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Explores perceptions of exporting education in sporadic and regular exporting firms as a means of enhancing organizational knowledge to improve the firm’s long‐term competitive advantage in global markets. Export development and performance are dependent on the acquisition and utilization of relevant knowledge in exporting. An analysis of sporadic and regular exporting firms’ views toward formalized export education programs that contribute to long‐term organizational knowledge is the central focus of this study. Results indicate that sporadic and regular exporting firms, although similar in many respects, vary significantly with regard to export planning activity, educational attainment of employees, export proportion of sales, and exporting experience. In addition, sporadic exporters are less interested in formal export education programs and are more reliant on the government as a source of exporting knowledge and information. The types of information offered through such sources frequently do not lead to a sustainable competitive advantage in exporting and make only a limited contribution to organizational learning. A discriminant model correctly classifies 86 per cent of exporting firms into sporadic and regular groups. Discusses conclusions and managerial implications.

This study examines whether education in developing countries directly impacts their foreign income from the top export sector.

As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.

This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.

To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.

The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.

The export of education can be included in the framework by taking the innovation pedagogy as a starting point – an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.

The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop‐out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.

The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems.

The purpose of this paper is to propose an adapted Porter Diamond Model (PDM) that can be used by transnational education (TNE) countries and institutions as an analytical framework for the strategic evaluation of TNE host countries in terms of attractiveness for exporting higher education.

The study uses a literature review to adapt the PDM in the context of TNE host countries. A pilot study of adapted PDM is conducted for China and Malaysia. Available country data are collected via desk study.

The pilot application of the adapted PDM revealed no major issues or failings. Only some minor difficulties in the identification of appropriate data which can be resolved with the use of alternative metrics. The results from the analysis of the two countries indicate that China and Malaysia are both suitable TNE host countries for expanding existing and developing new activities. This also indicates that the proposed use of the adapted PDM is suitable to effectively evaluate TNE host countries.

This adapted model can be used by TNE exporting institutions and countries to access the suitability of prospective TNE host countries for education export. Also, it can be used to evaluate the future risks for existing TNE activities. TNE host countries can use the model to strengthen their attractiveness for education import or to plan of becoming education hubs.

Considering the scale and the expected growth of TNE, as well as the lack of strategic analysis tools for TNE; the proposed model provides a valuable practical tool to aid strategic planning at institutional and country level.

The main purpose of the present paper is twofold: to examine and compare the current strategies and policies that are employed by the UK, Australia and Singapore and to recommend appropriate strategies and policies to higher education institutions and the Hong Kong government and elsewhere that are interested in expanding their efforts in recruiting the growing number of students from other countries who are planning to study overseas.

The data for this project were obtained primarily from documents and in‐depth interviews. Documents include government reports, policy addresses, official statistics, etc. The in‐depth interviews were conducted in Hong Kong as well as in the four studied cities – Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consultant generals, and officials from policy bodies.

It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but are extended to population and employment policies.

Though the study examined policies and strategies employed by three countries, findings from the study may generate useful information to countries that may be interested in exporting their higher education to Asian markets.

The paper suggests that if Hong Kong is to attain success in becoming an international exporter of education services, it may need to adopt favorable policies at institute and system level, and in so doing it can definitely benefit by carefully studying the strategies and policies employed by these three competitors.

Few studies have examined and compared strategies and policies employed by these three key major players of higher education services. This study provides some useful strategies and policy recommendation to education decision makers in Hong Kong and elsewhere that may be interested in entering Asian markets.

The paper aims to comprehensively study the current learning environment of export skills in China and to identify the needs of Chinese firms for skills training. Thus, it proposes a conceptual framework of skills identification and ranking model. Another main purpose of this paper is to expand the domain of export skills and knowledge management by including a broader range of the determinants of interests in export skills acquisition and identification than is normally found in the related literature.

A comprehensive and thorough survey on the learning environment of export skills acquisition was conducted in this study targeting 800 exporting firms in China. Ten propositions were proposed and the data were complemented through correspondence analysis to study the determinants of interest in export skills acquisition among these firms.

The results indicate that the overall level of export skills for Chinese exporters is somewhat low and little training resources are invested in export skills acquisition. Furthermore, interest in export skills learning is broad based and unrelated to ownership structure. It is demonstrated that Chinese exporters of greater export development and management commitment show more interest in export skills learning. Those of lower export development need more support from government trade agencies, yet in general, government assistance in meeting the demand of Chinese exporters is still insufficient.

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to find the best practice.

The paper includes implications for the intelligence of learning environment, the identification of determinants of the learning interests in export skills and the development of skills training and knowledge management.

This paper can be used by the exporting firms, the universities and government trade agencies to design more effective skill training programs and to guide their resource allocations.

This paper aims to investigate firm‐level interactions between productivity and exporting in Uganda's manufacturing sector.

The paper empirically tested two hypotheses that relate to the dynamic gains from trade and also have tended to dominate the literature; self‐selection and learning‐by‐exporting hypotheses. It employs proxies of self‐selection and learning‐by‐exporting obtained from indices of path dependence to fit maximum likelihood estimates of export behavior.

The results provide support for both hypotheses and it is also found that more experienced exporters reap more productivity gains from learning effects which is in line with the view that knowledge spillovers to exporting firms increase with the level of interaction in the global market place. Thus, learning‐by‐exporting is not a “short term” occurrence which takes place only in the first few years of entry in export markets after which it would fizzle out as a firm's exporting experience increases but rather, it is a cumulative process.

This paper generates a number of insights that can guide policy makers in designing policies to promote firm productivity growth that is an engine of growth in the private sector and by extension, would fuel up overall economic growth and poverty reduction.

Previous studies on exports and growth in Uganda have been basically focused on macro‐data analysis; yet, promoting rapid expansion of manufactured exports may require more than just a good macroeconomic policy environment. This study fills the research gap by relating firm‐level productivity performance to the microeconomic environment in which manufacturing firms operate.

This study examines the influence of human capital, overall and by dimensions, on the export performance of small and medium enterprises (SMEs) in the manufacturing sector of Pakistan. The study also investigates the role of absorptive capacity in the relationship between human capital dimensions and export performance.

Data from 586 manufacturing sector SMEs were collected for analysis. The study applied covariance-based structural equation modeling (SEM) to estimate the hypothesized relationships.

As a whole, human capital was found to exert a direct and indirect impact on export performance, particularly for the medium-sized firms and for firms with medium to high levels of export intensities. Nevertheless, not all dimensions of human capital mattered for export performance. Education and training were found to pose the greatest influence on export performance of those firms.

The results suggest that when devising appropriate policies for SMEs, the impact of different dimensions of human capital need to be considered for addressing challenges related to the internationalization of firms. In short, developing the right human capital is essential for SMEs to compete at the international level.

Unlike previous studies, this study decomposed the influence of different dimensions of human capital on export performance and assessed the mediating role of absorptive capacity. The study is also among the pioneering studies in SMEs sector of Pakistan to analyze the role of absorptive capacity in the relationship between various dimensions of human capital and export performance.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-03-2019-0198

Australia has made impressive efforts over the past two decades in the internationalisation of higher education. Particularly impressive has been the expansion of fee-paying international students. Australia today is the third largest exporter of higher education services internationally, with international students comprising well over 20% of total student enrolments in Australian universities. Expansion of international student enrolments has had major impacts on Australian universities and Australia. On balance, the effects have been strongly positive, producing substantial financial benefits and export income, attracting large number of well-qualified undergraduate and postgraduate students, and leading to a more international orientation for Australia's universities.

The purpose of this paper is to analyse the different drivers’ and its impact on the export entrepreneurship (EE) of small and medium enterprises (SMEs).

The proposed conceptual framework has been tested through analysis of a sample of 102 internationalized (exports) SMEs of the Engineering industry in the Bangalore district, Karnataka, India.

Results reveal that firms with younger entrepreneurs who have industry-specific experience and different social ties are able to achieve higher performance.

Overall, results facilitate understanding of the importance of entrepreneurial capabilities to successfully formulate and strategize their international efforts to achieve better performance in the international market.

The study enhances the importance of understanding the role of different drivers on EE in the context of an emerging economy where studies are limited and largely unexplored till date.