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1 – 10 of over 2000Yudi Fernando and Puspita Wulansari
This study empirically examines a model that describes the direct path from perceived understanding of supply chain integration (PUSCI) to perceived understanding of supply chain…
Abstract
Purpose
This study empirically examines a model that describes the direct path from perceived understanding of supply chain integration (PUSCI) to perceived understanding of supply chain responsiveness (PUSCR) to leverage supply chain manager's communication and teamwork competencies. This study also examines whether knowledge and task skill and proficiency mediate the relationship between PUSCI and PUSCR to improve the communication and teamwork competency of a supply chain manager.
Design/methodology/approach
The data were collected using a survey questionnaire that was mailed to the 413 supply chain managers of global manufacturing companies in Indonesia.
Findings
The result from model testing shows that PUSCR significantly and positively affected the communication and teamwork competency of supply chain manager and knowledge, task skill and proficiency as mediating variables improved communication and teamwork competency. The results found that PUSCI was related to supply chain manager's competency.
Practical implications
Supply chain managers are advised to focus on PUSCI and consistently improve effective communication and teamwork competency.
Originality/value
This study will extend the literature by utilizing the competency-based theory to investigate the perceived understanding and communication capabilities of supply chain managers.
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Nida Gull, Muhammad Asghar, Qader Aleem Ahmed, Asim Rafique Muhammad, Ahmed Syed Jameel and Shan-e Ali
This study aims to extend the understanding of entrepreneurial orientation (EO) by investigating the international EO (IEO) from the perspective of the international performance…
Abstract
Purpose
This study aims to extend the understanding of entrepreneurial orientation (EO) by investigating the international EO (IEO) from the perspective of the international performance of born global firms. The born global firm's EOs toward global firms led to innovation and dynamic organizational capabilities and to improve the firms' international performance and development.
Design/methodology/approach
It is a hypothesis that IEO predicted that utilization of export promotion programs (EPPs) would be positively associated with international performance. The samples of 405 respondents were collected from born global firms to acquire higher international performance of firms in China. Structural equation modeling (SEM) and mediation analysis are processed to test the proposed hypotheses empirically.
Findings
The results from the SEM test revealed that the network relationships and utilization of EPPs fully mediate the effect of IEO on international performance. These results indicate that not only IEO is an important factor of network relationships but also the utilization of EPPs and international performance for born global firms. IEO can motivate managers to find the right network relationships and ultimately improve company performance. The IEO of the initiative has strong impact on the performance of international firms.
Originality/value
There is a comprehensive view among the relationships of IEO, entrepreneurial competencies and the network utilization of government EPPs, international performance in the context of born global firms. Theoretical and practical implications are discussed in detail.
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This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine…
Abstract
Purpose
This paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.
Design/methodology/approach
The study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.
Findings
The study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.
Research limitations/implications
One of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.
Practical implications
The practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.
Social implications
The social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.
Originality/value
The case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.
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Laura Cortellazzo, Sara Bonesso and Fabrizio Gerli
The entrepreneur is the main decision-maker in small and medium-sized enterprises and is the principal force in the implementation of a firm's international strategy. Research has…
Abstract
Purpose
The entrepreneur is the main decision-maker in small and medium-sized enterprises and is the principal force in the implementation of a firm's international strategy. Research has paid limited attention to the intangible aspects of human capital, namely behavioural competencies that may have an impact on the entrepreneur's ability to take advantage of international opportunities. This study addresses this gap, identifying the behavioural competencies that distinguish entrepreneurs who pursue a stronger internationalisation expansion beyond the European market.
Design/methodology/approach
A competency modelling process is implemented for a sample of Italian entrepreneurs. Data on behavioural competencies are obtained through the coding of behavioural event interviews administrated to the entrepreneurs. Export intensity is adopted as a performance criterion to classify the entrepreneurs.
Findings
Three behavioural competencies (change catalyst, teamwork and organisational learning orientation) emerged as more significantly activated by entrepreneurs who show a higher export intensity in the global market.
Research limitations/implications
The exploratory nature of the study, conducted in a small sample and in a specific geographical area, may reduce the generalisability of the findings.
Practical implications
Entrepreneurs can become aware of the behavioural competencies needed for the implementation of internationalisation processes. Additionally, training programmes can be designed to promote the development of these behaviours.
Originality/value
Bridging the literature on international entrepreneurship, cross-cultural studies and competency-based research, this study highlights the role of behavioural competencies in the internationalisation process from a micro level of analysis. This article proposes a competency framework that can be adopted to assess a broader portfolio of entrepreneurs' behaviours.
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Yasuhiro Fukushima, Gakushi Ishimura, Andrew James Komasinski, Reiko Omoto and Shunsuke Managi
This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which…
Abstract
Purpose
This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which utilizes existing research programs/facilities associated with Future Earth. An intention of this paper is to facilitate a policy brief for projects associated with Future Earth.
Design/methodology/approach
This paper reviewed backgrounds and necessary items for education and capacity buildings in Future Earth projects by implementing three main priorities in Future Earth and current surrounding environments.
Findings
This paper then suggested a possible structure, competencies, contents and human resources for education and capacity building and education for Future Earth.
Originality/value
The suggestions can be implemented in capacity building and education programs associated with Future Earth.
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Viktoriya Zipper-Weber and Andrea Mandik
The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its…
Abstract
Purpose
The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer.
Design/methodology/approach
The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company’s multicultural work environment.
Findings
The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today’s globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a “two-edged sword”, providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building.
Originality/value
The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.
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Cam Thi Hong Khuong and Ly Thi Tran
Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and…
Abstract
Purpose
Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam.
Design/methodology/approach
The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection.
Findings
The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts.
Research limitations/implications
The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam.
Originality/value
The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.
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Deybbi Cuéllar-Molina, Antonia Mercedes García-Cabrera and Ma de la Cruz Déniz-Déniz
The purpose of this paper is to examine the influence of the emotional intelligence (EI) of the person in charge of making human resource management (HRM) decisions on the…
Abstract
Purpose
The purpose of this paper is to examine the influence of the emotional intelligence (EI) of the person in charge of making human resource management (HRM) decisions on the adoption of high-performance human resource (HR) practices in small- and medium-sized enterprises (SMEs).
Design/methodology/approach
This study takes evidences from 157 HR decision makers in SMEs who autonomously make the decisions in the HR area and were responsible for the HR practices in their firm. The authors used multiple linear regression analysis to test the hypotheses.
Findings
Results show that both the EI and the different EI competencies of which it is comprised affect the adoption of various HR practices. Thus, the main theoretical contribution of this work stems from the incorporation of a psychological variable (EI) as an antecedent of HRM. Managers of the SME will find guidance about which emotional competencies are the most important for them to be more successful in their roles and for improving HRM.
Research limitations/implications
First, the sample of firms the authors studied is limited to a specific geographic area in one country – Spain (Canary Islands) – that will necessarily limit generalisation of the results obtained to other populations of SMEs. Researchers should replicate the current model in other geographic areas. Second, and with regard the methodology, researchers could explore other tools to measure EI and emotional competencies. It would be interesting to measure this construct using qualitative analytical techniques, with 360 – or 180 – degree tools. Finally, the current study is cross-sectional in nature, which limits our ability to draw causal inferences from the data. This cross-sectional design prevents us, for example, from analysing EI’s influence on the continued development of high-performance HR practices over time. Future research using longitudinal methodologies to study these variables could provide additional advances in this area. This work makes important contributions to both the literature and the business world. With regard to the theoretical implications, results confirm that EI as a whole, as well as in terms of its specific emotional competencies, affects the decision making related to the adoption of high-performance HR practices, which is known to contribute to the organisational performance.
Practical implications
With regard its practical implications, SMEs’ owners-managers and HR practitioners may find our results and conclusions interesting. Indeed, recommendations in business management have often been accompanied by new approaches in HRM (Kent, 2005), as this study proposes. In particular, managers will find evidence of how a decision-maker’s higher EI propitiates the adoption of high-performance HR practices, thus being able to improve HRM in their SMEs. Moreover, managers will obtain guidance on which emotional competencies are the most important for adopting each HR practice, and so find greater success in their HRM roles. SMEs could organise programmes to develop the HR decision-maker’s emotional competencies, as large firms do for their executives.
Originality/value
Thus, the main theoretical contribution of this work stems from the incorporation of a psychological variable (EI) as an antecedent of HRM. Managers of the SME will find guidance about which emotional competencies are the most important for them to be more successful in their roles and for improving HRM.
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Sahar M. Alzahrani, Mansoor S. Almalki and Samar Y. Almossa
Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to…
Abstract
Purpose
Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.
Design/methodology/approach
One-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.
Findings
The results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.
Research limitations/implications
This study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.
Originality/value
Career readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.
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Alice Annelin and Gert-Olof Boström
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO…
Abstract
Purpose
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.
Design/methodology/approach
Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.
Findings
The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.
Originality/value
The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.
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