Contributions published at Empirical Research in Business, Industrial Relations and Human Resource Management (Uschi Backes-Gellner)

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Expatriation research has been intrigued by the question of how to prevent the unplanned return of expatriates to their home country. Although a majority of studies have focused on assigned expatriates (AEs), only recently have researchers expanded the scope of analysis by focusing on self-initiated expatriates (SIEs). For SIEs, research has identified job embeddedness as a key explanatory concept for early repatriation without yet acknowledging its potential to also explain the early expatriation of AEs. However, because AEs and SIEs differ in important motivational and behavioral aspects, the lack of comparative studies prohibits a deeper understanding of the mechanisms through which job embeddedness influences early repatriation. We build on belongingness theory to conceptualize early repatriation as a compensatory reaction of expatriates to an inhibited need to belong. Using a unique sample of 345 expatriates from 40 countries, we show that off-the-job embeddedness is more important for explaining the repatriation intention of AEs than of SIEs, whereas on-the-job embeddedness is more important for explaining the repatriation of SIEs compared to AEs. Our integrative model carries important theoretical implications for expatriation research and provides managerial implications for recruiting and retaining AEs and SIEs.

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Previous studies typically relate apprenticeship training or more generally ‘Vocational Education and Training’ (VET) to training that is highly specific and that uses well-established technologies. Accordingly, apprenticeship training is typically not expected to have positive effects on innovation. In contrast, we argue in this paper that the type of dual apprenticeship training seen in Switzerland (or Germany and Austria) does create positive innovation effects due to the VET system’s built-in and institutionalized curriculum development and updating processes. These processes ensure that firms participating in apprenticeship training gain access to knowledge that is close to the innovation frontier and that ultimately fosters innovation. We provide theoretical explanations of how this knowledge diffusion works and how it can help to generate innovation. We use the Swiss VET system as one example and derive hypotheses about the relationship between firms’ participation in apprenticeship training and their innovation outcomes. Empirical analyses support our hypotheses. In a VET system with a built-in curriculum-updating process like the one in Switzerland (or Germany), firms participating in apprenticeship training have higher innovation outcomes than do non-participating firms.

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