Need to know : lessons from Sino-Australian business negotiators on the importance of guanxi, emotions and generational differences in Chinese negotiation behaviour

The forces of globalisation over the last few decades have created opportunities for intemational business as never before, whilst leaving no organisation immune to competition. With the Global Financial Crisis impacting the world economy, the BRIC economies as a group - Brazil, Russia, India and China, have steadily benefited from continuing growth in 2008 and 2009 (Bhattacharya, Hemerling and Waltermann,2010). Despite China being a key international trading partner for Australia, the number of successful joint ventures and negotiations between the two countries remains limited. A closer examination of the international business interactions between Australia and China is thus urgently needed. When negotiating with the Chinese, Western managers may not always be aware of what they are really negotiating for. To be successful, they have to be equipped with the 'specialised knowledge', a form of 'tacit or implicit knowledge', which comes with experience (Nonaka, 1994, Pavesi, 2003) in communicating and negotiating with their Chinese counterparts. The Chinese way of business negotiation can challenge the logic of Western business thinking. This, coupled with possible generational differences or changes in the Chinese business counterpart's way of doing business, means we must try to understand the business communication and negotiation process from not only the Western but also the Chinese perspective. In particular, in addition to the contextual (Phatak, & Habib, 1996; Risberg, 1997), social (Ghauri, & Fang, 2001), and cognitive factors (George, Gareth, & Gonzalez, 1998) focused on by past researchers, the intangible aspects of negotiation must also be considered. These include trust, reputation, relationship quality (guanxi in the case of the Chinese), and the moods and emotions that shape the processes and outcomes of communication and negotiation (Griffith, 2002; Hartel & Ma, 2006; Ma & Hartel 2005; and Zhao & Krohmer, 2006). This paper reports on a qualitative investigation of the communication processes occurring in negotiations between Australian and Chinese managers and entrepreneurs. The examination is based on a theoretical framework looking at emotions and culture from an affective events theory (AET) perspective. Both interview and focus groups techniques were used. Findings identified guanxi, core to relationship development and maintenance in Chinese culture, together with emotions as major determining factors of negotiation outcomes. Findings also suggest there are generational differences in attitudes among Chinese managers with Gen. X and Gen. Y placing a different emphasis on guanxi in business. These findings suggest that the popular advice to people doing business in China is out of date.

The impact of emotions on practicum learning

Nine mature aged, experienced practitioners enrolled to gain a BSW qualification in social work were interviewed regarding a course requirement to complete the first placement. At the time of interview no recognition of prior learning for previous experience in the field was made possible for these students. As educators we had experienced considerable hostility from students who believed they should be exempt from completing this course requirement. This paper reports on interviews with the nine students, where we consider how student sentiment about completing the practice learning component might impact upon their learning experience. As anticipated, some students expressed strong negative views about being on placement. However, others were much more positive about the experience. These mixed views prompted us to explore further the relationship between emotion and practice learning. The article begins with a review of the literature concerning mature student engagement with tertiary education, followed by an overview of theory and research related to the ways feelings and emotion influence learning. Using passages from the interviews, expressions of participant anxiety, anger and excitement about the practicum are discussed with the view to extending discourse about practicum learning to include consideration of emotional intelligence and investment.

Evoked emotions : textual analysis within the context of pilgrimage tourism to Gallipoli

This chapter focuses on tourism from Australia to Gallipoli to attend Anzac Day commemorations. The research examines diary excerpts of tourists to Gallipoli using theory on emotions to gain insights into the consumption experience. We describe this tourist experience as a pilgrimage, as it is purposeful and is aimed at reaching a specific destination that has spiritual meaning for the consumer. We found that this tourist experience elicits both positively and negatively valanced emotions. The findings highlight that not all tourism experiences elicit hedonically related emotions; however, the outcome of the experience can be positive. Further research on emotions that explores this paradox between emotions in consumption and emotions in post-consumption will assist to understand the ways in which consumers process their emotions within this context.

Teaching primary science : emotions, identity and the use of practical activities

This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers’ planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers’ objectives for their students’ learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers’ identities as scientific thinkers and their emotional commitment to their students’ learning of science.

Tropes of friendship, undercurrents of fear : alternative emotions on the friendly frontier

This article examines a conciliation narrative at King George Sound in Western Australia that originated in the early nineteenth century during an era of European exploration when explorers had fleeting meetings with the Mineng. This friendship narrative has been continually re-presented and inscribed by settlers and later by historians without its imperial power dynamic being critiqued. This essay attempts a genealogy of this friendship motif  as well as exploring the destablising of this narrative by writers and community members. This essay also suggests ways of decolonising this narrative and searches for alternative emotions from this frontier.

The politics of gendered emotions : disrupting men's emotional investment in privilege

This paper explores the implications of the neglect of emotions in critical masculinity studies and profeminist masculinity politics. This neglect in part results from feminist and profeminist critiques of the literature on emotional inexpressiveness as a tragedy for men that ignores male privilege and men's social power. To focus on men's emotions is seen by some profeminist commentators as psychologising men at the expense of sociological understandings of men's social power. However, in neglecting the place of emotions in men's lives, critical masculinity studies has overlooked the ways in which men's emotional attachment to privilege can perpetuate oppressive gender relations and male violence against women. By exploring men's emotional investment in unequal gender relations, the article outlines ways in which emotions can also be used as a catalyst to disrupt men's attachment to male privilege.

Emotions in education policy : a social contract analysis of asymmetrical dyads and emotion

Like other academic fields, educational policy is being reviewed for the affective component. Analysis is occurring in two forms: (a) the affects of education policy on education, school leaders, teachers and student learning outcomes and (b) text analysis of specific education policies. This chapter explores the representation of emotions in education policy texts, drawing on a theory of social contracts (Rawolle & Vadeboncoeur, 2003; Yeatman, 1996) as a way to explore what is being conveyed to administrators and teachers. This chapter considers the way in which emotions are represented in education policy, through social contract analysis. Social contracts are underpinned by three underlying conditions: consent to be a part of a contract, points of renegotiation through the duration of the contract and mutual accountability to those involved.

Negotiating emotions, rethinking otherness in suburban Melbourne

I argue that research that tries to makes sense of emotion provides a better understanding of the politics and ethics of doing face-to-face research. Reflecting on in-depth interviews with people who live and/or work in Dandenong, an outer suburban area of Melbourne, I draw attention to the emotional dimensions of the research process. In particular I focus on moments when the exercise of white privilege made it difficult to negotiate emotions. These were moments when the intersection of my ethnicity with my position as a new settler in Dandenong made me feel excluded. The outcome was that I found it hard to value the voice of participants who were eager to help me with my research. A critical reflection of the emotions produced during such interpersonal encounters, however, has enabled me to rethink moments when the Self/Other binary unintentionally emerged. Critical self-reflexivity that is attentive to emotions gave me the opportunity to move closer to my goal of being an ethical researcher.

The musical and social benefits of community choir membership in Melbourne (Australia)

Anxiety versus fundamental emotions as predictors of perceived functionality of pre-competitive emotional states, threat, and challenge in individual sports

The objectives of this study were to examine the contribution of anxiety and fundamental emotions to perceived emotion functionality and evaluate the informational value of anxiety measures used in sport versus measures of fundamental emotions in terms of appraisal. A battery of questionnaires comprising the somatic and cognitive subscale of the Competitive State Anxiety Inventory-2 (CSAI-2), the State Anxiety Inventory, the Differential Emotions Scale–IV, a perceived functionality of emotions single item, and two items assessing challenge and threat appraisals was administered to 202 athletes competing in individual sports in the United Kingdom. They were tested on recalled pre-competitive emotions experienced before their best and worst competition ever and momentary emotions experienced one hour before an actual competition. In general, measures of fundamental emotions with clear approach or avoidance action tendencies were better predictors of emotion functionality than anxiety measures. Results also suggested that the CSAI-2 does not convey clear information about an athlete’s appraisal of a competition. Measures of negative and positive fundamental emotions with clear action tendencies were better indicators of athletes’ appraisal patterns. It was concluded that assessment of athletes’ emotional state should not be exclusively based on anxiety measures but should encompass or be replaced with measures of emotions conveying unambiguous information about the athlete-competition relationship.