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This chapter evaluates the potential of virtual worlds for intercultural collaborative learning. A case study of a global lecture series is presented that used a virtual world as a platform for intercultural student collaboration. Students' subjective reports served as a basis for exploring cross-cultural differences in the perceived usefulness of virtual worlds for intercultural collaboration, and to examine what they have learned from working in an intercultural virtual team, what problems occurred, and how they resolved them. Based on the evaluation results, suggestions are provided for a culture-aware design of virtual worlds to facilitate intercultural collaborative learning and the development of intercultural literacy.

In a collaborative learning environment there will be many learners with diverse cultures. These learners should be supported to communicate and collaborate among themselves. The variety of the communication and collaboration tools and modes available to each learner would depend on his/her personal cultural background. The purpose of this paper is to suggest the adaptation of the collaborative learning environment to the learner's cultural profile. So, first it aims to present learner's models with respect to his/her cultural characteristics. It also aims to present the various communication and collaboration tools and modes that would be available to the learners. Then, each learner has at his/her disposal the appropriate communication and collaboration tools and modes according to his/her cultural characteristics.

The cultural models of Trompenaars and Hampden‐Turner, as well Hofsted are modified relaxing the dualism of their dimensions. The modified models are used in a collaborative learning environment. The various attributes and types of communication and collaboration among learners and teachers in a collaborative learning environment are also identified.

This paper presents learner's cultural models across several cultural dimensions. Each cultural dimension weights differently. Also, a learner may not belong strictly to a cultural extreme of a dimension, but he/she may have characteristics from both cultural extremes of each dimension. Based on a learner's cultural profile, different communication and collaboration tools would be available to the learner.

Based on the learner's profile, either the adaptation engine, or the teacher, or the learner him/herself may select the appropriate communication and collaboration tools and modes for the particular learner. Designers, developers and evaluators of collaborative learning systems may benefit from these learners' cultural models and the communication and collaboration attributes. For example, they may create collaborative learning systems with flexible communication and collaboration attributes that provide to each learner personalized communication and collaboration tools according to his cultural profile.

This paper proposes the adaptation of the collaborative learning environment to the cultural characteristics of the learner. Future research may assign the specific communication and collaboration tools to each particular learner's cultural profile.

This paper proposes the adaptation of the communication and collaboration tools and modes that are used by a learner in a collaborative learning environment to the learner's cultural characteristics. First, the paper presents new cultural models of a learner. Then, it presents the communication and collaboration attributes and types that would be used by the learners in a collaborative learning environment. A learner would have at disposal the appropriate personalized communication and collaboration tools.

Privacy is a culturally universal process; however, in the era of Big Data privacy is handled very differently in different parts of the world. This is a challenge when designing tools and approaches for the use of Educational Big Data (EBD) and learning analytics (LA) in a global market. The purpose of this paper is to explore the concept of information privacy in a cross-cultural setting to define a common point of reference for privacy engineering.

The paper follows a conceptual exploration approach. Conceptual work on privacy in EBD and LA in China and the west is contrasted with the general discussion of privacy in a large corpus of literature and recent research. As much of the discourse on privacy has an American or European bias, intimate knowledge of Chinese education is used to test the concept of privacy and to drive the exploration of how information privacy is perceived in different cultural and educational settings.

The findings indicate that there are problems using privacy concepts found in European and North-American theories to inform privacy engineering for a cross-cultural market in the era of Big Data. Theories based on individualism and ideas of control of private information do not capture current global digital practice. The paper discusses how a contextual and culture-aware understanding of privacy could be developed to inform privacy engineering without letting go of universally shared values. The paper concludes with questions that need further research to fully understand information privacy in education.

As far as the authors know, this paper is the first attempt to discuss – from a comparative and cross-cultural perspective – information privacy in an educational context in the era of Big Data. The paper presents initial explorations of a problem that needs urgent attention if good intentions of privacy supportive educational technologies are to be turned into more than political slogans.

This paper aims to present part of the work of an ongoing research project that is looking at socio‐ cultural and technological developments from a mobile technology convergence view; in order to show how culturally aware convergence developments in mobile technology can be adopted and employed for the betterment of society.

The paper presents a scenario for a mobile technology enabled learning environment in support of the conventional learning approach with a focus on enabling parental involvement and contribution to the daily learning objectives of their children and hence enhancing a quality learning experience. It further critically discusses issues of interface design – at both the device and application levels – that will have an impact on the quality of e‐learning, with a focus on mobile technology.

The paper shows how interface design can positively enhance the quality defining characteristics of learning in an e‐learning environment. Ways of achieving these characteristics of learning through effective e‐learning are reported. This is done by addressing requirements for quality‐learning through effective interface‐design considerations, towards meeting the overall quality requirements of learning that should be intrinsic to a holistic e‐learning environment. The value of human computer interaction and the critical factors of promoting productive interaction are addressed.

There are several factors affecting quality of e‐learning as a tool and approach to flexible and independent learning. The advent and use of mobile technology has been investigated in this work from a socio‐cultural and technological perspectives in two continents. The limitations lie in the depth of investigations and how far the findings can be applied to the diversity of learners.

As the effects of cultures and the rapid technological advancements take toll on teaching and learning the findings reported in this paper have far reaching implications for learners from different cultures and also for attempts at bridging existing digital divide.

The approach adopted in the research is unique by virtue of new findings and ideas presented. The paper highlights the opportunities for mobile devices and technology to play a role in the development of communities through technology aided learning (e‐learning), with a focus on e‐learning systems and technology requirements for delivering a quality learning experience.

IT outsourcing (ITO) has developed into an established practice for organizations but the interorganizational and oftentimes international collaboration it involves comes at a price: Reports from academia and practice suggest that more than 25% of all ITO projects fail, many because of cultural differences between client and provider organizations. Against this background, this paper analyzes the complex nature of cultural distance and its multi-faceted effect on ITO success.

This paper builds upon extant literature on culture on the national, organizational and team level, conceptualizes its effect on relationship quality and ITO success, and hypothesizes a model on potential moderators and management techniques to offset culture-induced challenges. It then evaluates and refines the model by means of an interpretive qualitative research design for an in-depth single-case study of ProSiebenSat.1 Media SE (P7S1), a leading European media company that reconfigured its IT sourcing model three times in 10 years.

The results from interviews with top managers from client and provider organizations represent one of the first integrated views on the critical importance of cultural compatibility on multiple levels, provide manifold examples for its complex effect on ITO success, as well as moderators and potential management techniques to promote ITO success.

This paper contributes relevant empirical insights to the growing body of literature on culture and its underestimated role in ITO success. It builds on tentative theory that is confirmed and refined.

The paper helps in substantiating the complex and intangible nature of culture and demonstrates means for its effective management.

The results from interviews with top managers from client and provider organizations represent one of the first integrated views on the critical importance of cultural compatibility on multiple levels, provide manifold examples for its complex effect on ITO success, as well as moderators and potential management techniques to promote ITO success.

Describes a Soviet approach to organizational change utilizing a game devised especially for one organization which poses organizational problems to managers and workers. By means of performance of a carefully crafted script, participants in the game devise solutions to the problems which are generally acceptable to all participants.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Firms in the B2B context can improve sales performance through an emphasis on several key performance indicators. An approach that adapts to uncertainties within the external environment and considers internal environment factors and sales leadership will become better positioned to increase the ability of sellers and achieve desired sales outcomes.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to develop a hierarchical typology of trust elements for business‐to‐business trade among European companies in the food sector.

The paper integrates desk research literature study and a qualitative survey of food industry companies. An extensive literature review about inter‐organizational trust lays a foundation for designing a draft typology based on previous studies, with special attention paid to the influence of culture. Fine‐tuning and validation of the typology is achieved through an exploratory field study based on 18 qualitative in‐depth interviews with key informants in five EU countries, involving practitioners from the fresh fruit and vegetable, grain, meat and olive supply chains.

A detailed typology of trust is developed. Although it is highly specific to the food industry, it is designed to be neutral to culture and sector, thus allowing the identification of differences in culture when dealing with trust building elements in different sectors in the food supply chain.

Since the buyer's perspective is adopted in this paper, further research is needed to validate the typology on the seller side. The typology developed here must also be tested in practice, for instance within a descriptive research quantitative study, aimed at quantifying the relative importance of the different trust elements.

The typology stimulates the consideration of cross‐cultural or cross‐sector differences in the salience of trust attributes and its construction process confirms that reputation management is an extremely important determinant of success or failure. It can serve as a checklist for any company that is interested in improving its relationships with suppliers or buyers.

The paper adds to the body of knowledge about inter‐organizational trust, providing researchers with a useful tool for conducting experimental research on trust creation mechanisms.

To analyze the main elements of continuous improvement (CI) in higher education and the concerns of academia's stakeholders in the implementation of such an approach. Suggests guidelines for the development of a culture more receptive to the implementation and maintenance of a CI approach in higher education.

A review of published literature (1982‐2004) facilitates identification of elements of CI, and concerns of academia's stakeholders for the adoption of a CI approach in higher education. The reviewed sources are grouped into three major sections: the CI approach, implications of CI, and an illustrative example – EQUIS.

The adoption of a CI approach in higher education requires not only upper administration commitment, but also uncovering the current underlying culture and examining the appropriateness of the objectives to adopt CI. A culture of a long‐term commitment to CI implies engaging the administrative and academic systems and all the stakeholders of the institution. This was identified as a major road‐block for quality initiatives.

There is a wide range of stakeholders to consider and some stakeholders have diverse objectives in pursuing a CI approach. Future research should explore these agendas to identify core issues needing to be addressed to speed up the shift towards a CI culture.

Required accreditations in colleges and universities offer an increasingly important role to a CI approach in higher education and its impact on academic stakeholders.

This paper fulfils an identified information/resources need and offers practical help to colleges of business seeking accreditations and institutions of higher education pursuing CI initiatives.