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Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.

This chapter explores the theorising practices of successful researchers in higher education. The biographical case studies use teaching and learning as their focus to provide four succinct accounts of how the researcher’s thinking around their signature concepts evolved over time. They analyse the narrative that surrounds these signature concepts to understand what successful researchers do with their ideas to maximise their symbolic capital in the higher education research field. The researcher’s experiences of theorising highlight the contextual factors that have influenced them as they tried to explain how they achieved the outcomes of their research. The chapter concludes with an overview of the beneficial strategies used in these four cases, so potential researchers can appreciate the approaches to theorising that are compatible with higher education research traditions.

This paper aims to examine the relationship between fringe benefits (FB) provided to hotel managerial employees as part of their compensation and managers’ organisational commitment (OC).

This empirical study collected quantitative data from 104 managers from three-, four- and five-star hotels in Langkawi Island, Malaysia. Data collected included types of FBs received and three components of OC – affective commitment (AC), normative commitment (NC) and continuous commitment (CC).

Significant relationships were found between types of FBs and component of OC. Relocation allowances, sports and social facilities, birthday celebrations and free laundry services have a greater correlation with AC compared to other types of FB. Most types of FBs have stronger correlation with AC compared to NC and CC.

The findings of this study are limited to hotels in Langkawi Island, Malaysia and to three-, four- and five-star hotels.

Practitioners can use the information provided in this study to develop effective and competitive FB packages.

It is of utmost importance to ensure the well-being of all employees (managers and non-managers) in the provision of FB packages.

Managers’ FBs are an important component of their salary, but there have been few studies of the effectiveness of FBs on hotel performance. This paper provides empirical evidence for the positive effect of FB on OC.

This opening chapter sets a frame for the chapters of this volume, dealing with how the dynamic dialectic interplay between forceful global societal forces and context shape humanity’s education response in various parts of the world. “Context” as a perennial threshold concept in Comparative and International Education is explicated. It will then be explained how, during its long historical evolution, scholars in the field each time had to contend new contexts, or reconceived the notion of “context” in a new way. Subsequently the problems of an overly fixation on the historical and the present, to the detriment of the future, and inertia are extant in the field, will be explained. The unprecedented, seismic changes currently impacting on the societal context worldwide, will then be enumerated. These changes can be subsumed under the collective name of globalization. The concept globalization is then clarified, and the take of the scholarly community on the impact of globalization on education is then mapped and interrogated. The authors’ stance on this is stated, namely that a dynamic interplay between global focus and contextual realities shape education in various parts of the world. It is in this theoretical frame that the remainder of the chapters of the volume is presented, combing out the main features of education development in each part of the world, as a dialectic between global forces and contextual imperatives.

This paper aims to examine an early stage of the institutionalization of accounting practices in devolved UK governments, concentrating on: the construction by devolved bodies of a “rational” set of planning and budgeting documents; the extent of homogeneity/heterogeneity in organizational response to seemingly similar institutional pressures; and politicians' cognition of accounting numbers.

The paper uses neo‐institutional theory to examine the planning and budgeting documents of the devolved bodies and material gathered from semi‐structured interviews.

The findings point to a process of nested translations, from mission through aims and objectives to targets, with accounting numbers present only in the last stage whereby time‐bounded targets are formulated and used to assess achievements. Because of the negotiations around the diverging interests of actors, the translation process is neither linear nor stable.

The paper contributes to the literature by: examining the emergence and use of new accounting and budgeting systems in political organizations; understanding the experience of institutionalization of accounting practices; and exploring the impact of accounting reform on political deliberation and joined‐up government.

Over the last decade, international accounting harmonization and convergence and the increasing adoption of IFRS as national standards have become dominant topics in international accounting research (Alp & Ustundag, 2009; Ashbaugh & Pincus, 2001; Cairns, Massoudi, Taplin, & Tarca, 2011; Christensen et al., 2007; Daske, 2006; Daske & Gebhardt, 2006; Daske et al., 2008; Ding et al., 2007; Gastón, García, Jarne, & Laínez Gadea, 2010; Haverals, 2007; Hellmann, Perera, & Patel, 2010; Lantto & Sahlström, 2008; Othman & Zeghal, 2006; Peng & van der Laan Smith, 2010; Schleicher, Tahoun, & Walker, 2010; Tyrrall et al., 2007). In this move toward convergence, the politics associated with IAS setting by the IASB has become an important and controversial topic in international accounting research. Although previous studies have aimed to examine political issues and stakeholder's perception toward the standard-setting process of the IASB (Alali & Cao, 2010; Chiapello & Medjad, 2009; de Lange & Howieson, 2006), no study has critically examined the complexity of factors influencing attitudes and public opinion toward this standard-setting process. Given that attitudes are likely to guide behavior and lead stakeholders to either advance the work of the IASB or create obstacles, it is timely and relevant to analyze attitudes toward this issue. A recent study has provided evidence that stakeholders’ acceptance of IFRS and preparers’ overall perception of IFRS may influence compliance and the quality of financial reports (Navarro-García & Bastida, 2010). As such, it is the objective of this chapter to provide insights into determinants of attitudes toward the IASB's standard setting and critically examine the influence of power structures and perceived legitimacy on individual attitudes and public opinion.¹ Specifically, this study examines German attitudes toward the promotion of professional judgment by the IASB since the adoption of IFRS in the EU in 2005.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

This paper explores how performance-management systems are understood and framed through the use of rhetoric and language within universities, where not-for-profit, charitable goals are (or should be) central. It addresses the issues of: how strategic rhetorical frames are used by university actors; and how these relate to actors' primary frames and reactions to performance-management practices. The study focuses on the case of UK universities, taking into consideration both old and newer institutions.

This study adopts a case-study approach, relying on 28 interviews with key-academic actors involved in the design and implementation of university performance-management systems in four UK universities.

The research highlights the important effect of primary frames over the strategic frames that are mobilised to achieve desired outcomes or individual advantage. In Business disciplines, the consistency between actors' primary frames and managerial and performance-management tools introduced into universities makes such disciplines a fertile ground for these practices to be embraced. This is not the case with Natural Sciences.

While framing a new practice consistently with existing/prevailing primary frames may be a winning strategy in the short term, in the long term, those tasked with introducing new practices should consider that the prevalence of a certain view of the world has the potential to hamper innovation and learning.

The paper contributes to advance our understanding of the interaction between individual primary and strategic frames, as well as academic staff's reactions and interpretations of performance-management practices in universities as knowledge-intensive, not-for-profit organisations.

The purpose of this study is to examine the relationship between heritage attachment and its dimensions on the one hand, and domestic tourists’ visits to historic sites in Bagamoyo in Tanzania on the other.

A self-administered questionnaire consisting of multiple-measurement items was administered to a convenience sample of 160 domestic tourists visiting historic sites in Bagamoyo town in Tanzania. Regression analysis tested whether and to what extent heritage attachment and its dimensions relate to domestic tourists’ visits.

As expected, heritage attachment showed a positive and significant relationship with domestic tourists’ visits to historic sites, meaning that the more a tourist is attached to historic sites, the more likely she or he will visit them. In addition, all five dimensions of heritage attachment of spirituality, identity, oneness, inheritance and ancestry had a positive relationship with domestic tourists’ visits. However, only spirituality and identity had a stronger and more statistically significant effect.

The demographic, motivation, pull–push and cognitive theories have dominated explanations for why tourists visit. A major contribution of this study to this body of knowledge is its argument that the affective-based perspective is significant in explaining domestic tourists’ visits. It also provides managerial implications for practitioners in the tourist industry for the development of domestic and cultural tourism.

This study is among the first (if any) empirical demonstrations of the significance of heritage attachment and its dimensions in attracting domestic tourists to visit historic sites in Tanzania.

This review aims to discuss concepts and theories from cognitive psychology, identifies tourism studies applying them and discusses key areas for future research. The paper aims to demonstrate the usefulness of cognitive psychology for understanding why tourists and particularly pleasure travellers demonstrate the behaviour they exhibit.

The paper reviews 165 papers from the cognitive psychology and literature regarding pleasure travel related to consciousness, mindfulness, flow, retrospection, prospection, attention, schema and memory, feelings and emotions. The papers are chosen to demonstrate the state of the art of the literature and provide guidance on how these concepts are vital for further research.

The paper demonstrates that research has favoured a behaviourist rather than cognitive approach to the study of hedonic travel. Cognitive psychology can help to understand the mental processes connecting perception of stimuli with behaviour. Numerous examples are provided: top-down and bottom-up attention processes help to understand advertising effectiveness, theories of consciousness and memory processes help to distinguish between lived and recalled experience, cognitive appraisal theory predicts the emotion elicited based on a small number of appraisal dimensions such as surprise and goals, knowledge of the mental organisation of autobiographical memory and schema support understanding of destination image formation and change and the effect of storytelling on decision-making, reconstructive bias in prospection or retrospection about a holiday inform the study of pleasurable experience. These findings indicate need for further cognitive psychology research in tourism generally and studies of holiday travel experiences.

This review is limited to cognitive psychology and excludes psychoanalytic studies.

Cognitive psychology provides insight into key areas of practical importance. In general, the use of a cognitive approach allows further understanding of leisure tourists’ behaviour. The concept of attention is vital to understand destination advertising effectiveness, biases in memory process help to understand visitor satisfaction and experience design and so on. Use of cognitive psychology theory will lead to better practical outcomes for tourists seeking pleasurable experiences and destination managers.

This is the first review that examines the application of concepts from cognitive psychology to the study of leisure tourism in particular. The concepts studied are also applicable to study of travellers generally.