Teams are more or less structured in function. Whether team structure is beneficial or harmful for the teams entail debates in current literature. Past studies mainly investigate the effects of team structure through learning or creativity. In this study, we tend to examine the effect of team structure on team performance through team coordination. We conducted two independent field studies with samples of 56 and 67 work teams to test our hypotheses. In both two substudies, we found team structure positively affect team performance by improving team coordination. Moreover, we found team longevity was able to moderate the relationship between team structure and team performance through team coordination, such that the positive relationship between team structure and team coordination were more significant when team longevity was high rather than low.

Paradoxical arguments and mixed empirical evidence coexist in the current literature concerning the relationship between team familiarity and team innovation. To resolve this contradiction, we apply habitual routines theory to propose that team familiarity and team innovation have an inverted U-shaped relationship. Using a data set of 68,933 R&D teams in the electrical engineering industry, our results support a nonlinear relationship between team familiarity and team innovation, and suggest that the best innovative performance is produced by moderately familiar teams. Furthermore, we find that external learning can moderate this curvilinear relationship. Theoretical contributions and future implications are discussed.

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The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N  =  642) to explore student sojourners’ academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.