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The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses?

In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia.

Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university.

These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students.

This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

Thailand desires to improve its economic competitiveness in the Southeast Asia-Pacific region and utilizes the World Economic Forum’s Global Competitiveness Report (GCR) on the 12 Pillars of Competitiveness to gauge this progress. The purpose of this paper is to study the outcomes for the fifth pillar on “Higher education and training” to identify the challenges to institutional management for the design and implementation of business administration programs.

The first hypothesis on causality and impact is a comparison of curricula design from published material between Thai and similar highly rated programs from the GCR using a statistical variance method. The second hypothesis is a proposed improvement model for implementation, geocentralization, analyzed using an inferential percentage differentiation.

The findings reveal a marked misalignment in relevant vs irrelevant curriculum design, with implementation performance results showing lower outcomes from traditional learning methods as compared to geocentralization.

Final remarks outline recommendations that Thai higher education administrators can utilize for improving curriculum design and implementation.

This article discusses the opportunities presented by the globalization of education and the role of knowledge management in successful global expansion. It seeks to explain why the tacit dimensions of the knowledge transferred during international education provision makes it difficult to provide educational services in offshore campuses, absent the transfer of people.

The article draws on literature in the discipline of international business to explain why internationalizing universities need to consider the role of knowledge transfer as a strategic imperative. As this is a conceptual article, arguments are built on insights from extant theoretical and empirical work.

Based on the analysis of a diverse body of academic literature in the areas of international business, knowledge management and education theory, this article demonstrates the role of foreign assignments in the transfer of tacit knowledge in universities with offshore campuses.

The implications of the proposition raised in this article are presented with a focus on how they affirm the need for foreign assignments for effective knowledge management in internationalizing universities. Those implications include the need to use assignments to deliver courses offshore and to create face‐to‐face interactions with academics at partner universities.

Drawing on a diverse body of academic literature, this article provides theoretical and practical insights into how assignments can be utilized in international educational management, international educational delivery, and the creation of an environment in which knowledge resources can be utilized on an international basis.

The constantly evolving higher education (HE) sector is creating a need for new business models and tools for evaluating performance. In this paper, an overview of the importance-performance analysis (IPA) model and its applicability as a management tool for assessing student satisfaction in the HE sector is provided. The purpose of this paper is to apply IPA in a new and novel manner, undertaking analysis at three levels; the individual student, for individual attributes and at a construct or factor level which combines individual attributes that are correlated. A practical application is illustrated, assessing the gap between the importance placed on specific student satisfaction attributes and corresponding levels of student-perceived performance realised.

The “service product bundle” (Douglas et al., 2006) is refined based on focus group evaluation. Survey responses from 823 students studying across four Malaysian private universities are analysed using factor analysis and the IPA model utilised to identify importance-performance gaps and explore the implication of the iso-rating line as well as alternative cut-off zones.

Factor reduction of 33 original measurement items results in eight definable areas of service provision, which provides a refined and extended management tool of statistically reliable and valid constructs.

The research is undertaken in a private business school context in Malaysia. Further research could focus on other universities or countries, as well as faculties such as computing and engineering or explore other elements of education-based performance.

The research method and study outcomes can support HE managers to allocate resources more effectively and develop strategies to improve quality and increase student satisfaction.

Distinct from other IPA-based studies, analysis is undertaken at three levels; the individual participant, for individual items and at the factor level.

This study aims to shed light on the lack of understanding and previous mixed results regarding why and how some internationalised firms take advantage of host-home country similarity (HHS) while others do not.

Direct and mediating hypotheses are examined through an empirical investigation of 156 CEOs in internationalised Spanish companies, using structural equation modelling validated by factor analysis.

The results suggest that exploitation (EI) and exploration (ER) constitute important learning mechanisms that impact on the liability of foreignness when internationalising a business. In particular, the positive influence that HHS has in international firm performance (IP) depends on both exploitative and exploratory learning.

This research adds insights into the importance of two of the main components of organisational learning (i.e. ER and EI) as mediators of the HHS and IP relationship, which can help senior managers or business owners make consistent decisions by matching potential international market locations with firm learning factors.

This study clarifies contradictory theoretical assertions and mixed empirical results about how HHS impacts on international performance. In particular, by responding to recent calls for research, this study has shown that organisational learning is a key component in the aforementioned link where ER and EI positively mediate this relevant relationship.

Understanding how and why firms behave differently during re-internationalization has increasingly been at a premium in international business research. The authors conducted a case study of 11 Chinese international small and medium-sized enterprise and explored how they learned and recovered from involuntary de-internationalization. From case data, the “complete” re-internationalizers learned the lessons of foreign market exits more proactively than “partial” re-internationalizers. The complete re-internationalizers adopted internal and external sources of knowledge acquisition, “middle-up-down” information distribution and ambivalent information interpretation, while the partial re-internationalizers relied on internal sources of knowledge, “top-down” or “bottom-up” information distribution and univalent information interpretation. This study contributes by identifying the crucial role of learning processes to complete re-internationalization, which is absent in existing re-internationalization research.

This study employs learning‐based theory to shed light on performance among newly internationalizing companies. Earlier studies have suggested that learning is an important goal for firms pursuing international diversification. Unlike previous studies which have focused their attention on one aspect of learning, this study examines three kinds of learning from internationalization: technological, market, and social. The impact of top management's prior international experience and cultural diversity on the three types of learning were also examined to understand their contingency effects. Consistent with social capital theory, external networks with suppliers and customers are a major contributor to a firm's international performance. Also, the findings for the influence of market learning on firm performance support the assumptions underlying the resource‐based view of the firm. However, mixed results were obtained for the relationship between technological learning and firm performance. Implications and directions for future research are discussed.

Business networks are of critical importance to firms and essential to the internationalisation of born-global and international new venture firms. Networking literature focuses on what are, generally, co-operative relationships and their effects between actors, activities and resources and illustrate the importance of quality and change in the networking process. Utilising Fletcher and Harris’ (2012) framework for understanding knowledge acquisition processes in internationalisation, this study investigates the importance of direct and indirect roles played by third parties in the networking for internationalisation processes of three different firm types within the knowledge-based natural health products (NHPs) (pharmaceutical) sector in Canada. The research presented here examines nine case studies of Canadian NHP firms and reveals that they utilised all network-related internationalisation processes simultaneously to internationalise including Johanson and Mattsson’s (1988, 1994) network theory, Johanson and Vahlne’s (2003) updated the Uppsala Model and the resource-based perspective on network theory (Ruzzier et al., 2006). They networked with and extensively utilised third parties, including government bodies, trade associations, government advisors, consultants and other domestic networks with international ties, in Canada and internationally to gain technical, market and internationalisation knowledge, and direct and indirect experiential knowledge which contributed to the internationalisation process confirming the study by Fletcher and Harris (2012). In a departure from the literature, this study found that weak ties (Granovetter, 1973) developed with third parties who were new to the networks allowed the NHP firms to develop competitive advantages necessary for them to overcome the liability of outsidership in entering new international markets. The type of technical, market and internationalisation knowledge gained, its content and the direct and indirect sources of knowledge from third parties were all shown to contribute to the internationalisation process.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The study this chapter reports focuses on how network theory contributes to the understanding of the internationalization process of SMEs and measures the effect of network capability on performance in international trade and has three research objectives.

The first objective of the study relates to providing new insights into the international market development activities through the application of a network perspective. The chapter reviews the international business literature to ascertain the development of thought, the research gaps, and the shortcomings. This review shows that the network perspective is a useful and popular theoretical domain that researchers can use to understand international activities, particularly of small, high technology, resource-constrained firms.

The second research objective is to gain a deeper understanding of network capability. This chapter presents a model for the impact of network capability on international performance by building on the emerging literature on the dynamic capabilities view of the firm. The model conceptualizes network capability in terms of network characteristics, network operation, and network resources. Network characteristics comprise strong and weak ties (operationalized as foreign-market entry modes), relational capability, and the level of trust between partners. Network operation focuses on network initiation, network coordination, and network learning capabilities. Network resources comprise network human-capital resources, synergy-sensitive resources (resource combinations within the network), and information sharing within the network.

The third research objective is to determine the impact of networking capability on the international performance of SMEs. The study analyzes 11 hypotheses through structural equations modeling using LISREL. The hypotheses relate to strong and weak ties, the relative strength of strong ties over weak ties, and each of the eight remaining constructs of networking capability in the study. The research conducts a cross-sectional study by using a sample of SMEs drawn from the telecommunications industry in Ireland.

The study supports the hypothesis that strong ties are more influential on international performance than weak ties. Similarly, network coordination and human-capital resources have a positive and significant association with international performance. Strong ties, weak ties, trust, network initiation, synergy-sensitive resources, relational capability, network learning, and information sharing do not have a significant association with international performance. The results of this study are strong (R2=0.63 for performance as the outcome) and provide a number of interesting insights into the relations between collaboration or networking capability and performance.

This study provides managers and policy makers with an improved understanding of the contingent effects of networks to highlight situations where networks might have limited, zero, or even negative effects on business outcomes. The study cautions against the tendency to interpret networks as universally beneficial to business development and performance outcomes.