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Prof. Dr. Michelle Cummings-Koether

  • Interkulturelles Management
  • Projektmanagement
  • Soft Skills & Leadership
  • Argumentation und Verhandlungen


  • Professorin für Intercultural Management
  • Koordinatorin des THD Zertifikat für “Intercultural Competences”
  • Redakteurin des Journal of Applied Interdisciplinary Research (JAIR)
  • Redakteurin des Bavarian Journal of Applied Sciences (BJAS)
  • Koordinatorin des ECRI Values Projekt

EC 2.06



Nach Terminabsprache per Mail

Beitrag in Sammelwerk/Tagungsband

  • Michelle Cummings-Koether
  • Oscar Blanco
  • James Larson
  • Ayelen Tocano Juanes

Exploring a Standardized Training Framework That Provides Individualized Student Experiences

pg. 1-15.

  • (2022)
Since modern workplaces and universities are becoming increasingly diverse, there is mounting pressure for universities to provide intercultural competency training for students. Various approaches for teaching intercultural competencies exist and are reliant on intercultural experts. Not all universities can provide intercultural experts to deliver training internally. Meanwhile, outsourcing to external trainings may not adequately address context-specific theory or practice. To address this need, the UNIT FOUR framework was developed to provide a repeatable, standardized one-day workshop teaching intercultural competencies for university students. The modular framework’s combination of theory and practical components were designed to allow any qualified instructor to teach intercultural competencies and provide a regular positive educational experience while maintaining sufficient flexibility for individualized cultural experiences for students. The UNIT FOUR framework was intended to be taught virtually to accommodate modern teaching during the ongoing COVID-19 pandemic and beyond. This framework was implemented at one of the most internationally diverse campuses in Germany to explore instructors’ and students’ experiences. Students reacted positively to the UNIT FOUR framework in terms of learning new information and having an individualized cultural experience. Interculturally-trained and non-interculturally trained instructors reported varied experiences with this novel training format while students reported positive experiences with both types of instructors. This early exploration into a standardized training format hints at an effective and repeatable format to support instructors in a virtual teaching environment.
  • Europan Campus Rottal-Inn

  • Michelle Cummings-Koether

Psychological Contracts: Effect on International Assignments

In: SIETAR España Knowledge Bite vol. 5

  • (2019)

  • Europan Campus Rottal-Inn

  • Michelle Cummings-Koether

Coming Home: International Assignments and Repatriation from an International Perspective

Universität Salzburg Salzburg, Österreich Fachbereich Kommunikationswissenschaft

  • 2015 (2015)
This dissertation states that both the psychological contract and cultural adjustment are determinates for the success or failure of an international assignment. To support this hypothesis, I consulted research covering the complete spectrum of international assignments, starting with the selection of potential candidates until completion of repatriation, to ascertain the effect of the psychological contract and cultural adjustment on each of these stages. Special focus was placed on repatriation, in order to explore the influence of this phase on the success of assignments as a whole. Each step is examined in detail and compared to the hypothesis, e.g. selection criteria, preparation, intercultural training, host-culture adjustment, culture shock and repatriation, including reverse culture shock and employee turnover. This research in the area of international assignments, spanning 40 years and five continents, was examined, and the findings were combined in order to provide a complete overview. To achieve this overview, a triangulation of quantitative, qualitative and narrative research was done. I conducted a correlating research study to examine international assignments from the perspective of both intercultural trainers and organizations. These results were then compared with the opinions of experts in the industry to provide an overview between industry and academic findings in the field. All findings were then used to create an Expectation Dependency Model. My review of the overall research on international assignments has shown that much of it has limited or sometimes contradictory data. Although not a central task of this paper, I did identify some of the most important areas in need further, detailed research, especially in the areas of repatriation, adjustment of the spouse and family during and after the assignment, as well as employee turnover after return to the home country.
  • Europan Campus Rottal-Inn