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11 – 20 of 144Steve McKenna and Amanda Peticca-Harris
This paper aims to present two objectives. The first objective is to identify the academic knowledge interests (managerial, agentic, curatorial and critical) prevalent in research…
Abstract
Purpose
This paper aims to present two objectives. The first objective is to identify the academic knowledge interests (managerial, agentic, curatorial and critical) prevalent in research on global careers. The second objective is to consider and critique the discourse constructed and perpetuated in academic texts on global careers concerning globalization, global careers and the global careerist.
Design/methodology/approach
Using a critical discourse analysis, the paper analyzes 66 articles and book chapters and one book on the subject of a global career. The authors positioned the texts into one of the four academic knowledge interests – managerial, agentic, curatorial and critical. The texts were also analyzed with respect to the discourse manifested in relation to globalization, global careers and the global careerist.
Findings
The authors found that the texts were driven by primarily managerial academic knowledge interests, followed by agentic and curatorial interests. Very few reflected critical knowledge interests. In addition, texts on global careers accept the globalization of business as natural and unproblematic and, consequently, construct a discourse about the global career and the global careerist which fits the idea that global business expansion in its current form is inevitable and inescapable.
Originality/value
This paper is the first to analyze the academic knowledge production and discourse on “global careers” and the “global careerist” as it is emerging among career scholars. It is also one of the very few articles offering a more critical perspective on global careers specifically and careers more generally.
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Julia Richardson and Stephen McKenna
Whilst globalisation has led to increasing international mobility, the contemporary expatriate management literature has focused on managers and corporate executives who are sent…
Abstract
Whilst globalisation has led to increasing international mobility, the contemporary expatriate management literature has focused on managers and corporate executives who are sent on an overseas appointment by their employers. By comparison, self‐selecting expatriates remain an under‐researched group. Specifically, at a time when internationalisation is a major trend in higher education very little is known about expatriate academics as an example of self‐selecting expatriates. Drawing on a qualitative study of British academics, this article suggests that metaphor may be a useful tool for developing our understanding of self‐selecting expatriates. It then discusses the four metaphors, which have emerged from the study. Finally it shows how those metaphors can be used to facilitate better management practices not only for the growing number of expatriate academics but also for self‐selecting expatriates more generally.
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Natalie Victoria Wilmot and Susanne Tietze
This study aims to investigate the treatment of translation within the international business and management (IBM) literature to highlight colonialist assumptions inscribed in…
Abstract
Purpose
This study aims to investigate the treatment of translation within the international business and management (IBM) literature to highlight colonialist assumptions inscribed in this treatment as a result of the hegemonic status of English.
Design/methodology/approach
This investigation takes the form of a systemic literature review to examine the treatment of translation in the IBM literature through a postcolonial lens.
Findings
The findings demonstrate that despite growing interest in language in international business, matters of translation have received comparatively little attention. However, those articles that do address translation matters tend to do so in five key ways, including epistemological/methodological considerations, exploring translator agency, the investigations of the discursive void/conceptual fuzziness between languages, and approaches that discuss translation as social practice.
Research limitations/implications
Despite the authors’ critique of English-language hegemony, this literature review is restricted to English-language journals, which the authors acknowledge as problematic and discuss within the article.
Practical implications
In exposing the limited treatment of translation within the literature, the authors provide a call to action for IBM scholars to be more explicit in their treatment of translation to ensure representation of cultural and linguistic Others, rather than providing domesticated accounts of multilingual research.
Originality/value
Although there have been other articles that have examined translation in the past, this paper is the first to do so through a postcolonial lens, demonstrating from a linguistic perspective the colonialist assumptions that are still prevalent in IBM knowledge production, as evidenced by the treatment of translation in the field.
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Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer
Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…
Abstract
Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.
Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.
Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.
Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.
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Xueting Jiang, Marta Calas and Alexander Scott English
This paper attempts to capture how self-initiated expatriates (SIEs) produce and reconstruct “self” and “place” through their own processes of expatriation and career development…
Abstract
Purpose
This paper attempts to capture how self-initiated expatriates (SIEs) produce and reconstruct “self” and “place” through their own processes of expatriation and career development as mobility becomes a norm under present conditions of globalization. In so doing, the paper reexamines assumptions of previous expatriate adjustment scholarship by using phenomenon-driven problematization to critically reflect on underlying theoretical assumptions in the extant literature. Empirically, the paper is an exploratory attempt to understanding and offering fresh insights on the notion of expatriation itself under these present conditions.
Design/methodology/approach
Bougon's (1983) Self-Q technique was used to develop interview protocols uncovering cognitive maps of SIEs' “enacted environments” as an abstraction of their experiences, while also mapping their “enacted selves”. Analyzing social action with a cognitive map approach reveals the meanings of specific social territories, i.e. the enactment of SIEs' mobility environments (place) and their subjectivities (self).
Findings
The authors’ findings suggest that SIEs seem to be constituting and reconstituting their subjectivities and their sense of “place” by displacing the notion of “home”. This notion transforms and recedes as SIEs go about their lives abroad, allowing for the emergence of plural subjectivities, never fully formed but formulated and reformulated in social encounters.
Originality/value
This study contributes to the expatriation literature by focusing on processes through which SIEs construct their world through their mobility and overseas experiences. Observing expatriation processes as continuous cycles of creating and recreating “self” and “place” may reflect better how contemporary business practitioners engage in transnational activities. Management scholars should attend to how these processes enact social territories for a better understanding of expatriation as a global phenomenon.
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1. Beyond the All in One. Suppose you had a machine that enabled you to wash your clothes, watch television programmes, listen to the radio, play CDs, and cook the dinner: would…
Abstract
1. Beyond the All in One. Suppose you had a machine that enabled you to wash your clothes, watch television programmes, listen to the radio, play CDs, and cook the dinner: would you give it house‐room for long? There seems to be emerging a view among IT pundits that the era of the all‐in‐one Personal Computer is passing, to give way to a the use of a range of digital devices dedicated to specific functions. It is in this context that that hoary old concept, the electronic book, is allegedly finding its spot in the sun — after years of being impugned as not at all suitable for the beach.
Mette Lindahl Thomassen, Karen Williams Middleton, Michael Breum Ramsgaard, Helle Neergaard and Lorraine Warren
Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is…
Abstract
Purpose
Context impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education.
Design/methodology/approach
A systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework.
Findings
Context has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levels – micro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus.
Research limitations/implications
Contextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary.
Practical implications
Context shapes understanding and influences learning. Addressing entrepreneurship education across three levels – micro, meso and macro – and through four framing questions – who, what, where and when – guides educators in how context influences and can be used when designing education.
Originality/value
The paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.
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Benjamin Richard Cowan and Mervyn A. Jack
Although wikis are common in higher education, little is known about the wiki user experience in these contexts and how system characteristics impact such experiences. The purpose…
Abstract
Purpose
Although wikis are common in higher education, little is known about the wiki user experience in these contexts and how system characteristics impact such experiences. The purpose of this paper is to explore experimentally the hypothesis that changing the anonymity of identity when editing wikis will impact significantly on user editing anxiety and that this may be dependent on the type of edit being conducted.
Design/methodology/approach
This hypothesis was explored using a controlled experiment study whereby users were given excerpts to include in their own words on a wiki site used for a psychology course. Users edited the wiki anonymously, using a pseudonym relevant to the context (a matriculation number) and using a full named identity. Users were also either asked to add content to the wiki or to delete and replace content on the wiki site.
Findings
The paper found that users experienced significantly less anxiety when editing anonymously compared to when editing with a pseudonym or full name and that the type of edit being conducted did not impact the anxiety felt.
Originality/value
The research highlights that the effects of anonymity discussed are also in operation in a wiki context, a more fundamentally anonymous context compared to blogs, bulletin boards or general computer-mediated communication tools.
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Kelly Thomson and Joanne Jones
The purpose of this study was to explore how the migration experiences of international accounting professionals were shaped by colonial structures and how, through their…
Abstract
Purpose
The purpose of this study was to explore how the migration experiences of international accounting professionals were shaped by colonial structures and how, through their interactions with other professionals, migrants hybridize their professional identities and the profession in Canada.
Design/methodology/approach
A post-colonial analysis of the career narratives of international accounting professionals who migrated to Canada.
Findings
This paper illustrates how explicit and formal requirements for transformation, as well as the more subtle informal demands of employers and clients, require non-Western professionals to transform personal characteristics in ways that make them more “Canadian” or “professional”. Findings show that mimicry takes many forms, with some professionals becoming “consummate mimics”, while others discuss their transition in ways that highlight resistance (“reluctant mimics”) and the demands that systematically frustrate and exclude many non-Western professionals from full participation in the “global” profession in Canada (“frustrated mimics”).
Research limitations/implications
This paper contributes to the existing scholarly literature on the persistence of colonial structures in shaping the experiences of colonized people even as they migrate in search of better opportunities decades after the colonial structures have been formally dismantled. It builds on Bhabha’s (1994) work illustrating that colonial structures are susceptible to change through action and interaction. We hope this study contributes to social change by providing some insights into how mimicry, resistance and hybridization may disrupt the unreflexive enactment of colonial structures that sustain inequality.
Originality/value
This study extends the literature on professional migration using a postcolonial perspective to empirically examine the lived experience of the colonial encounter and professionals transition their professional identities across borders.
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Julia Richardson and Steve McKenna
This paper focuses on the relatively unexplored link between international experience and academic careers. Drawing on a study of 30 British academics in four countries, it…
Abstract
This paper focuses on the relatively unexplored link between international experience and academic careers. Drawing on a study of 30 British academics in four countries, it reports how they accounted for their decision to take an overseas appointment and how they evaluated that appointment. The contemporary career literature is used as a framework for analysis connecting the findings with “traditional” and “new” career themes. The desire to travel was found to be a key driver in taking the overseas appointment. When it came to evaluating the overseas appointment, however, upward career mobility in the context of increasing internationalisation was a major concern. The paper offers a number of key concerns for managers in institutions of higher education, particularly those concerned with the management and recruitment of international faculty.
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