Education, Business and Society: Contemporary Middle Eastern Issues

ISSN: 1753-7983

Article publication date: 1 March 2011


Pounder, J. and Clarke, M. (2011), "Editorial", Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 4 No. 1. https://doi.org/10.1108/ebs.2011.34904aaa.002



Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited


Article Type: Editorial From: Education, Business and Society: Contemporary Middle Eastern Issues, Volume 4, Issue 1

This issue of EBS contains an eclectic array of papers that reflect the range of intellectual coverage of the journal. As always, the papers have a Middle Eastern context in common. We begin the issue with Kayhan Tajeddini’s paper that explores the relationship among innovativeness, effectiveness and efficiency with the focus on Iranian restaurants. This is followed by two papers that address the issue of immigration from contrasting perspectives. Davood Salmani, Gholamreza Talaghani and Ali Taatian examine the brain drain phenomenon as a source of immigration and suggest that a five-dimensional social justice model may indicate the reason for the phenomenon.

By contrast, Husam Omar’s paper provides an insight into Arab immigration to the USA with specific attention given to the place of “push and pull” factors in determining Arab immigrants’ employment choices. Still on the subject of business, Hayfaa Tlaiss and Saleema Kauser explore how female managers in Lebanon account for their career satisfaction and their perception of their own career success.

The issue closes with two papers on education. Kay Gallagher looks at bilingual education and with reference to the Abu Dhabi schools system in the United Arab Emirates concludes that bilingual education, though not without its problems, is likely to confer linguistic, academic and socioeconomic benefits on future generations of Emirati school leavers. Finally, Mark Curcher focuses on Web 2.0 tools as a means of creating learning communities among students and enabling the traditional transfer of knowledge model of learning to move more towards a mode of education that emphasizes students taking responsibility for their own learning.

James Pounder, Matthew Clarke