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Theory is not only good for predicting behaviors but also for understanding a phenomenon. Twelve theoretical insights are presented in this chapter. These insights have bearing on intercultural dialogue not only when we go from our own culture to another but also when we interact with people who are different from us in our own culture (in terms of race, gender, sexual preference, ability or disability, social class, profession, and so forth). The first seven insights (universality of ethnocentrism, ethnocentrism of universalism, motivated reasoning, false consensus effect, fundamental attribution error, fixed and growth mindsets, and well-meaning conflicts) refer to issues that affect all intercultural interactions, and learning about them and guarding against them can improve intercultural dialogue. The next five insights (making isomorphic attribution, managing disconfirmed expectations, learning how to learn, moving from unconscious incompetence to mindful competence, and developing organizationally relevant cross-cultural skills) refer to skills that are grounded in theory that can facilitate skill development for intercultural dialogue.

This paper aims to conceptualize ahimsa at the workplace as an alternate coping response to negative workplace behaviours. The response strategy aims to impede conflict escalation and transform a hostile situation into a collaborative one.

The conceptualization of the indigenous construct bases upon Bhawuk's methodological suggestion on building psychological models from the scriptures (Bhawuk, 2010, 2017, 2019). The construct ahimsa explicates by synthesizing the micro-world (Bhagawad Gita, BG and Patanjali Yoga Sutras, PYS) and through the lifeworld of Gandhiji.

The conceptual analysis illustrates the efficacy of ahimsa as an alternate response to negative workplace behaviours. The definition delineates its three core characteristics, i.e. conscious non-violent action, self-empowerment and rehumanizing the perpetrator. Besides, it proposes to enhance metacognition, creativity and individual learning at the workplace.

The conceptual paper gives a new direction to management researchers on coping and responding to stress.

Two landmark studies of national culture undertaken approximately a quarter century apart present a unique opportunity for a longitudinal analysis of the shift in cultural values in work organizations over time. Using comparable data from Hofstede and GLO BE, we investigate the hypothesis that, in the rapidly developing nations of Asia, there has been a convergence of collectivist values in work organizations toward the level of collectivist values found in work organizations in the highly developed nations of the major economies. Findings suggest that collectivist values in rapidly developing nations are converging towards collectivist values of highly developed countries. This convergence is not exclusively due to economic growth or wealth but rather due to the speed of the economic growth. Specifically, periods of prolonged rapid economic transformation appear to also have a transforming effect on national cultural values. Implications of this finding and directions for future research are discussed.

This paper suggests that motives for engaging in affiliative‐promotive “helping” extra‐role behavior is related to cross‐cultural differences. The cultural dimensions of in‐group collectivism, uncertainty avoidance, performance orientation, and humane orientation, and their differential effect on helping extra‐role behavior in a diverse workforce are examined. Theoretical implications provide guidance for future empirical research in this area, and provide managers with more realistic expectations of employee performance in the workplace.

The study explores the relationship between workplace spirituality and work stress among university teachers. It also investigates the mediating effect of constructive deviance amid the association between workplace spirituality and stress among Indian university teachers.

The association between spirituality and stress is studied using correlation and multiple regression. The mediating effect of constructive deviance is examined using the Sobel test and bootstrapping estimates using Hayes' PROCESS macro. The hierarchical regression is used to report direct and indirect effects.

Findings reveal a significant negative association between the six dimensions of workplace spirituality and stress. The results also concluded the mediation effect of constructive deviance, which means workplace spirituality promotes constructive deviance that influences educators' stress levels.

The study is based on primary data collected by the author. It is one of the first explorations of the mediating effect of constructive deviance in the relationship of six dimensions of workplace spirituality and work stress among teachers.

The study aims to propose a conceptual Bhartiya (Indian) model of workplace spirituality (WPS) in non-profit organisations (NPOs) in the context of burnout and resilience by synthesising the concepts of the east and the west. The researchers have kept an open approach by exploring various dimensions of WPS by reviewing the extant literature of both the east and the west. The researchers delved into Bhartiya (Indian) scriptures to identify the concepts that have similarity with the dimensions of WPS so that it may further assist in facilitating those dimensions in NPOs. Furthermore, to propose a conceptual Bhartiya model for NPOs, the researchers synthesised the literature pool of Bhartiya studies on WPS. They examined how WPS decreases burnout and leads to resilience. The study’s findings reveal that concepts from Bhartiya scriptures such as Karm Yog (Nishkam Karm, self-abnegation, swadharm), parasparam bhavayantaha, loksangrah, daivi sampat and kritagyata are instrumental in facilitating the constructs of WPS. Meaningful work is facilitated through karm yog; sense of community is facilitated through parasparam bhavayantaha and loksangrah; and alignment with organisational values is facilitated through daivi sampat and kritagyata. The findings further suggest that WPS is an antidote to burnout and an enabler of resilience.

The study approaches the social problem of overconsumption by examining how dispositional characteristics (Trigunas) affect self-control capacity and buying impulsiveness.

A survey of 181 Indian students was conducted to collect data on Trigunas, self-control and impulse buying tendency (IBT). Partial least squares-based structure equation modeling package ADANCO was used for data analysis.

The results indicate that two out of the three gunas were related to impulsive buying tendency. As hypothesized, self-control mediated these relationships. The findings prove that Trigunas carry differential influence on self-control capacity and impulsive buying behavior of individuals.

The results of this study offer new insights and ideas to practitioners and researchers pursuing the problem of overconsumption. This study delves into ancient Hindu knowledge of mindfulness and offers fresh psychological constructs that broaden scholarly understanding on personality-related drivers of overconsumption.

Most research on overconsumption and related issues has been conducted using western personality models. Additionally, many of these findings are inconsistent. This article broadens this discussion by applying indigenous Indian psychology constructs to the study of consumer behavior and provides empirical support for the same.

The Global Mindset Inventory® has been developed through a very rigorous theoretical and empirical process. Exploratory and confirmatory factor analysis indicated three components: (a) intellectual capital, (b) social capital, and (c) psychological capital. Each component had good internal reliability. Each component showed evidence for discriminant and convergent validity. The instrument development followed a multiphase, multimethod research methodology, and has robust psychometric properties as evidenced by its strong reliability scores and its multidimensional validity properties.

Bullying at the school or college level can have much more serious repercussions for students than educators may be aware of. Neuroscience research is suggesting more than ever that traumatic childhood is associated with the theory of vulnerability – in other words, a greater likelihood of psychiatric disorder spanning across a lifetime. This is the heart-wrenching story of the author’s younger sister, for whom racial school bullying at a school in England wreaked havoc. Almost four decades on she is marked by deep, indelible scars. Since the author’s life is inextricably intertwined with hers, this evocative autoethnographic account is the author’s story too.