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Numerous research tools exist but their usage among researchers across the different phases of the research cycle of scholarly communication remains unknown. This research aims to address this knowledge gap by mapping the research tools frequently used by global researchers against the various phases of the research cycle of scholarly communication.

This research adopts a descriptive research design and conducts a cross-tabulation of secondary data consisting of 20,663 useable responses in a global survey of research tools for scholarly communication. This research also administered a survey to academic experts to classify the research tools according to traditional, modern, innovative and experimental categories.

This research reveals the six phases of the research cycle (i.e. discovery, analysis, writing, publication, outreach and assessment) and the research tools of scholarly communication frequently used by researchers worldwide in each phase as a whole and by roles, disciplines, regions and career stages. Notably, this research indicates that most of the research tools used by researchers are classified as “modern” and “innovative”.

The original insights herein should be useful for both established and early career researchers to gain and share research insights, as well as policymakers and existing and aspiring service providers who wish to improve the utility and usage of research tools for scholarly communication. Notably, this research represents a seminal endeavor at enhancing a global survey (secondary research) using a follow-up expert survey (primary research), which enabled the organization of research tools for scholarly communication into four refined categories. In doing so, this research contributes finer-grained insights that showcase the importance of keeping up with the advancement of technology through the use of modern, innovative and experimental research tools, thereby highlighting the need to go beyond traditional research tools for scholarly communication.

This chapter examines the trends in published comparative and international education research from 2014 to 2019 with a special focus on 2019 publication in open access journals and by authors situated in the Global South. In particular, two trends from 2019 are (1) the increasing number of research publications in the field of comparative and international education that are being published in online, open access journals and (2) the representation among these research publications between authors situated in Global North versus Global South contexts. Evidence from the six years of data collection suggests that single country studies and qualitative methods continue to dominate published research in comparative and international education journals. 2019 data also show that there are significant different in the publication trends in subscription versus open access journals in the field, and that authors from the Global South are more likely to publish in open access journals, especially if they are female.

The purpose is to examine the insights gained from applying Ritzer's thesis of McDonaldization to international qualitative marketing research, in particular the four pillars of McDonaldization: efficiency, calculability, predictability, and control.

The factors influencing choice of qualitative method in practice are examined drawing on the literature, the authors' observations based on experience (a team of practitioners) and a qualitative research study, using a mix of interviews and a workshop with those who co‐ordinate international research or who are subject to the co‐ordination.

The research suggests McDonaldization or “factory farming” may be a reality in some quarters in the qualitative marketing research industry and examples of how the four pillars of McDonaldization bear on the industry are examined.

There is a need to determine and monitor the extent of the McDonaldization phenomenon and at the same time explore across different cultures two key interfaces that can be adversely affected by McDonaldization, namely the respondent‐researcher interface and the researcher‐researcher interface when the researchers come from different cultures.

Management may now reflect on whether their practices increase or decrease the likelihood of gleaning qualitative insights and the case for considering developing a more eclectic research philosophy.

This paper provides a new framework for evaluating applied qualitative marketing research.

Ethnographers and other qualitative social scientists have long reflected on the ways researcher identity – who we are – shapes how we see and understand what and whom we encounter in our research, and how research participants see and understand us. In “Insider–outsider–inbetweener? Researcher positioning, participative methods, and cross-cultural educational research,” Milligan (2016) takes up questions regarding researcher positionality in qualitative research in the field of comparative and international education. In particular, Milligan argues for the use of participative techniques to gain insider perspectives and to lessen unequal power relations between researcher and the researched in cross-cultural research. In this chapter, we will engage Milligan’s discussion of participative research by analyzing the similarities and differences in studying participants with relative social privilege versus studying those from marginalized communities. Specifically, we will reflect on two ethnographic studies that explored the global educational aspirations of middle and upper middle-class Asian students. Furthermore, we attempt to complicate the discussion of “cross-cultural” research by arguing that in the neoliberal global context, researchers and the researched may move back and forth across national and cultural boundaries. The chapter concludes by raising questions regarding the unique challenges of conducting cross-cultural studies that flow across national boundaries.

Open access (OA) is often considered as particularly beneficial to researchers in the global south. However, research into awareness of and attitudes to OA has been largely dominated by voices from the global north. A survey was conducted of 507 researchers from the developing world and connected to INASP's AuthorAID project to ascertain experiences and attitudes to OA publishing. The survey revealed problems for the researchers in gaining access to research literature in the first place. There was a very positive attitude to OA research and OA journals, but when selecting a journal in which to publish, OA was seen as a much less important criterion than factors relating to international reputation. Overall, a majority of respondents had published in an OA journal and most of these had paid an article processing charge. Knowledge and use of self-archiving via repositories varied, and only around 20% had deposited their research in an institutional repository. The study also examined attitudes to copyright, revealing most respondents had heard of Creative Commons licences and were positive about the sharing of research for educational use and dissemination, but there was unease about research being used for commercial purposes. Respondents revealed a surprisingly positive stance towards openly sharing research data, although many revealed that they would need further guidance on how to do so. The survey also revealed that the majority had received emails from so called “predatory” publishers and that a small minority had published in them.

The field of global leadership has flourished and advanced in the preceding decade. However, in contrast to the term global leadership, which enjoys conceptual clarity enabling accumulative progress, the construct of global leadership effectiveness is comparatively undertheorized, with instances of definitional ambiguity and disjointed methodological operationalizations across studies. The purpose of this chapter is, thus, to provide a systematic review of the global leadership effectiveness literature. In doing so, our contributions are fourfold. First, we offer an inclusive, comprehensive definition of global leadership effectiveness. Second, we map its construct domain. Third, we review research findings at the individual, group, and organizational levels. Finally, we integrate extant insights and offer suggestions for future research, organized within the typology of the content domain along the identified dimensions of global leadership effectiveness. Together, our goal is to build a foundation for future research examining the roles of leadership and the global context as antecedents of global leadership effectiveness.

This chapter provides an examination of the characteristics of comparative and international education research published in 2020 as well as an overview of the trends in this research since 2014. This analysis of published research includes a special focus on authors situated in the Global South as well as those authors who are affiliated with organizations outside of academic (i.e., professional, non-teaching organizations). These two focus characteristics reflect the shifting composition of authors and research in comparative and international education in the twenty-first century as well as the professionalization aspirations of the field of comparative and international education more broadly. Evidence from the seven years of data collection suggests that there is a marked shift toward increasingly more co-authored research, a shift from predominantly qualitative methods to non-empirical research content, and a rise in topic oriented research over the otherwise dominant single-country study in comparative and international education research.

The purpose of this paper is to present a case for appraisal of the current curriculum provisions for international students. In this paper, the authors summarise the key challenges of Asian international research graduate students pursuing doctorate studies in Australian universities to become researchers for the global communities. The intention is to advocate further research on current higher degree research curriculum with a view to enriching the developmental experiences of international research graduate students in preparation for global practice.

This is an analytical paper that adopts a conceptual and rhetorical approach.

The authors review a growing body of research on higher degree research studies and establish a need for appraisal of current curriculum provisions.

This is the first paper to concentrate on an emerging need to appraise current higher degree research curriculum provisions to enhance the development international research graduate students for global practices.

The aim of this paper to examine the mechanism through which the capabilities related to internationalisation emerge and are acquired as firms internationalise.

This study draws on existing literature on born global firms and dynamic capabilities to develop a tentative framework and then use that to examine a longitudinal case study of an Indian firm operating within knowledge-intensive services industry. The role played by these capabilities in the survival and sustained international growth of born global firms has been probed.

The study establishes a link between firm’s ability to develop such capabilities for global service delivery and its growth and survival. It is suggested that dynamic capabilities emerge as the result of a mix of experiential and deliberate learning processes, being in a constant change in rhythm with changes in domestic and in international business environments.

This study is based on a single case study from knowledge-intensive service industry in India with its own particular characteristics. Thus, the findings of this study may not be generalised across other emerging markets or industry.

Entrepreneurs and managers of new ventures can benefit from this study, as this study helps them develop a deeper understanding of the different capability requirements for successful internationalisation.

This study contributed to the existing literature on capability evolution in born global firms.

This paper investigates the fit for purpose of the flip model proposed by Max Planck Society and Plan S for the African environment. This flipped model is examined against the backdrop of African imperatives, which is much broader than just flipping a journal pricing model from subscription to open access. This paper also seeks a viable alternative model that supports the growth of African scholarship and the dissemination thereof.

This paper adopts a descriptive research methodology, which allows for an in-depth analysis of a phenomenon. By using this method, this paper describes a flip model proposed by global north entities, which do not augur well for the growth of the OA movement in Africa.

The findings demonstrate that the global north centric flipped model exacerbates the inequality in the publishing landscape by further marginalizing the research voices from the global south. Africa is in dire need of an alternative that denorthernizes the publishing landscape, promote equity and equality, and is more inclusive of the research voices from Africa. South African academic libraries have demonstrated their willingness to experiment with and roll-out library publishing services. This proof of concept has been extended into a continental platform for the publication and dissemination of African scholarship.

This paper will be of interest to those who are grappling with viable alternatives to the current flip models, which include, inter alia, university leadership. This paper will also be of interest to global north libraries who are embarking on library publishing without the social justice obligation but are committed to the OA movement.