Search results

This paper aims to provide an overall picture of Vietnamese international student mobility which remains silent in Vietnamese international education and migration research.

This paper traces the evolvement of Vietnamese student outflows in a historical approach by analyzing official documents published by governmental agencies, public media and international education and migration literatures.

While the early Vietnamese student movements from the early 20th century to the 1986 Open Door period were mostly shaped by political purposes, the current trend is influenced by social and political transformations in Vietnam and host countries and by changes in the practices of higher education internationalization policies in host countries. It also argues that the present movement of Vietnamese students, which is seen as the government's strategic approach to improve the quality of the existing workforce for their industrialization process by 2020, becomes politicized as human capital is recognized as the focal force for the country's development and global integration.

By analyzing the factors behind Vietnamese international student mobility, the paper hopes to contribute an understanding of the international student movements and professional migration in Vietnam which are still under‐researched.

The purpose of this paper is to explore how Mongolian alumni of three different scholarship programs sponsored by governments of Japan and Mongolia view their role in national development after graduation.

This paper reports findings from a phenomenological study (Creswell, 2007) – the first phase of an exploratory sequential mixed-methods study in a recent PhD study. Based on semi-structured interviews with 24 alumni the study aimed to understand alumni’s perspectives in their voices.

Alumni were motivated to contribute to their communities, institutions, economic, political, social and legal conditions of Mongolia. However, they faced various structural challenges including getting jobs in the public sector even when they had binding agreements with employers. The findings call for long-term support for alumni projects and hubs as well as policy frameworks that tie the scholarship programs with national development goals.

Despite the high mobility rate of Mongolian scholars and a long history of Japanese Official Development Assistance to develop human resources in developing countries especially in Asia, little is known about the impact of these programs on the Mongolian national development. Through the phenomenological study, this study expands the understanding of ways in which alumni contribute to their national development.

The purpose of this paper is to identify the epistemological trends in the Israeli Educational Leadership (EL) scholarship between the years 2000 and 2012.

The 51 studies included in this review were detected through a systematic search in online academic databases. Abstracts of studies identified as being relevant for this review were read, however, only empirical studies which addressed EL constructs, practices, and processes were ultimately included. As part of data analysis, studies were classified using categorization techniques. To ensure trustworthiness, two independent researchers systematically analyzed all studies. Themes were then compared with thematic trends found in other EL reviews.

Three themes, which reflect conceptual and methodological distinctions, emerged in this review: first, the impact of leadership on school effectiveness; second, the politics of leadership; third, alternative lenses of leadership. Findings revealed a prevalence of studies adopting alternative lenses in the Israeli scholarship, though they represent a blind spot internationally. In addition, findings revealed a blank spot in the Israeli research attributed to few studies which embed leadership into the realm of instruction, though they are prevalent around the world.

Theoretically, the findings of this review are valuable for providing a foundation from which to address the blank and blind spots in the field of EL. Practically, its contributions offer insights regarding the cultural complexities of EL-related constructs which may be valuable for local and international EL academics, policymakers, and practitioners, researching or implementing EL scholarship worldwide.

This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.

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.

There is still a lack of understanding why there is little progress when it comes to women seeking and obtaining top management and leadership positions in organizations today, and this is particularly true within the cross-cultural and international management and leadership contexts. One step forward, however, is to understand current work and trends in research and theory to identify these gaps. Hence, the purpose of this paper is to provide an overview of the most recently published literature on the role of gender in management teams within and across cultures.

This content analysis has examined the most recent literature (i.e. January 1, 2010 to March 1, 2016) in 15 influential academic journals within the cross-cultural and international management field. The study has analyzed 152 primary and 85 secondary articles that met the strict criteria of the study.

Results include findings on journals/articles, gender of authors, countries included in data collection, constructs measured, tone of manuscripts (i.e. adverse outcomes associated with gender compared to the neutral/mixed or positive effects), and the theoretical frameworks utilized in the articles.

This analysis will be useful for researchers, theorists, and practitioners in understanding the current knowledge base and in discovering the emerging gaps and needs.

This is the first study of its kind within gender and cross-cultural/international management. The findings clearly show gaps in research and theory that will help guide future work.

Most years, several AIB members are elected as AIB Fellows on account of their excellent international business scholarship, and/or past service as AIB President or Executive Secretary. The Fellows are in charge of electing Eminent Scholars as well as the International Executive and International Educator (formerly, Dean) of the Year, who often provide the focus for Plenary Sessions at AIB Conferences. Their history since 1975 covers over half of the span of the AIB and reflects many issues that dominated that period in terms of research themes, progresses and problems, the internationalization of business education and the role of international business in society and around the globe. Like other organizations, the Fellows Group had their ups and downs, successes and failures – and some fun too!

The Fellows of the Academy of International Business provide the institutional memory for the Academy of International Business. Through their awards in recognition of practitioners who have made outstanding contributions to the practice of international business, of scholars who have produced pioneering social-science studies that provide new research perspectives for scholars of international business, and of Business-School Deans who have built outstanding academic programs in international business, the AIB Fellows also help to legitimize the field of international business. Among its members, it counts the founders of the field of international business as well as an increasing number of senior scholars whose research has helped to build international business as an acknowledged and renowned academic field of study.