de2nitel(

"oes a"ainst #ro%otions >althou"h o! $ourse6 it shouldn;t--@. Si#ilarly(

-patriate 20 CS- did not 3now i" there was a diEerence %ecause she was a

"oreign "e#ale( %ut suspected that there was a diEerence thin3( "ro# the o%

49


50/108

)# doing at the #o#ent( suspect there is a diEerence. t)s ust really )ve got no

proo" to push.

he gender "actor had an unepectedly conseFuence "or -patriate 11 C+-.

9 didn,t6 was the /er( lon" and short o! it- 9 didn,t e/en ask the ri"ht 1uestions

a.out how well 9 did ask what housin" was $o/ered and what was su.sidised- 9

didn,t #ush !or an(thin"F in !a$t %( .oss %ust ha/e thou"ht .lood( hell she,s

su##osed to .e in reward6 wh( isn,t she askin"- 9 think 9 was 8ust so e'$ited .(

the #ros#e$t to .e honest- What .e$a%e /er( a##arent earl( on and whi$h 9,/e

su.se1uentl( !ound is an issue is6 and this is #erha#s %ore to do with the either

the %odern in$iden$e o! a wo%an .ein" the lead %o/er where the s#ouse has

worked or dual $areers6 is the u#li!t that we "ot to %o/e to Tok(o6 the C=15:1 )didn,t $o/er %( hus.and,s salar( .( an( stret$h o! the i%a"ination .e$ause at

the ti%e we went out we were .roadl( doin" the sa%e salar(6 and what

ha##ened was that we were /er( lu$k(6 we rented our house out6 so the

%ort"a"e was $o/ered 9 think that,s a harder dis$ussion !or a !e%ale

e'#atriate to ha/e .e$ause it,s not the nor%- 9 think the %en 9,/e seen

ne"otiatin" !or e'#atriate #a$ka"es ha/e alwa(s .een %ore dire$t and s#e$i2$

a.out their re1uire%ents than the wo%en- 9! 9 think o! the one we,/e "ot here

now6 she,s she 8ust took what we said we were "i/in" her6 and was 1uite

ha##( a.out it-

t is interesting to note how( despite having a %ac3ground in reward( this +-

realised how naWve she had %ee in her negotiation. his is a signicant learning

issue so#ething that +- epatriates and their e#ployers need to consider.

3.2.? Re+a%",a%,#

Se- &u++#"%e! "e+a%",a%,#: Many o" the wo#en had not received any

support "ro# the organisation during this process and had to #anage the whole

process on their own. he diKculties this presented are clear in the narratives o"

these two individuals5

39 did not e'#erien$e an( !or%al re#atriation #ro"ra% and did not ha/e an(

su##ort !ro% the or"anisation durin" this #ro$ess- 9 !elt /er( disa##ointed and

stressed6 durin" the ti%e 9 s#ent a.road 9 had no $o%%uni$ation with the ho%e

$ountr( and knew on$e 9 arri/ed .a$k 9 would ha/e to start lookin" !or work on

50


51/108

%( own instead o! .ein" a.le to share %( e'#erien$es with the or"anisation6 9

!elt /er( let down


52/108

T"a&e" # -ea",0


53/108

the tar"et- Make sure the #a(%ents are #aid to the su##liers and %ake sure all

the a$$ounts %ana"e%ent $har"in" their $lients $orre$t a%ount o! %one(4

> -patriate 20 CS-.

+or others( the eperience o" having a si#ilar position %e"orehand %eneted theirper"or#ance. +or ea#ple( -patriate 2? C+-'S- had wor3ed as a !R #anager

in a large entertain#ents corporation then #oving to a si#ilar position in a

s#aller charity. Although( also she "elt that ta3ing ti#e out travelling helped her

as well5

3e$ause 9;d alread( %ade the .reak6 it wasn;t as dauntin"6 there wasn;t as

%u$h #re#aration !or %( #ersonal li!e to do- 9 wasn;t sure at that #oint in ti%e

that 9 wanted to $ontinue doin" HR6 9 wasn;t $o%#letel( $on/in$ed- 9 $ertainl(

wasn;t at the #oint 9 a% now6 hadn;t thou"ht a.out doin" a Masters6 so 9 think

that;s 1uite interestin" .e$ause 9 think it $an show how (ou $an $han"e a lot6

e/en in (our Q;s6 a.out what (ou %i"ht want to do in the !uture6 or what %a(

ha/e not $o%e to (ou (et in ter%s o! thinkin" what (ou want to do later on6 so 9

wasn;t a.solutel( 9 wasn;t ? $on/in$ed 9 wanted to sta( in HR- 9 %ean %(

drea% is to "o and .u( a $halet and li/e in a ski resort6 .ut that;s not "oin" to

ha##en (et6 so u%% Workin" on di+erent $lients hel#s (ou learn a.out

di+erent se$tors and the .est wa( to ad/ertise the%6 .ut in "eneral6 (ou 8ust "ain a .etter idea on how to ad/ertise to $ertain tar"ets9n sa(in" that6 %(

"eneral skills %ean 9 would .e ha##( to "o into a 8o. ad/ertisin" so%ethin" 9;/e

#re/iousl( had no e'#erien$e $reatin" $on$e#ts !or as a "ood $reati/e (ou ha/e

to "et into (our tar"et;s shoes---hen$e the theor( that "irls $an write $ar and

.eer ads and %en should .e a.le to do ta%#on ads


54/108

%u$h %ore re"ulated so (ou don,t ha/e so %u$h !reedo% in (our work- 9n the

U-S- it,s like (ou ha/e a #ro.le%6 sol/e it6 9 don,t $are how (ou "et to the

solution6 where here6 e/en %ore $onstrained6 so there are #ro,s and $on,s

e/er(where6 .ut what 9 !eel like !ro% %( li!e a.road6 8ust in $han"in"

en/iron%ents6 (ou learn so %u$h 1ui$ker a.out so %an( di+erent thin"s- 9 %ean

(ou are !or$ed to6 to ad8ust6 and to %eet new #eo#le6 to esta.lish new

$onne$tions or %ake ho%e in a new en/iron%ent- 9 %ean it see%s to .e it,s

ha##enin" to a lot o! #eo#le- E/er(one is %o/in" around the #lanet6 thin"s that

were not $o%%on6 that $o%%on6 like e/en ?Y0 (ears a"o now4 C-patriate 21

CS-.

3.3.( E*+-#",0 %he Lea",0 P"#ce&&

F#"ma- -ea",0: he provision o" "or#al learning %y organisations "or the

"e#ale epatriates was varia%le. his is noticea%le with the eperience o"

-patriate 1= CS-. She "ound "ew training opportunities whilst wor3ing as a

aiwanese epatriate "or a ho#e country organisation( she then #oved onto a

#aor oil M6/( where she co##ented that5 The( send (ou !or $ourses6 the(

send (ou !or trainin"6 and send (ou to "o to di+erent #la$es6 and its a.solutel(

wonder!ul o##ortunit(6 that,s i! (ou want to learn4 C-patriate 1= CS-.

!owever( her later eperience at a UJ r# was that little provision was given 39

think 9 was too .us( to i%#le%ent a new s(ste%6 new wa(6 to %akin" $han"es

and also when 9 started the 8o.6 it was %assi/e6 it %er"ed three de#art%ents

into one6 %( de#art%ent6 so was a lot o! thin"s needed sortin" out- The sta+

needed sortin" out- The s(ste% needed sortin" out- A lot o!6 lot o! thin"s- No6 9

didn,t "et an( trainin"4 C-patriate 1= CS-.

he lac3 o" "or#al learning provision was partly reHected in the length o" contract

as well as the sector. +or ea#ple( -patriate 1< CS- on co#ing to the UJ "ro#

/hina had a succession o" o%s in the hospitality industry( local /hinese

restaurants as well as UJ !otel /hains5

39 think the onl( or"anisation where 9 did ha/e a little .it o! trainin" in the oI$ial

sense6 as in (ou were $alled in6 sit in a roo%6 and .ein" told a.out this

$o%#an(,s histor( and $ulture and what (ou,re e'#e$ted to do6 was UK .ased

Su#er%arket4 C-patriate 1< CS-.

39 don,t "et reall( an( su##ort- 9 think #artl( .e$ause the( want %e to e'#lore

what other o##ortunities are there in the ar East6 and the( do not s#eak the

54


55/108

lan"ua"e6 and 9,% the onl( #erson who $an s#eak the lan"ua"e6 so with the 8o.

role o! e'#lorin"6 (ou know6 what has o##ortunities there6 9 didn,t "et %u$h

su##ort with re"ards how to sear$h !or in!or%ation and thin"s4 C-patriate 18

CS-

he lac3 o" provision "or training was not li#ited to those who too3 a S- route.

+or instance( -patriate 2: C+- was assigned "ro# ndia to the UJ she noted

that the pressures o" dealing with clients i##ediately a"ter arrival #eant little

opportunities "or "or#al develop#ent5

3No6 the thin" is6 the( don,t ha/e enou"h ti%e the( don,t usuall( ha/e enou"h

ti%e !or trainin"- The $lient will .e e'#e$tin" us to start the work on da( one6

and the( are assu%in" that we are trained well enou"h .e!ore and we ha/e

hands*on e'#erien$e .ut %ost o! the% wouldn,t4 C-patriate 2: C+-.

his was co##on( she "elt across %oth #ale and "e#ale colleagues.

nterestingly( she noted that there was so#e provision5

3---.ut it was /er( stress!ul .e$ause it didn,t "o the wa( it was intended6 no6 so it

was dro##ed- The Mana"er was #ushin" it too %u$h to $o%e to his #la$e6 on

Saturda(,s to $ondu$t the trainin"6 whi$h we were not ha##( eah6 not oI$e6

at ho%e6 $on$e#ts6 .asi$ 1uestions- Whi$h was redundant .ut we were !or$ed to6so 9 didn,t like that %andator( it was not !ro% the $o%#an(6 it was the

#erson,s thin"6 so he was sent .a$k it,s not it,s a"ainst the

#oli$ies4 C-patriate 2: C+-.

+or#al learning eperience included university study5

&9 was a #ro!essional student6 (ou know6 9 de2nitel( knew how to stud(6 how to

"et or"anised to #re#are all these thin"s6 how to "et %ost out o! the le$tures- 9t

turned out that inan$ial En"ineerin" is a$tuall( %ore en"ineerin" than the

2nan$e6 so it was not that .i" o! a de#arture !ro% %( en"ineerin" 2eld6 lots o!

%athe%ati$s there6 .ut an(wa(6 it was /er( interestin" and 9 %et so%e /er(

interestin" #eo#le on that $ourse6 =ro!essors6 so 9 en8o(ed that 1uite a .it4

C-patriate 21 CS-.

t is noticea%le how the !igher -ducation sector provided "or#al learning

opportunities Ce.g. -patriate 17 and 18. /o#pare the eperience o" -patriate

18 CS- going "ro# no support whatsoever in the UJ SM-( into part ti#e

55


56/108

lecturing "or a local University wherein she was given the opportunity to receive

training in such #atters as handling the classroo#( #ar3ing( all delivered in*

house %y the University. Si#ilarly( -patriate 17 CS- was given "unding to ta3e

specialist courses to support her develop#ent as a li%rary in"or#ation oKcer5

3The( en$oura"e us6 a#art !ro% the !or%al $ourses6 like the STD6 UD6 sta+

de/elo#%ent s$he%e is #a(in" so%ethin" !or%al /isit to other Uni/ersit(6

.e$ause 9,% doin" 1uite a s#e$ialist unit here is a sel! a$$ess area !or the

lan"ua"e $entre so its not 1uite a "eneral thin" or a li.rar( situation6 and 9,/e

"ot a $han$e to /isit di+erent Uni/ersit( lan"ua"e $entre6 resour$e $entres6 .oth

here6 lo$al6 and o/erseas &$ause last ti%e6 !our (ears a"o6 9 went .a$k to Hon"

Kon"- 9 said ooh $an 9 take the o##ortunit( to /isit sa( a !ew Hon" Kon"

Uni/ersities there6 and then the( sa( (es6 and then 9 "ot so%e e'tra %one( and

the ti%e as well6 so its then %( holida(6 .ut .ut it was a /er( "ood wa( to

enri$h the sort o! e'#erien$e6 to share6 .asi$all( sharin" e'#erien$e and see how

#eo#le run their #la$e and 9 $an .rin" .a$k the "ood .its and then we $an sort o!

strea%line our o#eration .etter4 C-patriate 17 CS-.

$ut( this picture does not reHect the eperience o" all the respondents wor3ing in

the !- Sector as this account "ro# -patriate 12 CS- suggests5

X. not %u$h in ?st Uni/ersit( as a RA resear$h assistantat nd Uni/ersit( !t

le$turer6 9 !ollowed the tea$hin" $erti2$ate #ro"ra%%e9 did not #arti$ularl(

seek learnin" and de/elo#%ent su##ortthat was the #ro.le%-- i didn;t know 9

needed it- 9 know the .asi$s--- 9 tea$h6 9 do resear$h6 and 9 do ad%inthe

e'#e$tations !or resear$h $han"ed in the third (ear o! %( #osition at nd

Uni/ersit(- 9 did not %ana"e to #a$e u# .etween $ollea"ues6 9 did not intera$t

as %u$h either so the LZD #ro.a.l( did not $o%e !ro% $ollea"ues4-------- 3what

do (ou %ean .( ;#a$e u#;V4-------E'#atriate ? >S9E@ 3to ste# u# the e'#e$tationsto #ush the #u.li$ations throu"hthe #lannin" et$ 3----4how did (ou learn to

$o#e with this situationV4------E'#atriate ? >S9E@ 9t see%s that 9 don;t learn /er(

!ast9 a% takin" so%e learnin" and de/elo#%ent #ro"ra%%e within $urrent

e%#lo(er * Uni/ersit(it is a $oa$hin" and %entorin" #ro"ra%%ea!ter [

(ears in a$ade%ia6 9 realise #erha#s 9 do need so%e hel# in LZD(ou $an assess

the in!o !ro% our we.site 9 think4 C-patriate 12 CS-

,ther respondents reported %eing given training on special technical s3ills( %ut

nding the in"or#al learning "ro# colleagues #ore help"ul. 39 went on those

56


57/108

worksho#---- .ut to .e honest6 9 !ound talkin" to the sta+ who work on the sa%e

%odule is !ar %ore use!ul than the !a$ult( trainin" worksho#4 C-patriate 22

S-. his i#portance o" in"or#al eperiences is discussed %elow.

I#"ma- -ea",0: he signicance o" in"or#al learning Ci.e. outside o" trainingcourses etc. was noted %y the epatriates5

3The initial #eriod is alwa(s $o#(in" !ro% (our $ollea"ues and then6 a!ter a .it6

(ou 2nd6 when (ou are !a%iliar with (our 8o. enou"h6 (ou,re $on2dent with what

(ou do6 (ou start to ha/e thou"hts a.out this s(ste% didn,t suit %e6 9,d rather do

it that wa(- Either wa(6 9 a$hie/e what is e'#e$ted what was e'#e$ted !or %e

to a$hie/e6 then it was oka( to alter the $urrent order o! thin"s-4 C-patriate 1<

CS-.

+or so#e o" the epatriates( in"or#al learning was the only way to learn how to

per"or# in their role. +or instance( upon %eing #ade a part ti#e lecturer(

-patriate 22 CS-( "ound there was no "or#al training. !er learning constituted

hands on eperience i! 9 had #ro.le%s6 or not sure how to $ondu$t the "rou#

dis$ussion6 9 would ask other sta+ who also tea$hes on the sa%e %odule !or ti#s6

also 9 would sit in their sessions C-patriate 22 CS-.

3.3.2 Lea",0 Ou%c#me& # A&&,0me%-plicit perceptions o" identia%le learning outco#es %y the respondents were

centred on learning that is "ocused upon their develop#ent pro"essionally as well

as helping their personal develop#ent as an epatriate.

P"#e&&,#a- -ea",0: -patriate 1? CS- Can !R Director noted that( whereas

in the UJ( there are readily availa%le acade#ic and /D' pro"essional

connections( in places li3e /hile there are "ew such connections. She was still

a%le to use internet Ce.g. "or /D we%site and other resources. !owever( she"elt that she needed to wor3 harder to #aintain her /D.

Pe"a- -ea",0: >oing a%road to /hile helped R/ learn a lot a%out

resilien$e le/els and how (ou deal with #eo#le and how (ou rea$t to

$hallen"es( which then can %e translated into a pro"essional role X..and 9

reall( en8o( "oin" a.road6 %eetin" di+erent #eo#le6 in/ol/e %(sel! in di+erent

$ultures6 9 think it;s /er( e'hilaratin" and 9 think i! (ou ha/e the o##ortunit( to do

it6 it;s reall( .ene2$ial and not 8ust !or that ti%e .ut when (ou $o%e .a$k into

(our workin" en/iron%ent6 9 think it "i/es (ou /alua.le e'#erien$e6 "i/es (ou

57


58/108

insi"ht6 9;% %ore %oti/ated than 9 was6 and it "a/e %e dire$tionC-patriate 2?

C+-'S-.

-patriate 10 CS- reHected upon how her e#ployers had perceived the value o"

what she had learned5

3e#- oth6 a"ain6 e'#osed %e to di+erent workin" #ra$ti$es et$ than 9 had .een

used to in %( Aussie a"en$(- 9 think it has "i/en %e a .roader edu$ation in .est

#ra$ti$e et$--- =lus the hands*on work 9 did was6 a"ain6 in line with the kind o!

work 9;% doin" now4----- 4 so (ou ha/e !ound e%#lo(ers interested in (our

e'#erien$esV4-------E'#atriate ? >S9E@ 3The( don;t ask dire$tl( what 9 "ot u# to6

.ut in ter%s o! %( #ersonal learnin" 9 think the e'#erien$e ena.les %e to .e a

.etter e%#lo(ee now4---- 3ha/e (ou !ound e%#lo(ers #ositi/e in ter%s o! (our

e'#erien$e or #erha#s (our skillsV4---E'#atriate ? >S9E@ 3e#< 9 "et to use a

#rett( .road skill set .e$ause the $reati/e de#art%ent is /er( inte

Needs of Female Expatriates

Documents

Transcript of Needs of Female Expatriates