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This research sets out to assess the relevance and impact of interpersonal contact, in the form of multicultural experience, in the development of socio‐cultural adaptation for international students studying in their new country. The original contribution of this research is the application of a statistical methodology to this subject area in the Asia Pacific Basin.

The data analysis consisted of quantitative, longitudinal and cross‐sectional studies, from a sample consisting of students studying an international business degree, in the categories of living in national home culture or out of national home culture. Longitudinally, 88 students were sampled at the beginning of the semester and four months later. The cross‐sectional study of 380 students, over three years, was for students in these same categories, on the Australian and Malaysian campuses.

The analysis identified that socio‐cultural adaptation statistically demonstrates an initial negative relationship with multicultural experience, but develops beyond this period with a positive increase and relationship at the end of three years. There were no significant differences for socio‐cultural adaptation and multicultural experience between students studying in or out of their national home culture.

The results statistically demonstrated a continuous increase of multicultural experience but also a U curve shape of socio‐cultural adaptation, thereby confirming previous qualitative research on the culture shock phenomena.

This is the only statistical research to date on the U curve phenomena in the Asia Pacific Basin.

The fundamental role of corporate boards is to monitor and advise top management on strategic issues. It is therefore of the utmost importance that corporate directors are effective as a decision-making group to ensure corporate performance (Zattoni et al., 2015; Minichilli et al., 2012). But, what do we know about what is really going on inside the boardroom? This study aims to shed light on this important question.

The authors undertake a targeted review of the literature to take account of all publications regarding board dynamics in relation to board effectiveness.

This study shows that we know very little about what is going on inside the “black box” of board dynamics and its relation to how effective directors are at doing their job, namely, monitoring and advising top management and establishing and expanding the firm’s network, to gain access to the resources it needs. The authors propose several avenues of research to better understand board dynamics.

In this study, the authors show how and why the present body of knowledge on team effectiveness should be harnessed to better understand corporate board dynamics in relation to board effectiveness.

This chapter considers the reception of the poetry of Charles Baudelaire through the music of the Soviet metal band Chernyi Obelisk. It argues that Chernyi Obelisk's four Baudelaire settings, performed in Russian, as part of their early live sets in 1986/1987, offer an important part of the poet's reception history, within the Soviet Union. Taking as a starting point, Michael Robbins's claim that ‘metal and poetry are […] arts of accusation and instruction’, the chapter explores ideas of alienation and of the carnivalesque in Baudelaire's works, as presented through the medium of metal music. Focussing particular on settings of ‘Spleen’ and ‘Une Gravure fantastique’, the chapter contends that Chernyi Obelisk's intertextual and interlingual dialogue with Baudelaire can be read as an aesthetic response to social and political uncertainty during the era of glasnost and perestroika.

Power without authority is fragile; to be effective, leaders must appear to deserve their positions. This sense of legitimacy is the most important end product of going through Prep school. This sense of legitimacy is magnified by the sense of collective identity that Prep schools generate among their students, and much of the bonding process essential to upper‐class solidarity begins in this institution. This is the social glove that holds together the privileged classes, often at the expense of individuality but to the long‐term gain of upper‐class hegemony.

The purpose of this paper is to investigate the role of institutional forces in shaping the operations of halal meat supply chain in Australia, one of the world’s largest producers and exporters of halal meat. This research examines how the halal meat production requirements are fulfilled and maintained throughout the supply chain in a non-Muslim-majority country.

The research uses a single-case study approach and uses semi-structured interviews as the primary method of data collection. It considers the perspectives of various stakeholder groups in the Australian halal meat supply chain (AHMSC). In all, 31 participants have participated in this research.

The findings show that institutional forces, especially which come through coercive forces, do affect and shape the overall operations of the AHMSC in particularly the way the stakeholders act within the supply chain, particularly in their role in ensuring the protection of halal status or halal integrity of the meat.

This paper suggests that the integrity of halal meat supply chain management operations in a non-Muslim-majority environment can be protected with heavy involvement from the relevant authorities, i.e. the federal government agency and the halal certifiers. With the implementation of specific halal meat production policy, i.e. Australian Government Authorised Halal Program, all parties dealing with the halal meat production for export purpose are obliged to fulfil the religious and food safety requirements, thus providing the necessary assurance for halal meat consumers, especially from the Muslim communities.

This paper is one of the first to provide insights of halal meat supply chain operations in a non-Muslim-majority environment. This paper also took in account various stakeholder groups that were involved directly with halal meat supply chain operations in Australia rather than focusing on a single stakeholder group which gives a better understanding of the whole supply chain operations.

One of the most marginalized communities in India is the Lesbian, Gay, Bisexual and Transgender (LGBT) community which commonly experiences discrimination. Many studies have countered that the LGBT community faces high discrimination in the banking and financing industry. As a result, this study concentrates on this marginalized community and its acceptance and continuation habit regarding mobile wallets. Consequently, this study has considered continuance intentions as a response to confirm the progress of the mobile-wallet industry. Also, this study tried to study the relationship between behavioral intention (BI) and continuous intention (CI) which is seriously lacks in the library of literature. The research operationalized the stimulus–organism–response (SOR) framework for the conceptual model and surveyed 100 self-proclaimed members of the LGBT community in India. The analysis has been done using the partial least structure (PLS). The findings demonstrate that variables like perceived trust (PT) directly influence the BI. On the other hand, variables like perceived ease of use (PEoU), social influence (SI), and satisfaction (S) doesn’t influence BI of the LGBT Community. The main outcome was a favorable association between BI and CI. It will help the stakeholders to understand how important this new market avenue is and how it can be explored. To ensure safe and secure transactions, a group think tank composed of important parties (financial institutions, mobile-wallet providers, the government, security specialists, etc.) should make recommendations. Mobile-wallet providers will attain benefit from this study’s understanding of user categories and ability to tailor their service offers as per the community.

There is concern that traditional teaching methods (including lectures and tutorials) do not prepare graduates with the generic employability skills required by the construction industry. This has motivated architecture, engineering and construction (AEC) academics to consider the use of student-centred approaches like collaborative learning. However, the effectiveness of collaborative learning approaches has not been widely examined in AEC education. The purpose of this paper is to provide empirical results on the benefits and barriers of collaborative learning from AEC students’ perspective.

From a questionnaire survey conducted with Associate Degree students who studied in four AEC programmes at a university in Hong Kong, 621 valid responses were received. Descriptive statistics were used to test these data for any significant agreement or disagreement between respondents.

All AEC students agreed that collaborative learning benefited them in building their academic knowledge and generic skills. However, the degree of agreement about their generic skills development differed between programmes. The findings of this study highlight the effectiveness of collaborative learning as a means of developing students’ employability skills.

First, the analysis of the benefits of collaborative learning is based on students’ perceptions rather than objective measures of learning gains. Although research suggests that self-reported measures of learning are valid indicators of educational and skill gains, the possibility of individual's bias or peer influence in the responses cannot be discounted. Second, the study does not take into account the teachers’ instructional skills that may affect the effectiveness of collaborative learning. To minimize the impact of different tutors on students’ learning experiences, standardized delivery mode and course materials were adopted in the surveyed courses.

From the findings presented, collaborative learning is a viable tool which assists in improving both the technical and generic employability skills of students. To allow students to appreciate collaboration in a practical context, multi-disciplinary collaborative assignments can be integrated in AEC curricula. Through collaboration with other disciplines, students can understand the ways of working with other professionals. At the same time, AEC educators can apply collaborative learning to strengthen specific collaborative skills. To maximize the benefits of collaborative learning, teachers should arrange regular meetings and counseling sessions with students to ensure participation from each individual.

The findings contribute practical insights about collaborative learning and, in particular, the learning attitudes and perceptions of Chinese students and engineering students. Whilst the findings are different to some studies which describe Chinese students as being influenced by the Confucian Heritage culture, and preferring competitive rather than collaborative learning, more detailed studies about collaborative learning dynamics among students from different ethnic backgrounds should improve the design of collaborative learning environments for the students.

The findings provide confidence to AEC academics to incorporate collaborative learning activities in their courses. Mapping students’ generic skills development between programme of study provides indicators that highlight the use of collaborative learning for different generic skills development in different AEC programmes. The results of this study provide useful information for AEC teachers, assisting them to design multi-disciplinary collaborative learning curricula.

This paper aims to trace the development of Hong Kong's Happy Valley from a space associated with dangerous miasmas to the site of a racecourse, recreation ground and a series of cemeteries for the colony's foreign communities while examining the relationship between the exclusion of Chinese from Happy Valley and the notion of colonial order.

This paper makes use of empirical evidence from historical documents, such as newspapers and government records, and applies Michel Foucault's notion of the heterotopia as a theoretical model.

This paper provides insights into the relationship between space and power in the colonial setting. It demonstrates that the imposition of colonial order in Happy Valley was a process that involved the exclusion of Chinese and that the various ways in which this order was reinforced, contested and negotiated revealed it to be shallow and incomplete.

This paper sheds light on an underexamined but important colonial space in 19th and early 20th century Hong Kong and complicates the notion of colonial control.

This paper aims to: analyze the challenge of health services fragmentation; present the attributes of integrated health service delivery networks (IHSDNs); review lessons learned on integration; examine recent developments in selected countries; and discuss policy implications of implementing IHSDNs.

A literature review, expert meetings, and country consultations (national, subregional, and regional) in the Americas resulted in a set of consensus‐based essential attributes for implementing IHSDNs. The analysis of 11 country case studies on integration allowed for the identification of lessons learned.

Studies suggest that IHSDNs could improve health systems performance. Principal findings include: integration processes are difficult, complex, and long term; integration requires extensive systemic changes and a commitment by health workers, health service managers and policymakers; and, multiple modalities and degrees of integration can coexist within a system. The public policy objective is to propose a design that meets each system's specific organizational needs.

The analysis presented in this paper is qualitative.

Some policy implications for implementing IHSDNs are presented in the paper.

The research and evidence on integration remains limited. The paper expands the knowledge‐base on the topic, presenting lessons learned on integration and recent developments in selected countries, which can support integration efforts in the region.