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This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment.

An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data.

The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress.

This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students.

This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

User‐supported software is copywrited and supported by the developer(s) of the software. Users are encouraged to copy and share the software. In return for a “suggested contribution” payable to the software developer, detailed documentation and user support are available. Many quality programs, of this type, exist. Four programs for the IBM PC are evaluated.

Widespread support exists for the view that teaching is a complex task (Schulman, 2004), that learning is a complex, dynamic phenomenon and that classrooms are ‘complex systems’ (Hardman, 2010). Systems behaving in complex, emergent ways cannot be successfully ‘managed’ by rigid, scripted practices but demand flexibility, responsiveness and in situ judgement. However, these dispositions appear only fleetingly, if at all, on professional standards rubrics and statutory descriptors of effective teaching. Discretionary judgement is implied but rarely emphasised. Drawing on the first author's doctoral study of ‘emergent learning’ in a primary school classroom, we demonstrate the importance of pre- and in-service teachers developing expert in-the-moment professional judgement to navigate the emergent and complex nature of classroom learning and argue that professional judgement should enjoy a more prominent, less tacit, position in pre-service initial teacher education (ITE) and in-service Continuing Professional Development (CPD). This chapter briefly describes and presents findings from the doctoral research which focused on how learning emerges bottom-up through classroom interactions, discusses the implications of this for teachers and concludes by setting an agenda for future research into teachers' experiences of agency and autonomy.

This chapter deals with the impact of mergers and acquisitions (M&A) on technological performance. We argue that, when it provides additional technological resources, M&A promote the creation of more value in the innovation process. Instead, when it allows the redeployment of complementary assets, M&A enable more value to be captured from the innovations, and hence foster firms’ incentives in the innovation process. Hypotheses are tested on a sample of deals that were completed in the U.S. “medical devices and photographic equipment” sector in the period 1988–1996.

The Chubb ‘Pathfinder’ airfield crash truck, winner of last year's Design Council Award, which has just won a large order from the Port Authority of New York and New Jersey. Twelve vehicles are being built at a cost of £1·5 million for service at Newark, La Guardia and John F. Kennedy Airports.

Whereas a draft of the following regulations was laid before Parliament and approved by resolution of each House of Parliament :

The Secretary of State for Social Services, in conjunction with the Treasury, in exercise of his powers under section 8 of the National Insurance Act 1969, hereby makes the following regulations which, by virtue of the provisions of section 10(1) of the said Act of 1969, are exempt from the requirements of section 108 of the National Insurance Act 1965 (preliminary draft of regulations under that Act to be submitted to the National Insurance Advisory Committee) and section 62(2) of the National Insurance (Industrial Injuries) Act 1965 (proposal to make regulations under that Act to be submitted to the Industrial Injuries Advisory Council):—