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The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.

The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.

The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.

By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.

This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

This study attempts to compare the National Library of Malaysia (NLM)'s cataloguing in publication (CIP) records with their permanent records in the NLM's online public access catalogue (OPAC) database.

The study compares the description of records in the NLM CIP versus NLM OPAC in terms of similarities and differences in the bibliographic elements for each record. The study selected the NLM's CIP records from January to April 2000, allowing more than 5 years for publishers to publish the registered CIP titles and also the NLM to make the records available in their OPAC database.

The findings indicate that libraries that use NLM's CIP records in their copy cataloguing activity should not rely 100 per cent on the records. Verifications and modifications need to be carried out to ensure accuracy and quality of their catalogue records.

That Malaysian experience confirms research carried out previously elsewhere.

The findings of the study are significant in terms of giving data about whether NLM's CIP records are trustworthy sources for the practical task of copy cataloguing or not.

Although comparison studies of the accuracy and consistency of CIP records versus OPAC records are commonplace, having been conducted extensively since the 1980s in a variety of contexts, such a comparison study of CIP records versus OPAC records has never been conducted in Malaysia. With the increased usage of web‐based OPACs as one source option for copy cataloguing, it is imperative to ensure the records copied are consistent and accurate to avoid post‐alteration of the bibliographic description.

This chapter tries to explain the impact of the European Commission's ERASMUS programme on national higher education policies of 18 European countries. Based on an analysis of the literature on Europeanisation and policy impact, it is hypothesised that the impact will be very modest, but that there may be indirect impacts and differences in impact across countries dependent on institutional features of the higher education system. The empirical findings support the hypothesis: ERASMUS certainly has increased policy-makers’ awareness of the importance and possible consequences of further internationalisation. Nevertheless, ERASMUS has a more profound effect on higher education institutions and students. In addition, policy-makers have been much more influenced regarding their internationalisation policies by the Sorbonne and Bologna Declarations. There are some noteworthy differences between the countries that relate to specific domestic characteristics (e.g. language and colonial history).

The purpose of the present study is to explore the effects of early life international exposure on the career capital (CC) of adult third culture kids (ATCKs).

The study adopts a qualitative research design based on 34 semi-structured interviews with ATCKs who have had international exposure in their childhood as members of an expatriate family.

The results show that a globally mobile childhood has extensive long-term impacts on ATCKs' CC in the areas of knowing-why, knowing-how and knowing-whom. Additionally, their early international experience also had several negative impacts across these aspects of CC.

This paper provides a novel understanding of the long-term impacts of early life international exposure on ATCKs' CC, and this paper is the first study to use the CC framework among an ATCK population.

Applying the institution-based view and the resource-based view, this study explores how state ownership influences early internationalization of emerging market firms, how it interacts with firm size to have an impact and how the proportion of SOEs moderates this interaction effect.

Based on a sample of 717 Chinese listed firms, this study uses Poisson regression, ordinary least square regression and Heckman two-stage estimation to analyze the data.

This study finds state ownership does not influence early internationalization, state ownership and firm size jointly can have a significant impact, and the proportion of SOEs in an industry sector can moderate this interaction effect.

This study enriches our understanding of the impact of home government involvement on internationalization strategies of emerging market firms, contributes to early internationalization research by building the theoretical mechanisms about these direct and interaction effects and by providing empirical results and provides important advices to firm decision-makers and government policymakers. By examining these interaction effects, it also provides a solution to the theoretical conflict created by the two opposing effects of state ownership.

Informed by the Bourdieusian construct of the social field, the purpose of this paper is to explore how different aspects of the educational field and the sub-field of English language teaching in Iran influence diverse components of the professional identity of high school EFL teachers. To this aim, the impact of the power hierarchization structure, distribution of capitals and field autonomy, as important aspects of the social field theory, is investigated in relation to Iranian EFL teachers’ professional identity construction.

Van Manen’s (1990) hermeneutic phenomenological research method was adopted to analyze the data obtained through the semi-structured interviews and reflexive journals from 15 Iranian EFL teachers at high schools.

The hermeneutic phenomenological analysis of the data yielded to the extraction of one global, three organizing and six basic themes. The global theme was the educational field and professional identity. The resulting organizing themes were: first, autonomous field and teachers’ commitment; second, asymmetric power relation and teachers’ autonomy; and, finally, cultural capital and teachers’ motivation. This study revealed how the complex and multi-dimensional nature of the power relations between the field of education and power influenced the professional identity of EFL teachers.

This dynamic representation of the inherent complexities of the educational context contributes to a more profound understanding of the role of the micro and macro contextual factors in formulating teachers’ professional identity. The implications of this study are further explained.

Hereby, the authors declare that all the procedures of data collection and analysis have been just done by the researchers.

Throughout the early 1980s, schools of business struggled with ways to internationalize their faculty, students and curriculum. In the face of an increasingly global economy, it was necessary for schools to meet this challenge. Various strategies were employed: infusion of global topics into the classes, creation of International Business departments, the implementation of the CIBER program (Center for International Business Education and Research) and faculty exchanges. Although the Kelley School of Business tried all of these, our most successful efforts to internationalize students has been by facilitating overseas experiences through organized study abroad programs.

The purpose of this paper is to develop relevant questions for research by gaining an initial understanding of how the field of study abroad education is organizing itself within institutions of higher education. The context is the growing numbers of students, demands, and expectations made on study abroad programs.

The survey was carried out by analyzing publicly available data and information, as it would be available to students, of all the accredited institutions of higher education within the six states of New England.

The findings confirm that albeit for Community Colleges, the vast majority of institutions offer study abroad programs. However, this survey also reveals the important role providers are playing in offering generic programs to students from multiple institutions.

The findings call for further investigation into institutional strategies concerning the choice of programs, particularly those involving providers who potentially imply losing tuition and control over educational outcomes. Limitations are discussed suggesting the need to widen the geographical area studied as well as analyzing in more detail the Community College offerings that are not easily accessible with the methodology that has been used in this paper. The findings also raise some questions and future avenues of research particularly in the area of examining the integration of generic study abroad programs within particular institutional and programmatic objectives. It is also suggested that further research is needed to better evaluate if/how study abroad programs are designed to capitalize on the employability advantage they offer to participating students when they enter the job market.

The number of US students participating in study abroad programs is expected to continue to grow and it seems these programs will become part of mainstream offerings in most institutions. Similar trends are observed in Europe between member states. Besides giving a broad overview of the current offerings, this pilot study principally reveals several important avenues for future research that should help institutions in their choices of programs and the orientation they give to study abroad.

This paper looks to study how adult third culture kids (ATCKs) perceive that their childhood international experience is linked to their career interests and choices in later adult life.

This qualitative study is based on 34 semi-structured interviews analyzed using qualitative content analysis. The authors adopted social cognitive career theory as a theoretical framework for the work.

The findings indicate that regardless of the ATCKs field of expertise, their international childhood links to various international exposures and work experiences already in their early career. ATCK background can also be interpreted as an essential facet that promotes significant interest towards international roles, work tasks and careers because they are familiar with a globally mobile lifestyle. A global childhood was represented as a phenomenon that fosters stress tolerance, and ATCKs' unique international capabilities were perceived as an advantage for employment. The authors also found that they tended to set high goals for themselves in terms of education and career, in order to pursue high-end international positions.

ATCKs' value interpretations of their strengths, skills and knowledge highly relate to working in an international setup. When applying for jobs, ATCKs could find it beneficial to highlight their early international experiences and explain why this is valuable experience for organizations that are seeking highly educated, globally competent, and flexible employees. Also, information about ATCKs could be included in international business course curricula, in order to foster an increased recognition of the value and benefits of hiring individuals with a TCK background.

This paper is the first qualitative study which empirically examines ATCKs' longer term career interests and career decisions among individuals with adult work experience. This study contributes to the knowledge about how early life international experiences are interpreted in the context of work-life decisions from a social cognitive perspective.