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Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

This work aims to introduce basic principles of the Anthropological Theory of Didactics applied to enhance the multicultural sensitivity in engineering statistics classroom. The approach emphasizes understanding learners’ socio-cultural backgrounds to tailor educational practices that resonate more effectively with engineering students.

This paper examines the application of the Anthropological Theory of Didactics within the context of statistics education for engineering students. This study aims to explore how integrating socio-cultural dimensions of learning can make teaching statistics more effective and engaging.

The application of the Anthropological Theory of Didactics reveals significant potential for enhancing the educational experience in statistics. By acknowledging and incorporating the diverse cultural perspectives of students, educators can develop teaching methods that are not only more inclusive but also more engaging. This methodology encourages a deeper connection between statistical concepts and engineering practices, aiding in the conceptualization of statistics among future engineers.

The paper contributes to the field by providing concrete activities and pedagogical strategies that use the Anthropological Theory of Didactics in a novel context. These activities are designed to foster a better integration of statistical education with engineering, highlighting the theory’s versatility and its relevance to modern educational challenges. This innovative approach promises to enhance how statistics is taught to engineering students, potentially leading to more profound educational outcomes and a stronger grasp of statistical applications in engineering.

This study aims to explore the perception of students from conflicted groups studying nursing together regarding the intergroup encounter. Specifically, this study focused on Jewish and Arab students in a nursing undergraduate program at an Israeli college. This study focused on the association between two factors [students’ cultural intelligence (CQ) level and their satisfaction with the support provided by the college] and the degree of closeness or social interaction Arab and Jewish students experience.

Accordingly, 362 students completed three anonymous questionnaires during December 2022, focused on (1) CQ (2) satisfaction with the academic setting and (3) experience of intergroup social interaction.

The results revealed that (1) Arab students (minority group) demonstrated higher CQ than Jewish students, especially regarding awareness of cultural differences and motivation for intercultural encounters. (2) Arab students experienced the intergroup encounter with Jewish students as closer and warmer than Jewish students did. (3) Despite being a minority group in Israel, Arab students’ satisfaction with the college’s support was higher than that of Jewish students. (4) Satisfaction with the support provided by the college was the main factor associated with the sense of social interaction, having a higher correlation with it than the degree of CQ.

Fostering CQ through curricula alone is insufficient in shaping intergroup experiences of students studying together in a divided society. To encourage social interaction between students in academia in divided societies, educational institutions need to ensure their students’ sense of support is high.

Business schools play a significant role in providing individuals with the ability to adapt to constantly changing environments. Such agile organizations require deans who, as leaders, possess the knowledge and attributes of astute and responsible executives. In this regard, the measurement of the attributes of leadership paves the way for evaluating a leader’s options process. In this study, we measure the attributes of leadership to pave the way for evaluating a leader’s decision-making process.

The rich data included the opinions of 93 university professors from seven countries: Iran, India, China, France, the UK, Canada and the USA. In appraising the responses, the authors considered the nationality and the development level of each participant’s country and continent. In this study, the authors developed an online questionnaire based on the best-worst method (BWM). By performing a one-way analysis of variance (ANOVA), the authors also determined the significant statistical differences of the scientific communities through the lenses of authentic leadership, leader-member exchange and social identity and leadership.

The results provide evidence of transparency, measured as the most important criterion for leading a business school, i.e. knowledgeable deanship. Furthermore, the findings reveal a meaningful difference between developed and developing countries in the context of an authentic leadership pillar.

This paper contributed to the literature in five major ways as follows: The authors investigated the attitudes of scientific communities from different countries, business schools, BWM, dean selection and leadership evaluation.By means of the BWM, the authors measured the criteria culminating in the selection of a knowledgeable leader for a business school.The authors compared and contrasted the attitudes of scientific communities in developing countries vis-à-vis those in developed ones.The authors addressed the differences and similarities among countries in relation to the selection of a knowledgeable business school leader.The authors provided beneficial insights by addressing the different perspectives of researchers on the weights of the criteria involved in the selection procedure for a business school dean.

While the expatriation literature has explored cultural adjustment in considerable depth, it has largely overlooked the influence of cultural diversity in an expatriate’s home country. This study aims to address this shortcoming by investigating how home-country cultural diversity affects expatriate adjustment.

This study adopts a qualitative, inductive approach based on semi-structured interviews with a small number of Malaysian managers on international assignment in the Greater Brisbane area of Queensland, Australia.

The two key and related observations from the interviews are that, firstly, the existence of sizeable and profoundly distinct ethnic groups in an expatriate’s home country serves as an aid to successful adjustment, as it enhances cross-cultural understanding and communicative skills. Secondly, the positive effects of home-country cultural diversity are particularly felt by expatriates from ethnic minority groups in the home country due to their in-group and out-group interactions at home as well as their additional linguistic arsenal.

Multiculturalism is a polarising and contentious topic in the public debate in many countries around the world, frequently used for differing political purposes. But in a globalising world, it is unlikely to disappear any time soon, making it imperative for academic research to develop a better understanding of the phenomenon, from as many angles as possible, including from an international business perspective.

This study addresses an under-researched topic, namely how cultural diversity within an expatriate’s home country impacts adjustment. From the findings, this study also introduces a theoretical model for use in future research.

English is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.

Under the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.

The results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.

The findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.

The study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

This study aims to advance knowledge in international management research about how researchers’ cultural identity in fieldwork encounters may be grounded in the choice of language in multicultural and multilingual projects.

The study is based on critical reflections on the experience of two co-authors as Chinese nationals conducting research in overseas Chinese multinational corporations (MNCs) in developing economies.

Drawing on social identity theory, the authors demonstrate that the cultural identity and cultural insider/outsider positionality of both the researcher and research participants can be shaped by language, translation and other artefacts in cross-cultural interviews, constantly being shifted, managed and renegotiated during qualitative interviewing. This study highlights the politics of language which, when combined with other forms of power relations, such as the researcher’s perceived status, economic development of the MNCs’ home country and the participants’ organisational hierarchy, affect power distribution between the researcher and participants. Researchers often need to move from being an “insider” to an “outsider” and often to an “in-betweener” at different stages in an interview interaction to balance power.

This study contributes to international debates about the complex interplay of languages, politics and identity in multilingual and multicultural qualitative research. In contributing to these literatures, the authors focus on the relatively under-researched Chinese MNCs in other developing countries including Mongolia and Tanzania. Recommendations for researcher training and reflexivity are proposed.

Recent calls in international management (IM) research ask scholars to conduct more context-sensitive research, however; little attention has been paid to the methodological particularities that inform such context sensitivity. This paper aims to addresses this shortcoming by exploring how emic concepts implicate IM research processes during qualitative field studies.

We carried out ethnographic fieldwork in Brazilian subsidiaries of three German multinational enterprises. We relied on the researchers’ experiences and data from a larger research project including 63 semi-structured interviews, 7 focus groups, documents and field notes. Adopting a culturally sensitive and self-reflexive lens, we reflect on the researchers’ experiences in the Brazilian sociocultural context from an interpretive paradigm.

Our findings reveal how seven identified emic concepts affect four prototypical phases of the research process: securing access, collecting data, analyzing data and presenting findings. We discuss how these seven emic concepts influenced the research process and impacted research outcomes, as experienced by the researchers.

Findings are limited by our self-reflexive capabilities as foreign researchers, the limited explanatory power of emic categories, our paradigmatic positioning and the research context.

We contribute to research practice by providing eight suggestions for conducting international fieldwork and proposing avenues for future research.

This research contributes to the epistemological and methodological debate on context-sensitive research by arguing that intercultural sensitivity needs to be managed as an integral dimension for any form of international fieldwork. Findings contribute to interpretive approaches showing how emic concepts affect research practices, with implications for critical management perspectives.

Social media sites facilitate electronic word of mouth (eWOM) communication among consumers of diverse cultures and ethnicities. Based on the theory of planned behaviour (TPB), the present research proposes a conceptual framework for minority consumers' engagement in eWOM associated with the mainstream culture. The model incorporates social capital and social interaction as key factors that affect cross-cultural eWOM communication between minority and mainstream consumers. This research also aims to explore the responses of minority consumers to eWOM communications originating with members of the majority group.

A structural equation modelling (SEM) procedure was applied to data collected from social media (Facebook) users (N = 539) from two minority communities: Israeli Arab and Israeli Ultra-Orthodox Jewish minorities.

The findings show that: (a) minority consumers' engagement with eWOM is indirectly related to social capital, (b) this relationship is mediated by minority consumers' attitudes and their subjective norms regarding eWOM engagement with dominant cultural groups, (c) social interaction of minorities with the dominant culture enhances the influence of social capital on eWOM engagement and (d) behavioural engagement with eWOM varies across cultural minorities, depending on the minority group’s unique cultural characteristics.

The findings have managerial implications for practitioners who use social media in their marketing and business activities, as they demonstrate that the effectiveness of eWOM communication is contingent on the cultural characteristics of the ethnic minority consumer groups being targeted by managers.

The present research contributes to the theory of consumer engagement by demonstrating that engagement is contingent on the intercultural social context in which eWOM is communicated.