The inverted curvilinear effects of business relationships on institutional success: the moderating role of global role complexity

PurposeContrary to the widely held belief in the linear positive effects of business relationships (BRELs) on performance outcomes, the authors posit that the quality of a manager's BRELs with a foreign business partner has an inverted curvilinear effect on managing challenges arising out of institutional differences between two countries, which the authors define as institutional success. The authors further propose that managers' global role complexity (GRC) negatively impacts institutional success and dampens the inverted curvilinear effects of BRELs on institutional success.Design/methodology/approachThe proposed model is tested using questionnaire survey data from 186 senior Indian managers doing business with New Zealand.FindingsThe authors find significant support for the inverted curvilinear effects of BRELs and the negative effects of GRC on institutional success. They did not find significant results for the moderating role of GRC on the inverted curvilinear relationship between BRELs and institutional success. However, significant linear interactive effects of GRC and BREL are evident.Practical implicationsThe key managerial implication is that managers should focus on building BRELs of appropriate quality with their overseas counterparts to keep producing relational rents. They should, however, also be sensitive to when such relational rents start to be eroded by internal and external factors and treat them as a dynamic equilibrium rather than a static one.Originality/valueThe study findings challenge the assumption of linear positive effects of BRELs within the relational view. They highlight the significance of BRELs, even for emerging economy managers doing business in advanced economies.

Association of Freshman Retention Rates with Instructional Expenditure and Residential Status : A Case Study for Large Public Colleges

Retention is a key indicator of institutional effectiveness in education research. Retaining full-time freshman students has been a long-standing problem for institutions of higher education. Overall, 40% of U.S. college students leave college among which the majority are freshman students. About 30% of freshman students drop out before their sophomore year of college. The primary causes for leaving college include financial pressure, falling behind in classwork, lack of social connections, and loss of family support. Higher educational institutions need to understand the dynamic between different expenditures and freshman retention rates to responsibly and strategically allocate funds to what will best support institutional success. This study investigates how freshman retention rates at large public colleges are associated with instructional expenditures and residential status. Findings of this study indicate that regarding freshman retention at large public colleges, spending more money on instruction goes further for residential colleges compared to non-residential ones. In other words, for most levels of instructional expenditure, residential colleges have higher freshman retention rates than non-residential colleges. Findings of this study can assist higher education institutions in directing their efforts toward what will best support institutional success.

Cultural Intelligence and Institutional Success: The Mediating Role of Relationship Quality

© 2019 Elsevier Inc. As managerial rationality is always bounded, managers utilise their cognitive abilities and social relations to manage their operational environmental uncertainties. We posit that relationship quality (RQ) mediates the association between cultural intelligence (CQ) and success in managing challenges arising out of differences in the institutional environments i.e. institutional success. Our CQ measure comprises cognitive, metacognitive, motivational and behavioural CQs. We included the interactive effects of two inter-related mental capabilities, namely cognitive and metacognitive CQs, and motivational and behavioural CQs while examining the mediating role of RQ between CQ and institutional success. Based on data from 186 Indian senior managers doing business with New Zealand, we find mixed support for our hypotheses. We find indirect-only mediation effects for interactive effects of cognitive and metacognitive CQs, and complementary mediation effects for motivational CQ. Contrary to expectations, we find negative direct-only non-mediation effects of behavioural CQ.

Cultural Intelligence and Institutional Success: The Mediating Role of Relationship Quality

© 2019 Elsevier Inc. As managerial rationality is always bounded, managers utilise their cognitive abilities and social relations to manage their operational environmental uncertainties. We posit that relationship quality (RQ) mediates the association between cultural intelligence (CQ) and success in managing challenges arising out of differences in the institutional environments i.e. institutional success. Our CQ measure comprises cognitive, metacognitive, motivational and behavioural CQs. We included the interactive effects of two inter-related mental capabilities, namely cognitive and metacognitive CQs, and motivational and behavioural CQs while examining the mediating role of RQ between CQ and institutional success. Based on data from 186 Indian senior managers doing business with New Zealand, we find mixed support for our hypotheses. We find indirect-only mediation effects for interactive effects of cognitive and metacognitive CQs, and complementary mediation effects for motivational CQ. Contrary to expectations, we find negative direct-only non-mediation effects of behavioural CQ.

Cultural Intelligence and Institutional Success: The Mediating Role of Relationship Quality

© 2019 Elsevier Inc. As managerial rationality is always bounded, managers utilise their cognitive abilities and social relations to manage their operational environmental uncertainties. We posit that relationship quality (RQ) mediates the association between cultural intelligence (CQ) and success in managing challenges arising out of differences in the institutional environments i.e. institutional success. Our CQ measure comprises cognitive, metacognitive, motivational and behavioural CQs. We included the interactive effects of two inter-related mental capabilities, namely cognitive and metacognitive CQs, and motivational and behavioural CQs while examining the mediating role of RQ between CQ and institutional success. Based on data from 186 Indian senior managers doing business with New Zealand, we find mixed support for our hypotheses. We find indirect-only mediation effects for interactive effects of cognitive and metacognitive CQs, and complementary mediation effects for motivational CQ. Contrary to expectations, we find negative direct-only non-mediation effects of behavioural CQ.