Abstract

This paper explores how systemic stance manifests in cultural awareness workshops designed to prepare German professionals for assignments in China. Drawing on qualitative research based on interviews with expatriate employees, the study reflects on the role of constructivist and systemic approaches in shaping meaningful cultural learning processes. The research builds on systemic theory, second-order cybernetics, and intercultural management literature, focusing on how facilitators embody systemic stance through empathy, curiosity, and reflective dialogue. Findings show that while most cultural awareness workshops remain focused on knowledge transfer and cultural comparison, elements of systemic stance appear where facilitators encourage self-reflection, perspective-taking, and contextual awareness. The discussion highlights constructivist learning as a key to developing intercultural competence and argues that integrating systemic stance can strengthen sustainability, adaptability, and well-being during international assignments. The paper concludes by outlining recommendations for facilitators, organisations, and researchers seeking to bridge systemic coaching principles with intercultural learning practices.