# Cultural adaptation, perceived incentives, and job satisfaction of expatriate faculty: an empirical study of China and Kazakhstan

## TL;DR

This study explores how cultural adaptation and perceived incentives affect job satisfaction among expatriate faculty in China and Kazakhstan, revealing differences based on nationality and career stage.

## Contribution

The study extends acculturation theory by showing how cultural adaptation functions as a cognitive resource and how incentives affect satisfaction differently across national groups.

## Key findings

- Cultural adaptation and perceived incentives both significantly predict job satisfaction among expatriate faculty.
- Perceived incentives partially mediate the relationship between cultural adaptation and job satisfaction.
- Kazakhstani faculty show higher sensitivity to extrinsic incentives than Chinese faculty, and early-career lecturers report the lowest satisfaction.

## Abstract

Within the context of the “Belt and Road” Initiative, faculty mobility between China and Kazakhstan has increased significantly. This study investigates the complex relationships between cultural adaptation, perceived incentives, and job satisfaction among expatriate faculty. It specifically addresses the theoretical gap in “South–South mobility” by examining how adaptation and organizational rewards interact to influence professional well-being across different national groups.

Utilizing a quantitative survey design, data were collected from 550 expatriate faculty members working in universities in China and Kazakhstan. Analytical techniques included hierarchical regression, mediation and moderation analysis using the PROCESS macro, and two-way ANOVA to explore the impact of academic rank and tenure on satisfaction levels.

The findings reveal that: (1) Cultural adaptation and perceived incentives are both significant positive predictors of job satisfaction; (2) Perceived incentives partially mediate the relationship between cultural adaptation and job satisfaction, indicating that better adaptation is associated with a higher capacity to recognize and value organizational support; (3) Nationality moderates the link between incentives and satisfaction, with Kazakhstani faculty showing significantly higher sensitivity to extrinsic incentives than Chinese faculty; (4) A “satisfaction dip” exists for faculty in their first to third year of service and for those at the lecturer rank, who reported the lowest overall satisfaction scores.

The study extends acculturation theory by highlighting adaptation as a cognitive resource-acquisition capability rather than just an affective state. It demonstrates that the effectiveness of incentive structures is culturally contingent and follows different psychological contract orientations. Practically, these results suggest that universities should implement differentiated, full-cycle support systems and precision incentive strategies, specifically targeting early-career lecturers to mitigate turnover risks and enhance international academic cooperation.