Social capital and cultural adjustment of international assignees in NGOs: do support networks really matter?

International assignees face cultural adjustment challenges in their host countries in work and nonwork situations. At the same time, social capital theory suggests that individuals can access and mobilize resources from their social networks. We explore the use of social networks by international assignees from a non-governmental organization in their cross-cultural adjustment to the host country. Specifically, we are interested in the individuals who directly provided support to the expatriate, a network that we term the ‘current assignment support network’. We focus on the size, type and frequency of contact of the international assignee's support network, and investigate to what extent these variables can predict overall cultural adjustment to the host country, or separate dimensions of cultural adjustment such as interaction adjustment, general adjustment and work adjustment. Our findings indicate that certain characteristics of the international assignee's current assignment support network do impact their cultural adjustment to the host country, but that the effects are moderated by whether the assignee has prior international experience.     

Education and sustainable development in Romania and the European Union countries

The sustainable development supposes a development strategy that would ensure the interdependence and complementarily of objectives from the social, economic and environmental fields. The degree of priority established for the three dimensions of sustainable development differs from one country to another, a fact that confers a national and local meaning to this issue. For the Central and Eastern European countries, balanced economic development represents one of the fundamental objectives of the reforms started in 1990. Education represents a priority of any country＇s economic development and an extremely important element of economic growth. This paper presents the characteristics of the Romanian educational system while achieving a comparative analysis regarding different countries of the European Union, both from a quantitative viewpoint （using the main indicators in the education field） and a qualitative viewpoint （using student performances in international evaluations）. In the end, we present some proposals for the improvement of the present state of the Romanian educational system.