Search results

This article, which is exploratory in nature, considers the experiences of migrant students enrolled in the transnational degree program of an accredited American college located in the Czech Republic. Migrant students have considerable experience in negotiating the different national cultures of their college and of the new country in which they live. Students, participating in a Cross-culture Management course, were asked to maintain reflective journals in which they recorded their experiences of national culture difference. The purpose was to encourage consideration, reflection, and the growing internalization of cross-cultural appreciation and negotiation.

Participants were asked to maintain reflective journals during the semester, in which they identified and considered critical incidents and defining issues in their cross-cultural experiences. Journals were analyzed from an inductive phenomenological perspective with no preconceived imposition of structure, although participants had been informed that the root-metaphor of the journal should be that of “journeys”. Ten emergent themes were identified and a number of these, which seemed to impact national culture adaptation, are discussed. In an attempt to retain the authentic voice of participants, verbatim quotations are reproduced in some detail.

The emergent themes identified give insight into the range of national cultural complexities that these migrant students confronted. Sharing these issues with those who have less national culture experience might increase their understanding of the adaption process. More importantly, the journal increased reflection, prompted deeper sensemaking, and allowed participants to articulate their experiences. Making explicit their own cultural adaption problems may also be beneficial for these participants.

Cross-culture education has often taken a didactic approach that emphasized teaching and learning. The reflective journal focuses on an experiential approach to making sense of cultural experience. From a learner perspective, the use of a reflective journal stimulates reflection and contributes to resolution. From an instructor perspective, journals provide valuable insight into issues significant in a developing awareness of a national culture. Journals also provide an unrecognized insight into the personal experiences of international and transnational students that may have implications in their general learning and broader education.

A great interest seems to be welling up in our North American society in career education, educational accounting systems, continuing education, professional development seminars, and so on. Education for and acceptance of the concept of occupational competence has suddenly blossomed as a concern for professionals and paraprofessionals alike. There appears to be trouble today, as professionals, in determining the difference between what is now called career education and the vocational education programs of bygone years. Career education, in the literature these days, is something which begins in early childhood and continues throughout the adult years. Both the technologist and the professional may well have to go back to school during their working lives to maintain their currency.

The purpose of this paper is to establish the key predictors of Master of Business Administration (MBA) students' performance, considering the interaction between personality type, learning approaches and educational achievement. A structural equation model is formulated to check out the relationship perfection between the construct variables.

The study subjects were 208 MBA students at Zhejiang University. A questionnaire encompassing three sections was presented to the respondents. The first section is the revised two‐factor version of the study process questionnaire (R‐SPQ‐2F) developed by Biggs et al. The second section consists of 20 items developed based on a review of the International Personality Item Pool (IPIP) Five‐Factor Personality Inventory (Buchanan, 2001). The third section is about the respondents' background and personal information such as age, gender and their performance represented by their scores in the National Admission Examination System and their major course grade achieved during the first term of their academic year. A structural equation model was designed to examine the relationship between the study variables. Then covariance structural analyses of collected data were conducted for testing the model.

The main findings are significant correlations between the three personality traits, namely, extraversion, conscientiousness and openness to experience with the deep approach (DA) to learning predicting high MBA students' performance.

Personality type and students' approaches to learning constitute determinant factors impacting upon the education of management graduate students. Thus, institutions providing MBA programs must allocate more interest to examine their students' characteristics, in correlation with their performance rating. In this regard, the present study is designed to provide business education stakeholders with a modest model to depict the key predictors of MBA students' performance, particularly, part‐time MBA program whose participants are, in most cases, fully employed students, struggling to cope with their professional, educational and social duties.

This study empirically investigates the relationship between personality type and students' approaches to learning to find out their influence on MBA students' performance. The model results evidently demonstrate, on the one hand a significant correlation between these factors, and on the other hand their influence on the participants' performance reflecting high rating in pertinence with personality traits of extraversion, conscientiousness and openness to experience and the DA to learning.

–The purpose of this paper is to report on an applied research project involving the application of core learning and pedagogical theory to a specific unit in a transnational undergraduate business course.

The project sought to collect data and learning experiences based upon intensive literature reviews and a combined quantitative-qualitative research method. Established research constructs and recent lessons from the literature were applied to the two-year reform cycle of an undergraduate business unit.

The findings validated the research constructs and frameworks employed and reinforced the case for enhancing the nexus between alignment, student motivation, active learning and the international-transnational perspective. Despite initiatives to engender openness and interactivity in the classroom, including dynamic and innovative approaches to communication and content delivery neither the operation of the class nor the eventual performance of the students lived up to expectations.

The research was limited to the experiences of three different cohorts of students on the same unit over a two-year period. Implications are that the same research method and approach are valid for other units either in the same faculty or across faculties.

Serves as an example of what can and cannot be achieved by academics seeking to align their teaching and research activities on a relatively modest basis.

Raises questions as to the social dimension to transnational higher education courses.

While not entirely original, the paper adds value in the form of “lessons learned” from an applied classroom-based research.

This editorial essay aims to focus on research integrity and commitment to excellence by analyzing the transitioning symptom associated with the Chinese research community as causes for concerns in research ethics and misconduct. The authors highlight their editorial process and practice in safeguarding research integrity at JCHRM and address related ethical issues on duplicate submissions in relation to their editorial experience.

This article adopts an approach combining literature review and reflexive analysis.

The current academic misconduct and ethical concerns in China are caused by a number of concurrent counterforces: increased attractive opportunities in moonlighting; research mindset rooted in the traditional learning orientation on imitation and contemporary education on rote learning; and heightened publication‐based performance requirement enforced by the government and institutions. These counterforces are further complicated by the ongoing socio‐cultural context, e.g. the drinking and eating culture. The authors report their editorial steps in safeguarding research integrity and commitment to excellence. In relation to submitting translated published papers to an English journal, they emphasize that originality is the core. They are committed to facilitate the transition of Chinese HRM research community to conform to the international standard.

This article links professional ethics, research integrity, and commitment to excellence to developing Chinese scholarly human resources. It articulates specific goals, principles, and responsibilities of JCHRM editorial practices for promoting high‐quality Chinese HRM research.

As there are many Arab students seek to earn an international degree, this research article aims to explore the factors that influence Arab students' adaptation to the foreign cross-culture of the USA and how it is related to their academic achievement. Exploring these factors will introduce different insights into the effectiveness of adaptation and studying in a foreign country and earning an international degree. Besides, this study contributes to the body of knowledge of international higher education by including Arab students as a less-researched group. Arab students' adaptation process is explained in terms of the Cross-cultural Adaptation Theory (Kim, 2001).

This qualitative research study was conducted using a focus group discussion (FGD). Multiple face-to-face interviews were conducted to obtain data from the participants. Participants were divided into four groups, each female group contained nine participants and each male group contained seven participants. The researcher explained to each group independently about their perception, beliefs and attitude toward earning international degrees, the adaptation to the host culture and their academic achievement. The researcher carried out five FGDs for each group. Each interview continued for 60 minutes in length. All participants received a consent form. The discussions were audio-recorded and then transcribed.

Arab students are a group of enthusiastic learners; however, their feelings of homesickness enable them to develop overwhelming sorrowful emotions, howbeit their communication with their ethnic group facilitates the adaption and acceptance of the host cultures, which requires quite some time to adjust to new surroundings. Arab students are recognized with high academic achievements; nevertheless, they require prolonged periods to complete course assignments. American society gives international students a warm welcome; this may encourage other Arab students to consider earning an American degree and prepare themselves for this intercultural transition.

This is subjective qualitative data; some limitations need to be addressed when interpreting the findings. Participants are English as a Second Language (ESL)learners, which may influence their word choice during the discussion. Interesting future research could be related to designing an assessment model to evaluate the academic achievement of ESL in different methods that focus on their achievement motivations and communication skills.

Based on the findings, professors can integrate the Universal Design for Learning (UDL) to help multi-cultural students to learn and earn an international higher education degree.

Higher education institutions can offer more social multi-cultural opportunities to include multi-cultural students and develop their social skills to facilitate the adaptation process to the new host culture.

This qualitative research study represents an original work of the researcher, and it has not submitted elsewhere. All research ethical codes were followed by the researcher and participants. There is no fund for this research project.

Drawing on the entrepreneurial event model (EEM), entrepreneurship education programs (EEPs) and perceived contextual support (adapted from social cognitive career theory) and perceived contextual barriers, this study aims to unravel the differences in entrepreneurial activity among university students in higher education institutes in two diverse Asian countries.

This study uses a cross-sectional survey-based data collection technique using paper and electronic methods. The study analyzes data using descriptive statistics, principal component analysis, reliability analysis and logistic regression analysis via SPSS version 25.

The findings show the positive influence of perceived desirability and feasibility on entrepreneurial intentions; however, the stronger desirability was found among university students in China and stronger feasibility toward entrepreneurial intentions among Pakistani students. The study reveals the negative significant influence of EEPs on entrepreneurial intentions, and this finding is consistent across both samples. Furthermore, the findings show that university students in both countries show insignificant impact of perceived contextual support in predicting entrepreneurial intentions. Finally, the study confirms the negative influence of perceived barriers on entrepreneurial intentions in both contexts.

This study provides differences in entrepreneurial activity by combing EEM, EEPs, perceived contextual support and barriers in two diverse Asian countries, and to the best of author’s knowledge, no previous study considered these factors in a single framework. Furthermore, the findings of the study enrich existing literature and also provide policy recommendations for practitioners.

Studies on cross-culture marketing often focus on either localization or globalization strategies. Based on data from pre-communist China (1912–1949), product hybridization – defined as a process or strategy that generates symbols, designs, behaviors and cultural identities that blend local and global elements – emerges as a popular intermediate strategy worthy of further inquiry. After examining the mechanisms and processes underlying this strategy, a schema for classifying product hybridization strategies is developed and illustrated. The paper aims to discuss these issues.

Critical historical research method is applied to historical data and historical “traces” from pre-communist China’s corporate documents, memoirs, posters, advertisements, newspapers and secondhand sources.

Strategic interactions between domestic and foreign companies in pre-communist China fostered products and a city (Shanghai) containing Chinese and non-Chinese elements. Informed by historical traces and data from pre-communist China (1912-1949), a 2 × 2 classification schema relating company type (i.e. foreign or domestic) to values spectrum endpoint (i.e. domestic vs foreign) was formulated. This schema reflects the value of communication, negotiation and cultural (inter)penetration that accompanies cross-culture product flows.

Cross-culture marketing strategies meant to help companies satisfy diverse marketplace interests can induce a mélange of product design elements. Because product hybridization reflects reciprocity between domestic and foreign companies that embodies multiple interests and contrasting interpretations of product meanings, researchers should examine globalization and localization synergistically.

Strategies adopted by domestic and foreign companies in pre-communist China (1912–1949) can help contemporary companies design effective cross-culture marketing strategies in a global marketplace infused with competing meanings and interests.

Examining historical strategies adopted in pre-communist China (1912–1949) can inform contemporary marketers’ intuitions. Understanding product hybridization in global marketplaces can improve marketing efficiency.