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Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

This study aims to assess the readiness of Islamic Higher Education Institutions (IHEIs) to enter the third wave of education or future quality assurance.

This study used a descriptive quantitative method with observation, documentation, a questionnaire and an interactive model. The sample population included lecturers and quality assurance managers in IHEIs, totaling 129 respondents.

The results showed that IHEIs were prepared to implement future quality assurance to meet individual and societal needs. Furthermore, readiness was also shown in the following matters: Relevance of higher education institution vision, implementation of tripilization learning in higher education institutions, understanding of other cultures (cross-cultural sharing), application of multiple development models and noble values of local wisdom and national culture in tri-dharma.

This study focused on the third wave of education quality assurance in IHEIs in Indonesia. However, the analysis was not conducted in all Indonesian universities as it specifically examined the readiness for implementing future quality assurance.

Policymakers should follow up on the readiness for implementing future quality assurance as a form of continuous improvement in managing the quality of IHEIs.

Most publications of quality assurance focused on compliance-oriented issues. However, this study aimed to fill the literature gaps and discuss the future quality assurance of IHEIs in Indonesia. In this context, future quality assurance was also known to guide IHEIs in rendering education relevant to the future needs of generations (graduates).

The primary objective of this chapter is to synthesize and organize prevailing theoretical perspectives on metacognition into a framework that can enhance understanding of metacognitive phenomena, with the aim of stimulating future research in the field of organizational behavior and human resources management (OBHRM). The author starts with a review of the history of metacognition research, distinguishing it from related theoretical constructs such as cognition, executive function, and self-regulation. Following this, the author outlines five constituent elements of metacognition – metacognitive knowledge, metacognitive experiences, metacognitive monitoring, a dynamic mental model, and metacognitive control – with discussions on their interrelationships and respective functions. Two approaches to metacognition, a process approach and an individual-difference approach, are then presented, summarizing key questions and findings from each. Finally, three broad directions for future research in OBHRM are proposed: examining metacognitive processes, considering mechanisms beyond learning to explain the effects of metacognition, and exploring both domain-specific and general metacognitive knowledge and skills. The implications of these research directions for personnel and human resources management practices are discussed.

Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration.

This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship’s shared enterprise.

As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner’s life, irrespective of their financial status or place of study.

This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines.

This study aims to examine the relationship between cultural intelligence and organisational commitment and its effect on learning goal orientation and turnover intention within the expatriate society of the United Arab Emirates (UAE).

A survey instrument was developed to collect data from 173 non-management expatriates employed by multinational corporations located in Dubai, UAE. SmartPLS bootstrap software was used to analyse the path coefficients and test the research hypotheses.

The results demonstrate that cultural intelligence enhances both learning goal orientation and turnover intention of expatriates. Moreover, organisational commitment partially mediates the relationship between cultural intelligence and turnover intention/learning goal orientation.

This study contributes by advancing extant knowledge with regard to cultural intelligence and organisational commitment effects on turnover intention and learning goal orientation of expatriates within a context of high cultural heterogeneity.

The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home.

The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis.

COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students.

This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large.

This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs.

COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10.

The study is original in the area of the international virtual education sector.

International assignments are not just opportunities for career advancement but also for personal growth and exploration. This paper, by capturing the changing expectations and success parameters across the assignments, is a timely and relevant resource for individuals navigating the complexities of international careers. In addition, the paper aims to help organizations build policies for enabling successful assignments for international assignees and managers.

Our research took a unique two-pronged approach to understanding the success parameters of international assignments. We first interviewed 16 managers to understand the success parameters they set for expatriates. Then, we interviewed 19 international assignees to explore their choices and how they defined success in their international experiences.

Our comprehensive research, based on 35 interviews with international assignees and their supervisors, reveals that an assignment's success evolves with different stages of the assignment, over the assignments that the assignees choose, and varies according to the intent of the mobility.

This paper makes a significant contribution to the field of cross-cultural management and international assignments. By discussing the evolving definition of success across various international assignments, it not only provides valuable insights for expatriates in their international careers but also to managers to build aligned policies and practices.

The international mentoring literature predominantly features traditional company-assigned expatriates as protégés overlooking other types of global talent, such as immigrants, refugees, and international graduates, who may help organizations gain long-term IHRM competitive advantages. We integrate multidisciplinary research to better understand the role of mentoring as a global talent management tool, identify research gaps, and propose future research directions.

We draw on an integrative review of 71 academic journal articles published between 1999 and 2024 to explore the role of mentoring in managing global talent (i.e. expatriates, immigrants, refugees, and international students and graduates).

We found that research has identified and examined relationships between various antecedents and outcomes of mentoring but mainly treating mentoring as a talent development tool. Less is known about the role of mentoring as a recruitment and selection tool in the pre-employment context. Mentoring is an important HRM tool that contributes to managing a global talent pool and developing existing employees.

The review contributes to a better understanding of the characteristics and processes involved in mentoring in a global context by proposing a framework that incorporates antecedents of mentoring, characteristics of the mentoring process, and mentoring outcomes. It highlights the value of mentoring as a recruitment and selection tool supporting global talent management and identifies avenues for future research.

University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.

Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.

The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.

The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.