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Article
Publication date: 16 February 2021

Ly Thi Tran, Jill Blackmore and Mark Rahimi

International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes…

Abstract

Purpose

International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers.

Design/methodology/approach

This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market.

Findings

The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education.

Originality/value

The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

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Book part
Publication date: 26 September 2013

Jill Blackmore

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological…

Abstract

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

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Article
Publication date: 9 November 2015

Catriona Gribble, Jill Blackmore and Mark Rahimi

The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For…

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1805

Abstract

Purpose

The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications.

Design/methodology/approach

This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university.

Findings

Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government.

Originality/value

This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

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Article
Publication date: 1 February 2003

Tanya Fitzgerald

The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have…

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3261

Abstract

The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced meta‐narratives that explore and explain women and men's ways of leading. One of the troubling aspects of western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, there is a failure to consider the values and practices of indigenous educational leaders. Thus, the construct of educational leadership needs to be more broadly theorised in order for knowledge of indigenous ways of leading to emerge.

Details

Journal of Educational Administration, vol. 41 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 17 August 2010

Jill Blackmore

This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation…

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3221

Abstract

Purpose

This paper argues that because leadership is a relational practice and leaders are gendered and racialised, in socially diverse schools and societies, leader preparation around difference is potentially emotionally confronting to leaders' professional and personal identities.

Design/methodology/approach

The paper draws on critical race and feminist theoretical perspectives to undertake a review and analysis of current approaches to professional development.

Findings

The paper concludes that because there is significant agreement now that leadership is considered to be emotional management work, then leadership learning, if it seeks to change practice, is also emotionally laden. The paper concludes that to develop more reflexive leaders, professional learning should begin with scrutiny of the self as gendered and racialised to consider what that means for “the Other” in terms of leadership in culturally diverse communities and schools.

Research limitations/implications

The paper is context specific, largely drawing on Australian data with reference to indigeneity. This is consistent with its theoretical position that leadership is relational and situated.

Practical implications

The paper identifies possible strategies that could be undertaken in professional learning forums that address issues of difference.

Originality/value

While there are significant issues around professional learning to develop pedagogical practices that address student diversity, there is less theorising around leadership diversity and what that might mean in terms of professional development of leaders.

Details

Journal of Educational Administration, vol. 48 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 26 September 2013

Abstract

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78190-682-8

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Article
Publication date: 1 December 2000

Patricia Todd and Delys Bird

Studies and analyses changes to the promotion policies and practices at the University of Western Australia (UWA) and identifies outcomes by gender. Suggests that there…

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1157

Abstract

Studies and analyses changes to the promotion policies and practices at the University of Western Australia (UWA) and identifies outcomes by gender. Suggests that there are quite a few factors to be addressed before gender equity in academia at UWA is obtained. Discusses, in depth, how to try to deal with lack of networks, socialization, the dual‐role burden, masculine organizational culture and gendered power imbalance in the workplace. States that, although great inroads have been made at UWA, statistics show that there are still very fundamental barriers to be addressed to aid further improvement for women academics.

Details

Equal Opportunities International, vol. 19 no. 8
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 8 June 2012

Karen Anderson and Marian Court

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590

Abstract

Details

Gender in Management: An International Journal, vol. 27 no. 4
Type: Research Article
ISSN: 1754-2413

Content available
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896

Abstract

Details

Journal of Educational Administration, vol. 48 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1988

COLIN W. EVERS

In this paper, which was presented at the joint annual conferences of the Philosophy of Education Society of Australasia and the Group for Research in Educational…

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643

Abstract

In this paper, which was presented at the joint annual conferences of the Philosophy of Education Society of Australasia and the Group for Research in Educational Administration and Theory held at the University of New England, Armidale, in September 1986, the author examines, from the perspective of the new philosophy of science, some of the arguments of two important critics of traditional views of science of administration; notably the arguments of Richard Bates and Thomas Greenfield. The author concludes that the new emerging views of science can sustain a science of administration that escapes their major criticisms.

Details

Journal of Educational Administration, vol. 26 no. 1
Type: Research Article
ISSN: 0957-8234

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