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Based on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.

This study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.

This study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”

This study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

Clinical practice provides teacher candidates with opportunities to link teaching and learning theory to practice in a supported environment with strong mentorship through their initial phases of teaching. Teacher candidates wait in anticipation for the opportunity to get into classrooms to work alongside veteran teachers to promote student learning and achievement. This article presents one educator preparation program’s (EPP’s) innovative program that spans the boundaries of the USA to provide teacher candidates with a two-week intensive full-time clinical placement in schools located in the Cotswold Region of England.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals, and a synthesis of the literature on global education and its value in educator preparation.

Highlighted in this piece is the program’s partnership history, design, structure, connection to the nine essentials, assessment of program goals and a synthesis of the literature on global education and its value in educator preparation.

This article highlights one university’s innovation that places teacher candidates in the classroom for a two-week full-time immersive clinical experience in various schools in England. As early as their sophomore year, teacher candidates can participate in this study abroad program and do so while developing their own cultural competence and global citizenship.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

This research aims to combine and extend the literature on the self-monitoring approach used by faculty members in online teaching during the COVID-19 pandemic using the Technology Acceptance Model (TAM) model. The study also highlights the challenges faced by faculty members in online teaching.

Based on a mixed methodology approach, the primary data was obtained from the faculty members of the post-graduate business schools. This data enabled the measurement of self-monitoring adopted by the faculty members and the relationship of the factors by using the TAM model. Multivariate regression was adopted to study the relationships between the elements in the TAM model and faculty members’ self-monitoring. Secondly, a few exploratory questions were asked to the respondents about the challenges faced by them during online teaching.

The quantitative analysis conducted using multiple regression directed that the faculty’s contentment with any digital platform influenced their engagement, attention and participation while taking an online class as a part of the self-monitoring process. The perception of the technology platforms used for online teaching affected the faculty members’ self-monitoring dimensions: attention, participation and engagement. Based on the qualitative approach, the thematic analysis pointed out five major challenges for faculty members in conducting online classes: I.T. support, hesitation, interaction with peers and students, proficiency with an online platform and evaluation challenges.

This study was conducted during the complete lockdown of the COVID-19 pandemic; many faculty members were initially trained to get familiarized with the online teaching platforms and educate students. Hence, this study enriches the literature on online teaching during pandemic times.

To ensure that the faculty impacts quality online education and the students obtain the knowledge and skills required, faculty need to alter their pedagogy based on the technology they use to focus on their students’ teaching, learning and needs.

This study measures self-monitoring and its dimensions for faculty members, which is unique in nature. This was the first time the faculty members were imposed with the responsibility of online teaching and ensuring that the learning-teaching process was fruitful. This study has both-theoretical and practical implications as the paper focuses on various insights which can make online teaching-learning more effective.

Green building education, an important aspect of sustainability in higher education, has rapidly expanded across the world. Yet, a bespoke pedagogical model integrating the essential elements of green building knowledge into a university course is lacking. To plug this deficiency, this study aims to develop an innovative pedagogical model that incorporates four types of teaching activities, namely, lecture, virtual reality (VR)-aided site visit, physical site visit and practicum-based project.

Based on an extensive review of the relevant literature and course materials, a pedagogical model was constructed for application to the teaching and learning activities of a university’s hospitality and real-estate programme. Using a case study approach involving in-depth interviews with green building professionals and a workshop coupled with an online survey on building professionals, the model’s transformative effectiveness was evaluated.

The study finds that the pedagogical model was able to effectively equip students with the essential green building knowledge pertinent to the different stages of a building life cycle. Concerns about wider applications of the model, including barriers to implementation in other academic programmes and resources for updating the VR platform, were identified.

The VR-aided and project-based pedagogy model is novel and effective in delivering green building education. Future work, particularly expanding the VR platform to cover more green building cases, thereby allowing multiple case studies to be conducted, is recommended for illustrating further contributions and implications of the model.

This study compares the impact of three drivers of sustainability behavior (perceived quality, social influences, and online education) and three transformative mediators (price value, attitude, and environmental knowledge) in influencing green buying behavior in a developed versus a developing country.

Data was collected through a self-administered online survey in the United States (n = 195) and in Brazil (n = 209). The hypothesized model was tested using structural equation modeling software. Multi-group analysis was conducted to compare the impact of drivers and mediators on consumers' intention and willingness to buy green products and services between the two country groups.

The direct effects of price value, attitude, online education, and environmental knowledge, together with the indirect effects of perceived quality, social influence, and online education explain a significant amount of variation in driving consumer sustainability behavior in both countries. Differences between countries indicate that cultural and country's level of economic development moderate some relationships in the model. Affordable prices and social influences are stronger in Brazil.

Organizations must educate consumers on relevant socio-ecological issues and communicate the positive aspects of their sustainable offerings as a proactive way to change consumers' attitude toward sustainability behavior, while recognizing the influence of family and friends in collectivist societies and price value in emerging markets.

This study is unique in drawing from three theories of green buying behavior and for empirically demonstrating the importance of distinct drivers and mediators under the context of countries in different stages of economic development (developed and developing). It provides a more global perspective on the topic and highlights the influential power of the key transformative mediators in the model.

The authors empirically examine purchasing strategy typologies based on strategic intent (i.e. competitive priorities) and practices used to achieve these priorities. The authors further investigate the implementation conditions of such strategies based on perceived uncertainty and strategic purchasing.

The authors utilize case study data from 11 international service and manufacturing firms with global supply chains. Each company was profiled based on the level of perceived environmental uncertainty, the characteristics of strategic purchasing, the use of relevant purchasing practices and its ability to create value through purchasing.

The study findings show that four purchasing strategy types exist: Purchasing Rationalization, Supply Base Optimization, Purchasing as a Service and World-Class Supply Base Management. Lower levels of perceived environmental uncertainty favor the adoption of rationalization strategies (i.e. Purchasing Rationalization and Supply Base Optimization), while increased uncertainty leads companies to switch to relationship-focused strategies (i.e. Purchasing as a Service and World-Class Supply Base Management). Further, that specific components of strategic purchasing (i.e. strategic planning, maturity, status and report level) enable the successful implementation of different strategy types.

This research contributes to the existing literature by outlining the different types of purchasing strategies and the external and internal factors that need to be considered to achieve strategic alignment and value creation in purchasing, and by classifying purchasing strategy types at the functional level based on empirical evidence.

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.

This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.

In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.

This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

The aim of this study is to provide a further understanding of how and when social media (SM) boosts firm performance (FP) by exploring the mediation role of business innovation capabilities (BI) and firm competitiveness (FC) in the link between SM and FP.

This study uses a quantitative approach using small and medium sized enterprises (SMEs) in emerging market as an empirical field of research. The population of this study is the management level of SMEs and professionals. This study surveyed 425 samples to get primary data for quantitative analysis. This study uses Smart PLS SEM version 3.3.2 to analyze the collected data.

This study found that SM directly and indirectly affects FP through BI and FC. Besides, BI and FC mediated the relationship between SM and FP.

The originality of this study lies in the operationalization of an unexplored integrated framework using SMEs in emerging market as an empirical field of research from the perspective of combination of diffusion of innovations theory and resource advantage theory. This study thus provides a new approach to the potential of SM for business innovation capabilities oriented toward sustainability. Drawing on the findings of this study, theoretical and managerial implications are proposed which may be of great interests to business practitioners, business owners, business directors and managers to operate their organizations efficiently through making optimal use of SM platforms.

Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty.

A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students’ emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic.

The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words “virtual”, “virtual classroom”, “virtual classes” and “professor”. Two significant issues were identified: teachers’ inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the “virtual classroom”.

Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks.

The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.