This paper presents a bibliometric and textual analysis of academic literature on emotions within the context of cross-cultural management. A bibliometric analysis uses co-citation and bibliographic coupling to reveal trends in the field, both past and present. Additionally, the Reinert lexicometric method is used to explore promising research directions as outlined in recent articles. The key findings suggest that the foundations of emotions in cross-cultural management lie in cultural and emotional intelligence, in the use of cultural dimensions as a framework for studying emotions, and in both international and psychological adaptation. These themes persist in current research with slight variations. Future research is expected to focus on empirical studies, developing theories of emotional intelligence, and contextual studies of acculturation, among other areas. Based on an integrative framework of emotions in cross-cultural management, we propose a research agenda and implications for practice.

La responsabilité sociale de l’entreprise (RSE) des entreprises multinationales (EMN) représente des enjeux stratégiques et sociétaux cruciaux, et a donné lieu à une vaste littérature académique. Or, celle-ci n’a jusqu’ici que peu abordé la question environnementale de la gestion internationale des ressources humaines (GIRH), qui génère pourtant une empreinte carbone importante à travers la mobilité internationale (MI) des expatriés et des cadres internationaux. Cet article vise à comprendre comment les services MI des EMN abordent la responsabilité environnementale et comment l’action climatique transforme les stratégies de GIRH. Grâce à une étude de cas multiples menée entre 2021 et 2023 auprès de neuf multinationales françaises, nous identifions les changements mis en œuvre. Dans certaines EMN, des freins mènent à une inaction vis-à-vis du changement climatique. Dans la majorité des cas, les politiques de MI sont “rendues plus vertes”, de manière plus incitative et responsabilisante que contraignante. Une seule EMN étudiée va au-delà et transforme ses stratégies GIRH, en liant la MI au management des talents. Ces résultats contribuent à la compréhension de la mise en œuvre de la RSE sous l’angle des théories néo-institutionnalistes et de l’apprentissage organisationnel, ainsi qu’à l’émergence d’une GIRH verte.

Developing students' intercultural competence is a key objective of international mobility programs in higher education. While it is widely accepted that studying abroad enhances students' competencies, little is known about the specific conditions and contexts that promote the development of intercultural competence during these experiences. This study draws on survey data from 499 students across five cohorts from a French higher education institution between 2017 and 2021. The analysis includes three distinct measures of intercultural competence and learning, along with a wide range of variables related to the mobility context, processes, personality traits and students' previous international experiences. The data were analyzed using an exploratory partial least squares structural equations model (PLS-SEM). The findings suggest that personality traits such as empathy, attributional complexity, and metacognition, positively influence the development of intercultural competence during international mobility. Additionally, encountering difficulties or conflicts positively impacts intercultural competence when students successfully manage to cope with them and overcome negative emotions. Furthermore, perceived learning from the international experience plays a central and mediating role in explaining both intercultural knowledge and ethnorelativism.

Professional sports teams provide a relevant setting for the study of multicultural work groups. Engaging in additional tasks or voluntary efforts-broadly referred to as organizational citizenship behaviors (OCBs)-is key to the effective functioning of such teams. Unfortunately, cultural diversity has been shown to decrease team cohesion and could therefore be detrimental to OCBs. However, intercultural competence (IC) should help team members understand and adapt to the cultural diversity in their teams. Because these aspects remain poorly understood, this study examines the influence of cultural diversity on OCB (i.e., sportspersonship, civic virtue, helping behavior), and the moderating role of IC. A vignette survey study was conducted with 219 professional athletes from different sports (i.e., football, basketball, and volleyball). Data were analyzed using hierarchical linear modeling. Results suggest an inverted curvilinear relationship between cultural diversity and OCB, with OCBs being significantly lower in the moderate cultural diversity condition compared to the low and high conditions. In addition, the results suggest that athletes' level of IC acted as a positive moderator between the level of cultural diversity and perceptions of OCB. These findings are discussed in relation to the literature on cultural diversity and (sport) team dynamics.