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The purpose of this paper is to contribute to the understanding of the HRM and organisational performance (OP) nexus by drawing attention to the complex interplay of internal and external factors affecting OP, and to further provide an integrated framework for the testing of this nexus.

Relevant literature is reviewed and assessed critically. A theoretical framework is provided with the objective to measure the HRM‐OP nexus.

Whilst the majority of the extant literature on HRM has focused mainly on internal factors, the authors suggest that the domain of the internal factors considered thus far needs to be widened and external factors need to be acknowledged explicitly. They provide a schematic model portraying the intricate nature of internal and external factors. They subsequently provide an integrated framework of factors in order to measure HRM practices' effects on OP.

The suggested framework is theoretical pending empirical testing. The framework can serve as a template for future research.

The framework can be put into a universally testable template for use by researchers.

The paper, for the first time, schematically brings together and discusses the elements affecting the HRM‐OP nexus, and further provides a framework in the form of a set of exhaustive factors – which will facilitate this nexus being put to empirical test.

This paper aims to address the mechanisms of, and barriers to, knowledge transfer between Australia and China in the tertiary sector.

Individual focused interviews are conducted with one Chinese and ten Australian senior academics engaged in supervisory roles at all levels of knowledge transfer. Content and sociolinguistics analysis is conducted on the questions: How is knowledge transferred between key academic/research staff? What is the potential for commercialization of research findings between Australia and China? What role does information and communication technology (ICT) play in knowledge transfer?

Knowledge transfer between Chinese and Australian universities consists of research partnerships, collective publications, and joint degree programs. One‐way transfer of knowledge from Australia to China, rather than the desired reciprocal transfer of knowledge, appears to be most common. Barriers to bi‐directional knowledge sharing include misunderstandings surround intellectual property and cultural differences, which undermine trust between China and Australia. The participants overwhelmingly hold optimistic views about the potential of commercialization of research findings between China and Australia and report that ICT enhances communications assisted in successful knowledge transfer. However, ICT is reported to be under‐utilized because of unequal access to hardware and broadband in China as well as blocking and censorship of communication by China.

This paper contributes to the discourse on international, intercultural and bi‐directional knowledge transfer in the tertiary sector and has implications for enhanced academic and research excellence between China and Australia. Moreover, insight into the mechanisms of successful knowledge transfer may be applicable to improve knowledge transfer between Australia and other countries.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.

This study aims to identify the antecedents of strategic thinking and its relationship with competitive advantage. Further, this study analyses the mediating effect of strategic thinking between its antecedents and competitive advantage.

A self-reported questionnaire with 51 questions was floated among 220 professionals from various industries in India. The response was analysed using the partial least squares-structural equation modelling methodology using SmartPLS software.

The direct effect of creativity, corporate culture and knowledge management are established with strategic thinking, as well as a competitive advantage. Also, the study finds a significant relationship between strategic thinking and competitive advantage. The study finds no mediation (direct effect) in the case of creativity, corporate culture and knowledge management. Further, no mediation (no relationship) is found in the case of vision.

Business must start adopting strategic thinking practices in their decision-making process to create a competitive advantage. Further, the influence of corporate culture, creativity and knowledge management on strategic thinking highlights their importance.

The study establishes the impact of antecedents of strategic thinking on competitive advantage. The study highlights the importance of other factors along with strategic thinking for achieving competitive advantage.

Civil aviation in Hong Kong has entered a new era with the introduction of Secondary Surveillance Radar (SSR) — an integrated computerised radar system — at Kai Tak Airport.