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Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries.

In contrast to developed economies, emerging market economies exhibit varied directions of investment based on the host country’s economic level. They grapple with the dual impact of institutional disparities while investing in developed countries to acquire strategic assets. This paper investigates the crucial role of institutional distance in reverse outward foreign direct investment (OFDI) from China and its mechanism of influencing corporate innovation. We combine institutional theory with the resource-based view and utilize a zero-inflation negative binomial model to test samples of Chinese listed companies. Our results demonstrate that institutional distance positively impacts parent corporate innovation performance in reverse OFDI. Additionally, we examine the interaction between institutional distance and cultural distance, enriching relevant research context. By studying two types of moderating variables, we attempt to seek effective ways to actively cope with this influence. The dual definition of both an organization’s internationalization and the top management team’s (TMT’s) overseas background expands the theoretical margin of internationalization experience.

When knowledge workers encounter psychological contract violations, they usually send out biased signals. Their job satisfaction decreases and their turnover intentions increase. However, in the increasingly competitive talent market, employees may not choose to leave when they encounter psychological contract violation. Based on the theoretical research results of the existing psychological contract violation, job satisfaction, turnover intention and job embeddedness, this paper analyzes the internal connections and deep relationships among the key elements by referring to the possible causes and results of the changes in the key elements. Survey technique was utilized while knowledge workers were selected as targeted respondents from specified provinces of China. A total of 392 valid questionnaires were selected by questionnaire survey. Statistical analysis was carried out by SPSS21 and AMOS23, and regression analysis was used to repeatedly verify the relationship between various elements. The results show that psychological contract violation positively predicts the turnover intention of knowledge workers, job satisfaction mediates the positive effect of psychological contract violation on turnover intention, and job embeddedness negatively regulates the positive effect of psychological contract violation on turnover intention. This study has theoretical and practical significance in enriching the theory and methods of organizational management, inspiring knowledge workers to stimulating their work potential, reducing employees' turnover intention, reducing the impact of resignation on the enterprise, and enhancing the enterprise's human resource management of knowledge workers.

Spiritual leadership is a beneficial attempt to implement organizational strategy and sustainable development by improving employees’ personal spiritual needs, stimulating employees’ intrinsic motivation, sense of responsibility, and calling in the work process. We theoretically illustrate that spiritual leadership has a significant positive impact on employee morale. The factors of personal self-efficacy and interpersonal trust play an intermediary chain role in this process. SPSS 24.0 and Process3.5 were used to test the mediating effect using multilevel regression analysis and the bootstrap method. Survey data collected from 278 employees from Chinese organizations supported our proposed hypotheses. The research verifies it is necessary to pay attention to improving the spiritual needs of leaders and employees in organizational development. Through the cultivation, spiritual leadership not only can stimulate the cohesion of the organization and the intrinsic motivation of the employees, but also is of great significance to enrich the spiritual life of the organization members.

Effective coordination of multiteam systems (MTSs) can help enterprises respond quickly to complex and uncertain problems under disasters. However, it is unclear how MTS coordination patterns dynamically affect MTS performance in disasters. This study examined how MTSs responded to an emergency production incident at the Zhejiang Huisong Pharmaceutical Company in China during the COVID-19 pandemic through a qualitative and quantitative study. Based on social network theory, we found that a centralized coordination pattern impacts MTS performance by giving play to the leadership team’s network centrality position advantage during the crisis outbreak period. In the post-crisis period, the decentralized coordination pattern impacts MTS performance by giving play to the advantages of horizontal coordination. Our results help managers to consider the dynamics of coordination patterns in crisis management in ways that assist them in adapting an effective coordination pattern to changing and uncertain operational conditions.

This article studies the influence of leading by example on organizational psychological ownership and job psychological ownership. This article further introduces the mediating mechanism of organizational identification and the regulating mechanism of Leader–member Exchange (LMX). This study investigated 312 personnel from eight property management enterprises in East, Northwest, Northeast, and central China. This study adopts a quantitative research method, using survey data of project managers, team leaders, and managers of Property management projects in China. The data were collected by questionnaire survey. In terms of data analysis, AMOS 21.0 software was used to conduct structural equation modeling (SEM) using the maximum likelihood method to test direct and indirect effects. SPSS 25.0 software was used to test the moderating effect by multilevel regression analysis with the maximum variance method. Use these two methods to analyze the whole theoretical framework. The results established all assumed relationships. In this article, leading by example, one of the important dimensions of empowering leadership is studied as a new leadership style, and the predictive effect of leading by example on organizational psychological ownership and job psychological ownership is verified. This finding further verifies the influence mechanism and boundary conditions of empowering leadership in different dimensions. It is found that organizational identification has different mediating effects on leading by example and organizational psychological ownership and job psychological ownership. The moderating effect of LMX also further indicates that under the influence of Confucian pan-family culture, the leader's exemplary behavior with higher authority has a stronger influence on employees' organizational identification, organizational psychological ownership, and job psychological ownership. Their relationship is deeply influenced by the culture of China's unique organizational Circle Culture.

Studies have revealed that emotion-based learning outcomes are scarce when teachers’ competence and creative performance are neglected, further university performance in relation to teachers’ emotion-based learning outcomes is disregarded in literature so far. Based on the Attributional theory of achievement motivation and emotion, the purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes, and satisfaction with university experience) of academicians in Pakistan’s higher education institutions (HEIs). This study also examines the mediating role of teacher competence (personal assessment) and creative performance (Creative self-efficacy and leadership/supervisor support) in a relationship between EI and learning outcomes. Furthermore, this study ascertained the relationship between learning outcomes and organizational performance (OP) of HEIs. This study used a sample frame of 237 academic professionals from Pakistani HEIs, the hypothesized associations were ascertained using the partial least squares structural equation modeling method (PLS-SEM). The findings disclose that EI has a positive and significant influence on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through teacher competence and creative performance while the relationship between learning outcomes and OP is established also. Results of the considered study reinforce the academic understanding of EI and propose how academicians of HEIs can value their competence and creative performance which in turn enhances learning outcomes and OP. There is a lack of studies in HEIs that investigate the relationship between EI, teacher competence, creative performance, learning outcomes, and OP. This is one of the initial researches that not only empirically examine the interface of EI, learning outcomes, and OP of HEIs’ academicians but also enlightens comprehensions into the prevailing literature by immediate investigation of the mediating role of teacher competence and creative performance in fundamental association.

This study investigates the relationship between abusive supervision and employee creativity by shedding light on the mediating role of negative affect and the moderating role of interpersonal harmony. Based on affective events theory, it was hypothesized that abusive supervision impacts employees’ negative affect and their creativity. Data from a questionnaire survey of 398 Chinese employee–supervisor dyads were collected and analyzed. The results support our hypotheses, address unexplored theoretical predictions, and suggest that organizations should deal with the factors undermining employees’ emotions to improve their creativity.

ObjectiveDrawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes.MethodsThe sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling.ResultsOur results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs.ConclusionsThis study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students' academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares' structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students' better academic efficacy.