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The purpose of this paper is to examine the hotel growth model including hotel brand, culture and life cycle phases of the Myrtle Beach, South Carolina, the fastest growing tourism destination in the United States.

Culture reflecting consuming behaviour of low-context innovators and high-context imitators is measured by the price elasticity of demand (PED). Hotel brand reflecting guests’ hotel class is measured by the income elasticity of demand. Autoregressive distributed lag has been conducted on the Smith Travel Research data in 33 years (1989–2022) to determine the relationship among hotel brand, culture and life cycles.

Skilled labour is the key to make hotels grow. Therefore, increase room rates when hotels possess skilled professionals and decrease room rates when hotels have no skilled professionals. During the rejuvenation in Myrtle Beach (1999–2003), hoteliers increased room rates for innovators due to skilled professionals to increase revenue. Otherwise, a decrease in room rates due to lack of skilled professionals would lead to increase revenue.

(1) Although Myrtle Beach is one of the fastest growing tourism destinations in the US, it has a relatively small geographic area relative to the country. (2) Data cover over one tourist life cycle, so the time span is relatively short. Hoteliers can forecast the number of guests in different culture by changing room rates.

To optimize revenue, hoteliers can select skilled labour in professional design hotel brands which could make an increase in demand for leisure transient guests no matter what room rates increase after COVID-19 pandemic.

The study has considered the applied ethical processes regarding revenue management that would maximize both revenue and customer satisfaction when it set up an increase in room rates to compensate for professional hotel room design or it decreases room rates for low-income imitators in exploration and development.

This research highlights that (1) skilled design in the luxury hotel brand is the key for the hotel growth and (2) there is a steady state of the growth model in the destination life cycle.

Online collaboration allows the learners to exchange ideas and views beyond time and space constraints and can improve the richness and quality of learning experiences. It promotes co-construction of knowledge, offers authentic learning contexts, and also enables learners to become more cognitively and affectively engaged. However, there is also evidence that online collaboration presents psychological difficulties or stress for learners. Even though a certain level of stress can stimulate a learner's physical and mental functions and enhance learning performance, it is generally agreed that persistent or excessive stress leads to negative beliefs, and results in poor learning performance. This paper will explore instructional design strategies that help learners mitigate stress in an online collaborative learning environment in the Asian context, based on the results of a study that identified important factors influencing learners' stress in online collaboration where English was used as a medium of communication. Four stress factors in English-based online collaboration in a high context culture in Asia are: Self-efficacy, instructional design, technology use, and collaborative process. Instructional strategies to promote self-efficacy, especially language self-efficacy, match Asian learners' learning styles to online collaboration, reduce fear of using online technologies in interactions, and scaffold and facilitate collaborative process will be offered in the paper. The paper will highlight the importance of considering both individual features of learners and socio-cultural aspects of learning environments in instructional design.

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning.

The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries.

Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius.

This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research.

The findings have implications for accounting for culture in designing and delivering online courses.

This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.

The purpose of this paper is to explore international market development for mature products and practices used in a novel business context.

Taking a qualitative approach, the case study method was chosen to investigate how firms develop markets in relation to a new international business context. Critical international decisions are analysed using a managerial perspective.

The success of international ventures depends on managerial learning and effectiveness. In this paper, the authors argue that decisions about international market development can add significantly to the understanding of how business firms enter and develop markets in novel business contexts. Two case studies show different approaches for meeting challenges in distant markets. Four propositions are developed.

A theoretical contribution of this study is the importance of factors that explain international market development decisions in novel business contexts. The balance between incomplete knowledge and making resource commitments is of central concern to international managers. Some of this is tacit knowledge that a firm achieves and learns during the process of market development and other knowledge can only become available after an actual market entry. A second theoretical contribution of this study is the significance of contextual market knowledge in a novel business context.

The United Arab Emirates and Dubai in particular have in recent years attracted an increased number of Western teachers for all educational levels, especially universities. As part of the orientation for a Western teacher before entering a classroom, the main differences between Western and Middle East culture are often highlighted without an effort to explain how these differences are manifested in students’ behavior in courses, or to suggest how the teacher could address them. This paper aims at helping current and future faculty in their professional practice by considering Emirati Arab cultural characteristics as well as strategies adopted by the author to cope with them. Such strategies have been successful, as her students´ evaluations and academic performance distinctions during the last two years have continuously shown.

The main purpose of the study is to identify the differences and similarities in the communication between B2B participants in cross-cultural environments.

The research methods used in the study are two-fold: the literature analysis is complemented by primary qualitative research conducted in small- and medium-sized enterprises operating in Poland and doing business internationally. The research was focused on two culturally different markets: China and the United States. In the empirical research, the authors used one of the qualitative methods – Individual Depth Interview (IDI).

General findings showed that the strongest influence of culture was identified among older (+50 years old) business partners. The younger ones are eager to adapt and try to understand others' viewpoints. The research results may be used in creating business communication models in the countries researched for companies that plan to enter both American and Chinese markets.

The results of the study may have useful applied managerial value and be used in cooperation between SMEs' B2B business partners, not only from Poland but also from the whole region of Central and Eastern Europe and the United States and China.

The findings may help to understand and communicate with culturally different social groups such as co-workers, students, teachers, etc.

The research presented in the paper covers the gap in the literature because it relates to some new factors (like cultural heritage, age and type of industry) which determine the effectiveness of personal business communication between partners in the international marketplace.

The purpose of this paper is to explore how business-to-business (B2B), intercultural, interpersonal salesperson–customer relationships develop using the lens of identity management theory (IMT; Imahori and Cupach, 2005).

The research uses qualitative semi-structured interviews on 18 targeted relationships with customers from another culture conducted with business-to-business salespeople.

The findings indicate that our respondents' relationships moved from trial toward enmeshment and on occasion toward the renegotiation phase, as described in IMT. In the case of low cultural diversity between salesperson and customer, the relationships reached the trial and enmeshment phase. In the case of high cultural diversity between salesperson and customer, the relationships on occasion evolved toward the renegotiation phase. Salespeople's cultural intelligence (CQ) facilitates the development of interpersonal, intercultural salesperson–customer relationships.

The authors transfer IMT from the personal relationship development arena to B2B intercultural, interpersonal relationships, address a gap in the literature in the understanding of salesperson–customer interpersonal relationships in different contexts and develop a theoretical model to understand intercultural, interpersonal salesperson–customer relationship development across different levels of cultural diversity.

This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace.

The overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires.

Two aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning.

Firstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks.

In this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.

This paper aims to answer the question of the future of work-from-home (WFH) from the position of productivity and employee well-being. In this research, the authors studied the future of WFH by analyzing perceived home productivity and work–life balance (WLB) in the WFH environment. This paper attempts to say that WFH is here to stay, and business leaders should acknowledge this fact and adjust their strategy.

The authors used a heterogeneous sampling method, surveying 1,157 employees in Mexico on productivity and WLB. The authors did three independent interventions in different pandemic stages: beginning – in 2020, peaking – in 2021, and calming down – in 2022. The authors used contingency table analysis to research the influence of perceived productivity and WLB in WFH on employees’ propensity to WFH.

The results show that employees perceive productivity the same or higher when WFH and WLB same or better. The findings of this study are a wake-up call for managers who refuse to embrace changes in employees’ perceptions and needs. Companies refusing to acknowledge the existing need for WFH may face significant challenges in terms of employee satisfaction and retention.

This study contributes to the broader literature by addressing whether WFH is here to stay. The dynamics of returning to office vary from country to country, industry to industry and business to business. This paper is an answer to the future of WFH for Mexico and the Latin American region.

Este artículo tiene como objetivo responder a la pregunta sobre la relevancia del futuro del trabajo desde casa (WFH por sus siglas en Inglés) desde la perspectiva de la productividad y el bienestar de los colaboradores. En esta investigación, se estudia el futuro del trabajo desde casa analizando la productividad percibida y el equilibrio entre la vida laboral y personal en el entorno del trabajo desde casa. Este documento intenta decir que el trabajo desde casa llegó para quedarse y que los líderes empresariales deberían reconocer este hecho y ajustar sus estrategias.

Se ha utilizado un método de muestreo heterogéneo, encuestando a 1157 colaboradores que trabajan en México sobre el tema de productividad y balance vida-trabajo (WLB por sus siglas en Inglés). Se realizaron tres intervenciones independientes en diferentes etapas de la pandemia del COVID-19: al inicio (2020), un año despúes que fué el pico (2021) y finalmente cuando está a la baja y en calma (2022). Se utilizaron diversas herramientas estadísticas como el análisis de tablas de contingencia para investigar la influencia de la productividad percibida y el WLB en el trabajo desde casa en los colaboradores que son propensos a trabajar desde casa.

Los resultados muestran que los colaboradores perciben la productividad igual o mayor cuando trabajan desde casa y el balance vida-trabajo son iguales o en ocasiones mejores. Los hallazgos de este estudio son para llamar la atención de los directivos y gerentes que se niegan a aceptar que han existido cambios y ajustes en las percepciones y necesidades de los colaboradores en las maneras de realizar el trabajo. Las empresas que se niegan a reconocer la necesidad existente de trabajar desde casa pueden enfrentar desafíos importantes en el corto plazo en términos de satisfacción y retención de los empleados.

Este estudio contribuye para ampliar la literatura y poder abordar el tema de las modalidades de trabajo, en particular para profundizar si el trabajo desde casa (WFH) llegó para quedarse. Así mismo, se puede mencionar que la dinámica del regreso a las oficinas puede variar de un país a otro, de una industria a otra y de una empresa a otra, ofreciendo una variedad de reflexiones y puntos de vistas, finalmente este documento es una respuesta a la reflexión sobre el futuro del trabajo, los beneficios del trabajo en casa para México y para la región de LATAM.

Este artigo pretende responder à questão sobre a relevância do futuro do trabalho a partir de casa (WFH, Work from home, por suas siglas em inglês) na perspetiva da produtividade e do bem-estar dos colaboradores. Nesta investigação, o futuro do trabalho a partir de casa é estudado através da análise da produtividade percebida e do equilíbrio entre vida pessoal e profissional no ambiente de trabalho a partir de casa. Este artigo tenta dizer que o trabalho a partir de casa veio para ficar e que os líderes empresariais devem reconhecer este facto e ajustar as suas estratégias.

Foi utilizado um método de amostragem heterogêneo, pesquisando 1.157 funcionários que trabalham no México sobre o tema produtividade e equilíbrio entre vida profissional e pessoal (WLB). Foram realizadas três intervenções independentes em diferentes fases da pandemia da COVID-19: no início (2020), um ano após o pico (2021) e finalmente quando estava em declínio e calma (2022). Várias ferramentas estatísticas, como a análise de tabelas de contingência, foram utilizadas para investigar a influência da produtividade percebida e do WLB no trabalho em casa em funcionários propensos a trabalhar em casa.

Os resultados mostram que os colaboradores percebem uma produtividade igual ou superior quando trabalham a partir de casa e que o equilíbrio entre vida pessoal e profissional é igual ou por vezes melhor. Os resultados deste estudo são para chamar a atenção de diretores e gestores que se recusam a aceitar que tenham havido mudanças e ajustes nas percepções e necessidades dos funcionários nas formas de fazer o trabalho. As empresas que se recusam a reconhecer a necessidade existente de trabalhar a partir de casa podem enfrentar desafios significativos a curto prazo em termos de satisfação e retenção dos colaboradores.

Este estudo contribui para ampliar a literatura e poder abordar a questão das modalidades de trabalho, em particular para aprofundar se o trabalho em casa (WFH) veio para ficar. Da mesma forma, pode-se mencionar que a dinâmica de retorno aos escritórios pode variar de um país para outro, de uma indústria para outra e uma empresa para outra, oferecendo uma variedade de reflexões e pontos de vista. Em última análise, este documento é um resposta. para refletir sobre o futuro do trabalho, os benefícios de trabalhar em casa para o México e a região LATAM.