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Field experience (FE) has long been a crucial component of the process of teacher education. Clearly, a range of stakeholders can affect student-teachers’ achievements in FE. Given the importance of these stakeholders in FE, it may be possible to improve FE practices by clarifying the involvement of different parties in the FE process. Since student-teachers are the major beneficiaries in FE, their voices should not be ignored. Therefore, the purpose of this paper is to explore student-teachers’ perceptions of the roles played by different stakeholders.

In a qualitative research design, 18 student-teachers took part in this study. Content analysis was used to classify and compress the large amount of text provided by the informants into a manageable number of categories to track trends, patterns, frameworks and typologies.

In addition to those of the five major stakeholders of FE (i.e. student-teachers, cooperating teachers, institute supervisors, schools and institutes), this study identified the roles of three other stakeholders (i.e. students, other student-teachers and parents) that had not been widely focused in previous studies.

The present research took the first step to investigate the roles played by different parties in FE from the perspective of student-teachers and offered insights for enhancing student-teachers’ performance in FE.

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00483480710716759. When citing the article, please cite: Bih-Shiaw Jaw, Ya-Hui Ling, Christina Yu-Ping Wang, Wen-Ching Chang, (2007), “The impact of culture on Chinese employeesʼ work values”, Personnel Review, Vol. 36 Iss: 1, pp. 128 - 144.

This paper is an empirical study which aims to investigate the development of social interaction and their impacts on developing learners' entrepreneurial characteristics throughout their participation in an authentic enterprise activity.

The sample of this study was drawn from the participants of an enterprise activity called the Teen Entrepreneurs Competition for the high school students in Hong Kong. With the use of a mixed approach involving both qualitative and quantitative methods for data collection and analysis, the development and impacts of social interaction of the participants were investigated during their venturing process in the competition.

The findings showed that the participants' entrepreneurial characteristics would be developed and enhanced through the four key types of social interaction, including the interaction with team members, instructors, schoolteachers and business stakeholders. However, the impact of social interaction was more direct on the development of task‐oriented entrepreneurial characteristics, but less direct on the conceptual‐oriented entrepreneurial characteristics.

This study provides useful insights into making a good use of social interaction in authentic enterprise education activities. Further studies can be conducted on studying the change in attitude towards entrepreneurship and the impacts of such change on the developing of entrepreneurial characteristics through social interaction in enterprise education.

It is recommended that enterprise programmes and activities should be maximised with participants' social interaction opportunities particularly with business practitioners and opportunities provided for participants to reflect on their social interaction from time to time in order to achieve better learning outcomes.

The results complement the existing literature on enterprise education by extending the current focus on the experiential aspect towards the interactive aspect during the learning process.

The purpose of this study is to investigate the impact of social interaction on participants' learning experience in enterprise education.

On a sample of 420 high school students who participated in an enterprise activity in Hong Kong, two questionnaires surveys were conducted to collect data on them at the beginning of and after the enterprise activity. Hypotheses were tested on the impacts of two particular aspects of interactive learning – interaction with facilitator and interaction with team members in the enterprise activity.

The results support the hypotheses that both types of social interaction are positively correlated to students' affection on the enterprise activity and the change in their perceived level of personal competencies before and after the activity.

Although two types of interaction are identified in this study, it is possible to extend the scope of interactive learning toward a broader range of social interaction. Also, the impacts of social interaction on other learning outcomes may be considered in further studies.

It is necessary to maximise social interaction and develop participants' interpersonal skills for achieving effective enterprise education. More guidance and supervision on social interaction should also be provided in enterprise programmes and activities.

The studies help to address the importance of the social interaction aspect in enterprise education, as the majority of the focus has been centred on the uses of experiential learning approaches.

The Teen Entrepreneurship Competition (TEC) was an annual inter‐school competition that aimed to promote entrepreneurship education (EE) in Hong Kong (HK) secondary schools. This paper aims to: review and evaluate the implementation of the TEC over the years from 2003‐2010, and use the TEC as a case to demonstrate how EE can be advanced through capacity building in various ways and levels.

There were two key milestone phases for the TEC. This paper will describe and discuss the achievements made in Phase I and the capacity building for advancing the TEC in Phase II in details. Then, a critical analysis of capacity building for advancing TEC in Phase II will be made with a careful consideration of the TEC's design rationales, the research findings in Phase I and the three inter‐related levels of capacity building. Finally, suggestions will be recommended for further strengthening EE in schools.

The sustainability and advancement of the TEC are closely related to: advancing “Character Building” at the individual level, advancing “Partnership Building” at the institutional level, and advancing “Social Responsibility” at the societal level. However, the TEC might still overlook an alignment with the existing curriculum development. A further capacity building of course development and policy making should be sought.

This is a precious illustrative case study for the purpose of sharing useful information and genuine experience with those who are interested in promoting teen EE in schools.

The purpose of this article is to investigate the detailed relationships between Chinese cultural values (Confucian dynamism, individualism, masculinity, and power distance) and work values (self‐enhancement, contribution to society, rewards and stability, openness to change, and power and status) in an integrated model. Further attempts are also made to explain the above relationship in terms of different cultural exposure experiences.

The sample was collected from China (selected from after‐work classes for Chinese businessmen in China) and Australia (overseas Chinese living or working in Sydney) by questionnaires. Altogether, 185 respondents took part in the study. SEM was used to test the relationship between Chinese cultural values and work values, and difference analysis was employed to test the impact of respondents' Western cultural exposure experiences.

Interesting results are found concerning Chinese employees' cross‐cultural work values. The study not only confirms the impact of cultural values on work values, but also brings some new thoughts on Hoftstede's belief that instead of high masculinity and individualism, Confucian dynamism is the main cultural value to foster self‐enhancement and most work value of Chinese employees.

Because China is a complex country, the limited Chinese sample should not be taken as representative. The current study did not differentiate respondents' demographic differences. Hence some demographic variables may have produced some of the intergroup differences reported in this study.

The findings provide useful input for managers who are seeking to develop effective working relationships with Chinese counterparts.

This paper enriches existing Chinese values studies and serves as a starting point for future research concerning the detailed relationship between Chinese cultural values and work values.

The purpose of the present study is to understand the diversity management concept in Taiwan setting by providing a closer look into local companies’ practices. Rational and focus for this research exploration is based on three areas related to diversity management in organizations: external and internal pressures for diversity in Taiwanese companies; companies’ approaches and senior leadership attitude toward diversity; companies’ diversity management practices.

The authors have collected secondary and primary data, including 15 interviews with management, at three large Taiwan semiconductor companies and build a case study of diversity management in Taiwan.

Taiwan companies’ diversity management is motivated mainly by business case and social responsibility goals. They experience a need for diversity management and proactively introduce diversity management policies.

Further studies should look into diversity management practices of smaller private/family-owned companies in Taiwan to get a deeper understanding of the concept in the country using quantitative and qualitative approaches.

Taiwan is historically culturally homogeneous society, which undergoes massive demographic changes under the influence of low birth rate and high rate of immigration. Taiwan situation creates specific economic, cultural, and political context for diversity management that differs from other Asian, European or Western societies.

The purpose of this paper is to introduce a case of an increasingly popular enterprise education programme in Hong Kong called the Teen Entrepreneurs Competition (TEC) and to examine its sustainability in different dimensions.

Post‐activity evaluation feedback was obtained from the participants and the stakeholders of the activity. Three systematic research studies were also conducted for investigating the impact of entrepreneurial characteristics and social interaction on the participants throughout TEC.

Participants and stakeholders generally provided positive feedback towards TEC. The research findings also showed that TEC was able to draw a positive impact on developing the participants' entrepreneurial characters and in turn made TEC sustainable on the provision of an enterprise education programme in the local community.

It is suggested that the sustainability of TEC is attributed to three dimensions, namely, opportunities for individual comprehensive understanding, context for collaborative learning, and network for institutional support.

Suggestions on how to further strengthen the sustainability of enterprise education programmes through these three dimensions are provided, for example, maximising individuals' practical experience, improving the quality of collaboration and developing a closer working relationship with various stakeholders.

Enterprise education is recognised to have a significant influence on the development of entrepreneurial knowledge, skills and attitudes for youths. In order to widen the impact of enterprise education in society, it is necessary to sustain such enterprise education programmes over an extended period of time.

The purpose of this paper is to explore the potential of lesson study for the development of a science of teaching cast in the form of John Dewey's “laboratory model” of learning to teach.

The early sections compare the “laboratory” with the “apprenticeship” and “rationalist” models of learning to teach, which emphasise the primacy of practice and theory respectively. The unity of theory and practice embodied in the “laboratory model” is outlined, linking the development of teachers’ theoretical understanding with the development of their practice. A distinction between pedagogy and teaching is drawn. The later sections examine the potential of lesson study to develop as a teachers’ based pedagogical science, particularly when informed by variation theory. The paper concludes by suggesting ways in which different theories of learning can be integrated into learning study, and points to ways in which particular studies can contribute to the systematic construction of pedagogical knowledge.

There can be no pedagogy without casting teaching as an experimental science, in which pedagogical theories are appropriated, tested and further developed as a source of pedagogical principles. Pedagogy therefore consists of a science of teaching in which teachers actively participate in knowledge construction. Lesson study when informed by an explicit learning theory, such as variation theory, provides a strong basis for the development of a practitioner‐based science of teaching.

The paper creates original links across disparate work in the field of teaching and learning.