Search results

Prior research on international diversification has focused primarily on multinational enterprises (MNEs) from developed economies, such as the U.S. and other developed nations. As an increasing number of MNEs are now located in emerging economies, new theoretical frameworks are needed to better understand the motivations of these MNEs to diversify internationally. This paper contributes to the theory development of MNEs by examining the characteristics of international diversification by business groups from emerging economies. Using the resource-based view (RBV) of the firm and organizational learning theory, we suggest that the international diversification motives of business groups from emerging economies vary by host country context. Business groups from emerging economies are more likely to enter developed economies (rather than other emerging economies) when their primary aim is exploring new resources and capabilities, and more likely to enter other emerging economies (rather than developed economies) when their primary aim is to exploit existing group resources and capabilities. We also suggest that these motives influence business-group performance. We identify two important moderators of these relationships: product diversification and social capital. Because of the importance of the business-group organizational form in emerging economies, understanding business-group international diversification may lead to improved MNE theory.

This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how neoliberal policies perpetuate structural inequities in the day-to-day activities of schools by describing how district choice and accountability policies marginalize students of color in low socioeconomic positions. Findings explore the challenges faced by school leaders in a neoliberal policy context and highlight the importance of policy context in a successful improvement effort. The complex web of neoliberal polices of choice and accountability led to lower enrollment, which decreased the school's base funding and led to a greater proportion of students with skill gaps, significant socioemotional needs and students in need of special education services. For school improvement to be successful and to close the opportunity gap, leaders must dismantle and disrupt racist systems and structures bolstered by neoliberal policies.

In Canada, food insecurity is characterized by the consumption of low quantity or low-quality foods, worrying about food supply and/or acquiring foods in socially unacceptable ways, such as begging or scavenging. As of 2012, approximately 15.2% of Ontario, Canada, children are living in food insecure households, a prevalence which has remained steady since 2005. This is particularly concerning when considering that school-aged children are a population whose growth and developing is sensitive to nutritional stress, and the experience of childhood food insecurity is highly associated with the development of adverse physical, mental and learning outcomes. This study aims at establishing the relationship between food insecurity and Education Quality and Accountability Office (EQAO) standardized test scores in order to highlight the incompatibility of the EQAO's reliance on test outcomes in determining Ontarian school's accountability, specifically for those with a high prevalence of food insecurity.

Canada's population is becoming increasingly diverse and the recent recognition of the need for inclusivity and diversity has led to conversations in undergraduate and graduate medical programs across the country. The intended outcomes of these conversations around representation are actions that better prepare medical graduates to meet the needs related to caring for a diverse Canadian population. It is paramount that learners see this progress toward equity, inclusivity, and diversity reflected in the leadership of their medical training programs. Actions toward this goal may be more impactful from a new understanding of leadership. This chapter focuses on a postcolonial reimagining of leadership that expands qualities that are valued, resulting in a natural diversification and increased inclusion among medical leaders. The authors write from their personal viewpoints and provide suggestions on revisioning leadership and curriculum, throughout. It is hoped that a paradigm shift in the way leaders are identified, recognized, and supported will address current challenges in medical culture and subsequent socialization of learners that influence their professional identities and ideas about who and what makes good leaders.

In every decade, there tends to be a major economic crisis affecting the entire world. Recent decades have seen the Asian financial crisis in the 1990s and the global financial crisis in the 2000s. Also, natural disasters and pandemics frequently impact the socioeconomic conditions of the people. The coronavirus disease of 2019 (COVID-19) is one such crisis. In such situations, the socially disadvantaged are usually the worst hit, marginalizing the disadvantaged even further. Zygmunt Bauman describes this as “collateral damage.” In schooling, as well, such collateral damage is observed across countries. The aim of this chapter is to investigate responses by one secondary school leader in Bangkok, Thailand, to COVID-19 in order to minimize the collateral damage to the students. For this aim, self-study was employed as a research method. In the midst of great confusion, a caring mind and heart for students in difficulty was at the heart of strategies that encouraged them to remain constant with respect to the world of learning.