Abstract

This study responds to calls for pragmatic context-driven scholarship to evaluate the perceived need for cultural integration in global organizations. This paper aims to fill the gap between theoretical frameworks and contemporary phenomena with a grounded theory, quantitative ethnography study designed to explore the perceived need for cultural integration to improve business outcomes in global organizations, while also evaluating the perceived need for a dedicated framework to develop cultural integration to shift socio-cultural epistemic frames in global teams. Data were collected through semi-structured interviews conducted with 18 global executives, while 173 surveys were completed by global team members. Analysis of the dataset was done through thematic content analysis and epistemic network analysis. The research demonstrated that cultural integration, and its associated constructs, were perceived as critical to group and organizational success. Global executives and leaders confirmed the need for a dedicated framework for cultural integration to improve business outcomes. The current study addressed four research questions: To what extent is there a perceived need for Cultural integration in global organizations? To what extent is Cultural integration perceived relevant to business outcomes in global organizations? To what extent do leaders perceive socio-cultural epistemic frames are malleable at the group level? To what extent is there a perceived need for a dedicated framework to develop Cultural integration to shift socio-cultural epistemic frames in global teams? This empirical study confirms that socio-cultural epistemic frames are malleable at the group level to develop cultural integration and that there is a perceived need for a dedicated framework to develop cultural integration for improved business outcomes in global organizations.

Library of Congress Subject Headings

International agencies; Cultural pluralism; Assimilation (Sociology)--Business

Date of Award

2023

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Eric Hamilton

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