Strategizing personality traits: an acculturation approach to person–environment fit and expatriate adjustment

Abstract

Models of expatriate adjustment grounded in person–environment fit theory argue expatriate adjustment occurs when the expatriate’s abilities meet the demands of the cultural context and when the cultural context fulfils the expatriate’s needs. However, the process of how an expatriate’s abilities match the demands of the cultural context and how the expatriate’s needs interact with these demands is less explored. Addressing this gap, we take an acculturation approach to build on the premise of person–environment fit theory by presenting a conceptual model that shows how an expatriate’s ability to draw upon certain personality traits may influence the adoption of certain acculturation strategies needed to meet the demands of the cultural context across life domains. In this sense, an expatriate is able to meet the demands of his/her cultural context across life domains by adopting certain acculturation strategies. Moreover, we posit the importance of an expatriate’s needs as represented by his/her acculturation attitudes with these demands. We contribute to the expatriate literature by extending the premise of person–environment fit theory in expatriate adjustment and by connecting personality traits with an expatriate’s acculturation strategies.

Keywords:

• Acculturation
• adjustment
• Big Five
• expatriates
• personality traits

Notes

1 For excellent reviews on personal attributes and skills associated with expatriate adjustment, see Bhaskar-Shrinivas et al. (2005), Feitosa et al. (2014), Hechanova et al. (2003), Mendenhall, Kuhlmann, Stahl, and Osland (2002), Takeuchi (2010).

2 Even though Black et al. (1991) three-faceted model (i.e. cultural adjustment, interaction adjustment, and work adjustment) has historically predominated research on expatriate adjustment (e.g., Bhaskar-Shrinivas et al., 2005), Haslberger and colleagues (e.g., Haslberger, 2005, 2013; Haslberger & Brewster, 2009; Haslberger et al., 2013, 2014) have criticized this model for its lack of theoretical insight and measurement. Therefore, they propose new adjustment models comprising of cognitions, emotions, and behaviours founded in attitude formation theories (Gerrig & Zimbardo, 2002; McShane & Von Glinow, 2008) to advance the field of expatriate adjustment. As mentioned by Haslberger et al. (2013), emotions and behaviours correspond to psychological and socio-cultural adjustment, respectively. We also argue the cognitive component (i.e. knowledge and understanding of the new cultural environment) also corresponds to socio-cultural adjustment.

3 This is in line with the argument Johnson et al. (2006) made regarding cross-cultural competencies in the field of international business. Cross-cultural competence is determined only to the extent individuals are able to draw upon their set of skills and personal attributes (e.g. personality traits) to deal with the given cultural context.

4 We also borrow from the perspective presented by Ang et al. (2006) using Caligiuri’s (2000a) application of the theory of evolutionary personality psychology. Ang et al. (2006) used this theory to establish the relationship between the Big Five personality traits and the four dimensions of cultural intelligence (meta-cognitive, cognitive, motivational, and behavioral intelligence).

5 It is worth mentioning that in spite of its criticisms (e.g. Hough, 1992; Schneider, Hough, & Dunnette, 1996), the Big Five model represents a widely accepted framework in personality psychology (Funder, 2001;Judge & Ilies, 2002; Judge & Zapata, 2015). Furthermore, previous research has shown the usefulness of the Big Five model in studying acculturation and adjustment because the five factor model has been replicated across cultures (Heine & Buchtel, 2009; McCrae & Costa, 1997).

6 We would like to thank an anonymous reviewer for pointing that not all cultural learning may result in a positive experience for expatriates.

7 Even though ‘cut-off’ approaches represent a practical way to identify acculturation strategies, these are not without problems (see for example Rudmin, 2009; Irwin & McClelland, 2003; Schwartz & Zamboanga, 2008). Other alternatives include latent class analyses (e.g. Schwartz & Zamboanga, 2008).