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Purpose – This article addresses the internationalization processes focusing on changes of firms' internal structures, systems, and culture over time. These changes are analyzed in relation to the firms' developments in the last 10 years along a country and/or mode dimension, comparing firms with county or mode increase, two-dimensional expansions, stagnation/reduction, as well as comparing incremental one step versus multistep developments in a holistic way.

Methodology/approach – Conceptually, the changes in country dimension and establishment chain form a primary level, and structure, systems, and culture a secondary level of the framework. Managers of family-owned firms, able to evaluate the past, were asked about these dimensions in terms of their situation today and 10 years ago.

Findings – This study shows that internationalization causes changes in internal systems in particular, followed by changes in internal structural and slowest by changes in leadership and firm's culture. Even if stagnations or reductions take place, they are related to changes in internal structure, systems, and culture.

Research limitations/implications – Limitations are related to the retrospective design based on managerial perceptions, the use of less proven scales, as well as the analyses of family-owned firms. This exploratory study suggests more empirical insights on dynamic internationalization processes.

Practical implications – The study provides insights for managers into structural, systemic, and cultural changes when future internationalization steps are planned.

Originality/value of the paper – This paper shows holistic evidence of changes in 20 partial dimensions of internal structures, systems, and culture within the internationalization process over time empirically.

This volume of Progress in International Business Research comprises of a selection of 12 competitive papers from the 34th EIBA (European International Business Academy) annual conference, which was held in Tallinn, Estonia in December 2008 with the theme “International Business and the Catching-up Economies: Challenges and Opportunities”. It addresses two main issues – (1) the internationalization process and (2) the role of knowledge and innovation for internationalization – that are important in the current economic slowdown both for catching-up and for other economies, scholars, and practitioners.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

The purpose of this paper is to establish and compare the provision of information literacy (IL) skills to university students both at undergraduate and graduate levels in South Africa (SA) and the United Arab Emirates (UAE). This could in turn inform the development of appropriate/suitable IL programmes to support teaching and learning.

A review of available scholarly papers is performed for information collection.

The findings can identify variations in IL provision within and across disciplines, deficiencies in local current and ongoing research.

It must be noted that this is a review and conclusions from it are expected to reveal areas that require more in-depth study.

The study’s contribution to the field of IL lies in its revelation of what is understood by IL provision and how the ACRL standards are used to guide practice in the two different regions of the world.

The study is the first of its kind which compares IL practices at university libraries in SA and the UAE. It will assist policymakers and librarians in the development of appropriate IL programmes in support of teaching and learning.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

This chapter investigates the determinants of the volatility of spread in the over-the-counter foreign exchange market and examines whether the relationships differ in the crisis periods. We compute the measures for the volatility of liquidity by using bid-ask spread data sampled at a high frequency of five minutes. By examining 11 currencies over a 13-year sample period, we utilize a balanced dynamic panel regression to investigate whether the risk associated with the currencies quoted or trading activity affects the variability of liquidity provision in the FX market and examine whether the crisis periods have any effect. We find that both the level of spread and volatility of spread increases during the crisis periods for the currencies of emerging countries. In addition, we find increases in risks associated with the currencies proxied by realized volatility during the crisis periods. We also show risks associated with the currency are the major determinants of the variability of liquidity and that these relationships strengthen during periods of uncertainty. First, we develop measures to capture the variability of liquidity. Our measures to capture the variability of liquidity are non-parametric and model-free variable. Second, we contribute to the debate of whether variability of liquidity is adverse to market participants by examining what drives the variability of liquidity. Finally, we analyze seven crisis periods, allowing us to document the effect of the crises on determinants of variability of liquidity over time.

This study aims to examine how government policies have influenced the governance paradigm of Australian public universities from a historical perspective. In doing so, it addresses current uncertainty on government-governance connectivity.

The study draws on Foucault’s concept of governmentality and governance and uses a developed framework of three constituents of governance to explore government–governance connectivity through a critical discourse analysis.

The findings reveal that government policies have influenced the three constituents of governance differently since 1823, resulting in three distinct governance discourses. In the third governance discourse, the findings reveal a deviation from policy directions towards corporate managerialism, resulting in a hybrid governance control environment. This scenario has arisen due to internal stakeholders continuing to be oriented towards the previous management cultures. Other factors include structural and legalistic obstacles to the implementation of corporate managerialism, validity of the underlying theory informing the policy directions towards corporate managerialism and doubts on the achievability of the market based reforms associated with corporate managerialism. The totality of these factors suggests a theory practice gap to be confirmed through further empirical research. There are also policy implications for policymakers to recognize the hybrid control environment and ascertain the risk the hybrid control environment poses towards the expected outcomes of corporate managerialism.

The findings are limited to a critical discourse analysis of data from specific policies and journal publications on higher education and a developed framework of constituents of governance.

The study is the first to examine government–governance connectivity in Australian public universities and also the first to introduce a three-constituent governance framework as a conduit to explore such studies. The findings contribute to the literature in identifying a theory-practice gap and offer opportunities for further research to confirm them.

This chapter argues that despite the proverbial claim that populism is ill-defined and has too broad a conceptual net, the literature on the subject tends to converge toward four core elements of populism that provides a conceptual and analytical unity. Furthermore, the conceptual core of populism explains why the concept has been able to encompass a wide range of populist manifestations without becoming an empty analytical shell. Also, the conceptual cores have helped provide the empirical basis that has given rise to a diverse and innovative literature that seeks to measure and compare cross-nationally populism.