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Relatively little is known about household immigration to the U.S. and in particular, the cultural and work-related aspects of the transition faced by households. Results from this article suggest that immigration often leads to downward social mobility with respect to legal status of household members, type of employment, and property ownership. Of particular note is the transformation of the household from a single to a multiple worker unit, in response to agricultural labor demands and growing employment opportunities in the non-agricultural sector. These factors are influential in the modification of the traditional ideology concerning the division of labor by sex and age. This article introduces a hypothesis for explaining the increase and permanency of household immigration.

I hope when she grows up, she will have a job with a pen : drip irrigation and hope in Cambodia /Emilie Hitch :--A new playing field : technology disruption in higher education in the U.S. /Marijke Rijsberman --Changing culture through technology adoption : promoting tablet use at a public university /Henry D. Delcore --Enchanted objects, social robots, and the Internet of Things : exploring the role of design in innovation and cultural change /Christine Miller --the changing Nature of Everyday Practice : Smart Devices as Disruptive Agents of Cultural Change /Jennifer Watts-Englert, Margaret H. Szymanski and Patricia Wall --Technology metaphors and impediments to technology use at the base of the pyramid in India /Arundhati Bhattacharyya and Russell W. Belk --The enigma of innovation : changing practices of non-alcoholic beverage consumption in China /Dominique Desjeux and Ma Jingjing --Relationship building : Nigerian entrepreneurs, business networks, and Chinese counterparts /U. Ejiro O. Onomake --Designing disruption : the neoliberal nonprofit industry makes room for holistic approaches /Kevin M. Newton --Organizational change from the inside : negotiating the dual identity of employee and ethnographer /Shane Pahl, Angela Ramer and Jo Aiken.

"Now in its ninth edition, The Cultural Dimension of Global Business continues to provide an essential foundation for understanding the impact of culture on global business and global business on culture. The highly experienced authors demonstrate how the theory and insights of cultural anthropology can positively influence the conduct of global business, examining a range of issues that individuals and organizations face as they work globally and across cultures. The cross-cultural scenarios presented in each chapter allow students of business, management, and anthropology alike to explore cultural difference while gaining valuable practice in thinking through a variety of complex and thorny cultural issues. The fully updated ninth edition offers: An expanded focus on international perspectives, and greater insight into China and its emergence as a global economic power Consideration of team interactions in complex global environments, including virtually, while recognizing that individuals have critical influence on business processes and outcomes New methodological tools with reflections and exercises to inspire readers to begin thinking and acting globally, offering guidance on identifying salient features of an international business or partnership, adjusting to novel or unexpected circumstances, and capturing the perceptions and behaviors of global businesspeople New chapters on understanding one's own organizational culture as a precursor to conducting business globally, additional material to enhance business partnership interactions, and strategies for integrating the global into local operations Discussion of the wide-ranging disruptions facing people and business around the world and the ways in which the global pandemic affected business processes and practices Further resources via a companion website, including an Instructor's Manual and interactive quiz questions for students"--

AbstractDespite the growing market in industry, government, and non‐profits for anthropologists, and their evident success there, anthropology has no real framework for teaching students about the practical applications of anthropology. This pattern appears at all degree levels—bachelor's, master's, and PhD. With that in mind, the Anthropology Career Readiness Network set out to investigate and identify some of the main gaps in academic training with respect to practice. Using Delphi surveys, we queried practitioners about perceived gaps in their training. The results showed that respondents felt quite underprepared in terms of job search strategies. They also lacked skills in transferring anthropology to workplace settings and explaining the value of their discipline to people in those settings. Although sobering on one level, our study points to a clear path ahead for curriculum development. The Network continues to work with practitioners, students, and instructors to build our collective capacity to prepare people to enter the workplace of their choice and to thrive there.

We report the results of a four‐year, multiphase study on the overseas assignment at General Motors Corporation (GM). Our objective is to explain variation in the repatriation experiences of International Service Personnel (ISPs). While our principal focus is the documentation of an inductive discovery process facilitated through interviews with a wide variety of GM employees, we also present a preliminary test of an explanatory hypothesis. The hypothesis states that variation in repatriation experiences is related directly to variation in the structure and ideology of organizational units that send and receive ISPs. Units with direct linkages between GM's domestic and overseas operations (coupled systems) are associated with a pro‐international ideology and positive ISP repatriation experiences. Units with no administrative or operational linkages between the domestic and overseas arenas (decoupled systems) are associated with an anti‐international ideology and negative ISP repatriation experiences. Our findings suggest that the structural and ideological properties of organizational units affect both repatriation from overseas assignments and ISP career paths.

Transforming Culture offers a discussion and exploration of American work culture that can serve as a guide for organizational-culture change through the description and explanation of a model for change used at General Motors. The book describes this model, discusses a set of culture-change tools that were derived from it, provides concrete descriptions of how these Collaboration Tools work, and illustrates how similar tools can be developed and deployed by other organizations to become or stay competitive in the global economy.

AbstractAs the adage goes, a picture is worth a thousand words. Yet, anthropologists have not typically sought study‐participant drawings. Using a protocol in which a request for a drawing was embedded, this study captures the internal dynamics of three successful university‐based teams. Our questions followed a specific Describe–Draw–Explain sequence. All interviewees offered some novel element in their drawings (Draw step) beyond what they conveyed in their verbal descriptions (Describe step), while 85 percent of them again offered additional detail in the Explain step. The data also revealed stark and surprising cultural contrasts across teams, including one that was understood best as a network that could be activated upon demand. Gathering drawings is a fast yet valid and reliable method when the prescribed sequence of questions is followed. Another virtue of this approach is that the interviews can be conducted virtually, essential during the COVID‐19 era.

General Motors Research and Development (R&D) management is planning to renovate portions of the Warren, Michigan, research facility. The study's goal was to help organizational leaders and planners understand culturally endorsed workspace architecture and design elements. Researchers used a rapid ethnographic assessment research design grounded in cognitive anthropology and methods to capture impressions and cultural requirements for workspace. This study adds to the existing body of knowledge at the intersection of workspace, culture, and user-oriented design by analyzing employee comments and research observations to construct a cultural model of R&D workspace. All model components underscore the cultural values of productivity and pragmatism. The authors examine features associated with the workspace productivity model, behaviors associated with the workspace, and differences in workspace perceptions and behaviors by organizational role. Findings refine the definition of knowledge worker culture and suggest that an orientation to productivity reflects broader American cultural values including pragmatism, individualism, and effectiveness.

AbstractWe examine the impact of the coronavirus pandemic on teaching and learning in an Engineering School of a large US research university. We focus on the adjustment of instructors as they converted their courses to distance teaching and learning formats (e.g., virtual sessions, online forums) and on bachelor student experiences with those changes. While both instructors and students experienced liminality, the pandemic affected these groups differently. Instructors attempted to form communitas with their students by prioritizing their teaching responsibilities, increasing the accessibility of course materials, and being more available to students compared to pre‐pandemic times. However, students struggled to adapt to online learning contexts which lacked the sense of togetherness previously offered by in‐person classes, study‐groups, tutorial sessions, and communal study spaces. Unable to interact with their peers and create communitas, learning online proved to be an ineffective "solution." Interacting with classmates and working in study groups are among the practices that can help students adjust to course delivery changes, even if it means those cultural practices go virtual. We argue that higher learning institutions, regardless of type (e.g., R1, R2, liberal arts, community colleges), should strengthen their remote teaching approaches. However, those strategies should incorporate: building strong relationships within and across roles, designing inclusive teaching and learning practices that take the contexts in which students learn into account, increasing spaces for peer‐to‐peer learning, and becoming proficient in the technologies needed to teach virtually.