Global competence in negotiating cultural differences: modeling the influences of cultural values and identity grafting processes

This paper examines how cultural values of power distance and uncertainty avoidance influence students’ identities and receptivity toward global competence (GC). We developed identity grafting (IG) theory and measures to study these processes, characterizing them in diverse and manageable ways: blending, balancing, reversing, and repressing identity formations involved in negotiating differences. We collected data from 556 university students in Hong Kong to identify attributes and processes that influence their GC receptivity toward intercultural communication, perspective taking, and adaptability. Structural equation modeling revealed that power distance had direct negative associations with blending and GC. Students with higher power distance tended to use reversing IG, but this did not significantly affect their GC receptivity. By contrast, GC receptivity was positively associated with blending, followed by balancing. However, students with higher uncertainty avoidance were more inclined toward balancing than blending, and uncertainty avoidance positively influenced GC receptivity. Calculating the total effects, balancing supported students’ GC more than blending. Significantly, GC receptivity was positively associated with repressing. The findings underscore the need to sharpen the conceptual tools of current GC approaches, differentiate between power-distance values and reversing responses, and consider uncertainty-avoidance values when deciding whether to promote blending or balancing. While existing GC approaches support those inclined toward blending identities, they also promote identity repression. Instead of telling students what they need to manifest to be globally competent, we can use IG to support students in negotiating such ethical dilemmas, equipping them with tools to make informed decisions about how to live with diversity.