DSpace Collection: วิทยานิพนธ์
http://dspace.bu.ac.th/jspui/handle/123456789/290
วิทยานิพนธ์2024-03-29T16:00:46ZINTERCULTURAL CONFLICT MANAGEMENT IN MULTICULTURAL VIRTUAL TEAMS: AN EXPERIMENTAL STUDY THROUGH A SERIOUS GAME
http://dspace.bu.ac.th/jspui/handle/123456789/5632
Title: INTERCULTURAL CONFLICT MANAGEMENT IN MULTICULTURAL VIRTUAL TEAMS: AN EXPERIMENTAL STUDY THROUGH A SERIOUS GAME
Authors: Somjai Siritrakankij
Abstract: Conflict is a fact of organizational life, and intercultural conflict is even more complicated to cope with. Conflict is not always perceived negatively, but in some cases, task conflict can turn into functional conflict. The purpose of this research is to investigate the influence of cultural background, emotional intelligence (EI), and intercultural competence (IC) on the choice of intercultural conflict management styles/behavior (ICS) and the adaptation of ICS in two types of conflicts: task and relationship conflict. Relationship conflict is considered dysfunctional because it threatens and weakens the bond between interlocutors, and it escalates more easily than task conflict.
In the literature, Emotional Intelligence (EI) is viewed as an interesting variable to help increasing job performance. Since the virtual context catches greater attention presently, organizations have started to consider the potential benefits of utilizing virtual teams. Virtual teams often are international and include culturally diverse members, which makes it more difficult to manage conflict (Griffith et al., 2003; Zornoza et al., 2002). Furthermore, the influence of Intercultural Competence (IC) on conflict management among diverse employees is also worth being explored.
Based on Intercultural Conflict Resolution/Management Styles/Behavior framework proposed by Hammer (2005), the concept is under one cultural dimension, individualism and collectivism, when dealing with disagreement and emotions across cultures. Additionally, Nardon and Steers (2009) stated that these two cultural dimensions had been widely used in studying organizational management research across cultures. The four Intercultural Conflict Resolution/Management Styles/Behavior include discussion, dynamic, accommodation, and engagement styles. However, the result from the pilot study suggested that the engagement style should be dropped out because it was seen as the most inappropriate style in the conflict situation. Thus, it is not included in this study, and only three styles of Intercultural Conflict Resolution/Management remain. And the study of intercultural conflict in multicultural virtual teams has been called for more recently.
Therefore, this study explores the influence of cultural background, EI, and IC on the choice of intercultural conflict management styles/behavior in task and relationship conflict, and the adaptation of conflict management styles/behavior to culturally diverse team members. Cultural diversity is studied on the basis of two cultural dimensions, power distance and individualism/collectivism.
Samples (n=339) included in this study were Thai respondents (n=106, high power distance & collectivism), French (n=114, high power distance & individualism), and Americans (n=119, low power distance & individualism). They were mainly working professionals from different professional fields. An innovative data collection method was employed, based on the development of a serious game. Its name is CRIT the serious game; CRIT stands for conflict management in intercultural teams. Four main sections were included in CRIT, the serious game: questions about demographic data, a multi-item scale measuring EI, and then a quasi-experimental scenario revealing participants’ IC and ICS. An additional objective for the serious game is to make the player gain a particular knowledge from the game. To do so, the score feedback and recommendations were sent to each player after the game completion.
After completing various statistical analyzes, the findings of this study confirm, but also contradict the existing theory to some extent. Regarding the choices of intercultural conflict resolution/management styles/behavior proposed by Hammer (2005), Americans use the dynamic and the accommodation style more than Thai and French, while used the discussion style the least. Thai and French players significantly use the discussion style the most, while there is no statistically significant difference between the use of the accommodation and the dynamic style between Thai and French. In addition, the result from our pilot study concluded that the “engagement style” of the selected four intercultural conflict management style model (Hammer, 2005) was removed since it was recognized as an inappropriate intercultural conflict management style.. Thus, it is not included in this study, and only three styles of Intercultural Conflict Management remain.
Concerning the Intercultural conflict management styles/behavior, communication approach (direct/indirect) and emotional strategy (expressive/restraint) used in the overall sample, the results conclude that all three cultures frequently use an indirect approach rather than a direct approach. However, Americans use the indirect approach the most. On the contrary, both Thai and French use the direct approach the most. Furthermore, all three cultures use an emotionally restraint approach more than expressiveness. And, when looking at the sub-samples, Americans frequently use emotional expressiveness; in contrast, both Thai and French frequently use the emotionally restraint approach.
In short, the findings of this study conclude that the cultural background, EI, and IC influence the choice of ICS styles/behavior and the adaptation of ICS to culturally different team members. Specifically, it was partially demonstrated that ICS styles/behavior varies across cultures. A significant relationship between EI and conflict management behavior was demonstrated, as well as between EI and IC and the adaptation of conflict management behavior to cultural differences.
Description: Doctor of Philosophy in Knowledge Management and Innovation Management2024-01-01T00:00:00ZExploring the Influence of the COVID-19 Pandemic-Induced Uncertainties on Knowledge Sharing Behaviors in a Philippine Higher Education Institution
http://dspace.bu.ac.th/jspui/handle/123456789/5501
Title: Exploring the Influence of the COVID-19 Pandemic-Induced Uncertainties on Knowledge Sharing Behaviors in a Philippine Higher Education Institution
Authors: Reynald M. Cacho
Abstract: The global health emergency known as the COVID-19 crisis changes the way organizations and community members interact and evolve for their survival. It has broken old norms and created breakthroughs on how to view the present and future ecosystems both local and global. Universities and higher education institutions continue to be challenged by the current dynamic trends and be blathered by enormous uncertainty on what the future may bring that may once again alter the emerging normal. Consequently, academics critically need to be future-ready to become ever more relevant and prepared in dealing with uncertainties capitalizing on the knowledge that smoothly flows at the intra-organizational level. This dissertation then presents an exploratory uncertainty-knowledge sharing model contextualized in COVID-19 pandemic-induced-environmental uncertainty. Built around the integrative framework of contingency theory, information decision-making, and functional model of interpretation, it aims to explain the multi-dimensionality and relationships between perceived environmental uncertainty and knowledge sharing behaviors within an organization. Data were collected from the responses of 224 academics through online survey in a large higher education institution in the Philippines. Partial least square structural equation modelling (PLS-SEM) was employed to determine the path and extent of relationships. The results are as follows: (1) Perceived state uncertainty has positive influence on effect uncertainty. (2) Effect uncertainty has positive influence on response uncertainty. (3) State uncertainty has negative influence on knowledge donating while (4) Response uncertainty has negative influence both on knowledge donating and knowledge collecting. (5) Perceived knowledge-donating has positive influence on knowledge-collecting behavior. On one hand, the influence of gender is the only significant factor in moderating the relationship between knowledge donation and knowledge collection, as academic age, educational qualifications, rank, experience, and managerial role do not have a significant effect in this study. Although based on cross-sectional survey in one particular knowledge-intensive organization, the analysis permits some generalizations that extend existing knowledge and provide a novel and more strategic approach on dealing with uncertainties and improving intra-organizational knowledge flows. In so far as this study is concerned, this is by far the first attempt to investigate concurrently the paths of the distinct disaggregated dimensions of uncertainty, explicitly framed in pandemic-induced context and the links of knowledge sharing sub-processes. Thus, it provides alternative approach in the explanation between the connection of contingent environmental knowledge management enabler and processes and the academic demographics in characterizing knowledge sharing behaviors. Aside from the academics, similar organizational decision-makers negotiating with pandemic-or-crisis-induced hyperturbulent environmental uncertainty may capitalize on the ‘mental mapping prompts’ this dissertation finds evidently related and useful. Future research agenda and practical implications for increased intra-organizational knowledge flows with equitable and inclusive engagement of diverse knowledge workers are also advanced.2023-08-12T00:00:00ZImprovement of the learning organization culture and customer experience performance of the car dealers of one US automotive company in Thailand using organizational coaching interventions
http://dspace.bu.ac.th/jspui/handle/123456789/5282
Title: Improvement of the learning organization culture and customer experience performance of the car dealers of one US automotive company in Thailand using organizational coaching interventions
Authors: Sitthimet Solthong
Abstract: Coaching has been increasingly adopted as one of the organization intervention tools to improve organizational performance factors such as leadership, talent development, employee competency, and employee engagement. However, it lacks strong and tangible results that can convince organization leaders to invest in coaching interventions as a long-term solution to improve organizational performance. This research aims at providing empirical evidences on the impact of coaching interventions toward the adoption and implementation of a learning organization perspective that helps to enhance customer experience at the car dealership level. The research applies a quantitative methodology to study seven car dealers of an international US automotive company in Thailand (CDS), all of which are Thai small and medium-sized enterprises (SMEs). An adapted version of the Dimensions of the Learning Organization Questionnaire (DLOQ) was developed to measure seven dimensions of the organizational progress on both the learning organization culture and the customer experience performance and knowledge performance as a result of organizational coaching interventions. The modified DLOQ was used to compare the results between the car dealers who received the customer experience management (CEM) coaching interventions and the ones who did not. A total of 300 samples with a response rate of 69% from the employees of the seven car dealers was received with 184 samples from four coached dealers and 116 samples from three non-coached dealers. The findings show that the CEM’s organizational coaching interventions (OCI) at the CDS dealers have a significant impact on all seven dimensions of learning organization culture (LOC) and customer experience performance (CEP). The impact of the OCI on the CEP is also partially mediated by the LOC. Significant positive correlation between the LOC and both the knowledge performance (KP) and the CEP were found. The strength of the OCI lies in the global and team levels of organizational learning while the individual level of organizational learning was least improved. As a result of the OCI, the two dimensions of learning organization culture – strategic leadership for learning (SL) and continuous learning (CL) – significantly contribute to the improvement of the organizational performance. Only one dimension: SL, significantly contributes to both the KP and the CEP, whereas the CL dimension only significantly impacts the KP.
The research presents some limitations that are connected to the positivistic nature of the quantitative survey that was used. The results demonstrate the positive impact of the coaching interventions on the learning organization culture and on the customer experience performance. However, in the absence of a qualitive analysis, specific explanations justifying these results are not available. Future qualitative exploration would complement the present quantitative analysis, and focus group, panel of experts, and field research would provide additional insights and know-how to improve the coaching interventions. Improvement of coaching interventions would help optimize their impact on the seven dimensions of the learning organizations culture and on the customer experience performance.
On the managerial side, the present thesis offers tangible proofs of the value of coaching interventions to improve both the learning organization culture and customer experience performance. It also demonstrates the efficiency of the coaching tools applied to car dealers’ managers and executives. On the academic side, the construct proposed in this thesis is unique and combines three main important elements: coaching interventions, the learning organization culture and customer experience performance. This first exploration of the impact of coaching interventions on the learning organization culture and on customer experience performance could inspire future investigations to better measure the level of improvement of the organizations using coaching interventions. Obviously, further investigations of the connections between coaching interventions, the learning organization culture and customer experience performance are required to confirm the results obtained from different car companies and other industries and to enrich the theoretical construct and therefore provide better modelized interactions between the variables. The long-term benefits of coaching interventions on improving and sustaining the customer experience performance through the learning organization culture should also be explored. Moreover, future research collaboration between coaches, scholars and practitioners for developing evidence-based practices in coaching interventions is encouraged.
Description: Thesis (Ph.D.)--Knowledge Management and Innovation Management, Graduate School, Bangkok University, 20222022-01-01T00:00:00ZExploring the Success of R&D BIOTECH Innovators in Higher Education Institutions: A Case Study of UPLB Agricultural Innovation
http://dspace.bu.ac.th/jspui/handle/123456789/5281
Title: Exploring the Success of R&D BIOTECH Innovators in Higher Education Institutions: A Case Study of UPLB Agricultural Innovation
Authors: Marivilla Lydia Bulan Aggarao
Abstract: This study investigated why and how R&D BIOTECH innovators in higher education institutions achieve success. It used a qualitative method employing a single case study research design. The data was obtained from face-to-face, one-on-one, and open-ended interviews with eight (8) scientists-innovators in UPLB Biotechnology. Descriptive analysis was engaged using coding and content analysis which involved tagging the text to other qualitative data using a system of categories. Based on the results, external Environmental Aspects and External Relations drivers were determined to have unique characteristics related to the R&D BIOTECH agricultural sector influence innovation. Further, findings showed a unique competency pattern and specific attributes that enable successful R&D BIOTECH innovation in higher education institutions. Finally, the knowledge-sharing process significantly contributes to a successful innovation product that the end-users can utilize – farmers and the society at large – bringing social justice.2022-12-18T00:00:00Z