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Despite research spanning a 20‐year period (from 1950 to 1970), Ray L. Birdwhistell’s work on body language and theory of kinesics has been recorded only in occasional papers. Birdwhistell defined kinesics as “the study of body‐motion as related to the non‐verbal aspects of interpersonal communication”. He believed body‐motion communication to be systemic, a socially learned and communicative behaviour unless proven otherwise. The article extensively collates and analyses Birdwhistell’s work and theories. Birdwhistell was frequently forced to admit that a number of his theories were subject to some dispute. The article concludes that Birdwhistell’s work contains major flaws and the verdict of other researchers who have tried to develop his theories of kinesics has been damning.

This paper argues that it is possible to make a scientific analysis of the process of persuasion as a function of the language used in any social interaction rather than merely the context in which that interaction takes place. In other words, persuasion is a rhetorical as much as a sociolinguistic phenomenon and persuasive language in itself constitutes a distinct register or style of speech.

The United States has attempted to remove the comparative disadvantage of people over 40 in the labour market by legislation against any age discrimination in the employment of people aged between 40 and 70, including the prohibition of age qualifications in job advertisements. This paper discusses the main provisions of the American Age Discrimination in Employment Act (1967 and 1973) and then goes on to consider the extent of age discrimination in Britain by analysing a sample of age qualified vacancies notified to the British public employment service.

Two hot topics today in the popular press as well as academic literature are international entrepreneurship and corporate entrepreneurship. These topics challenge two traditional notions within those fields: the difficulty of established corporations to be entrepreneurial and the difficulty of entrepreneurs to go global. The current study introduces the concept global corporate ventures, which merges the concepts internal corporate ventures and “born globals.” This concept is developed and illustrated by two examples of global corporate ventures, ING Direct and HSBC Direct, two financial services e‐commerce ventures that have been launched on a global scale.

This article focuses on “born globals” (Knight and Cavusgil 1996) and interfirm resources to explain international entrepreneurship. The theory posed here challenges the traditional image of international business as a long, gradual process not occurring until later in the life cycle, and applying only to large multinational corporations (MNCs). Increasingly, new ventures must expand their operations internationally early in their history in order to be competitive (Oviatt and McDougall 1994), and require infrastructure (Van de Ven 1993), or interfirm resources, for success. Specifically, firms may rely on three factors to expand internationally: cost factors, unique global resources, and networks.

OUR various accounts of the Portsmouth Conference, and the official record of it which is now in the hands of readers shows that it may be regarded as a successful one. It was specially notable for the absence of those bickerings and differences which must inevitably come to the surface at times. There may be something in the suggestion of one of our writers that the weather was a main factor. However that may be, there was uniform good temper, and we came away with the belief that a good week's work for librarianship had been done.

In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities.

This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study.

The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs.

The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area.

The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency.

Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Breakout rooms are commonly used by lecturers as a means to achieve collaborative learning in online lessons. Although breakout rooms can be effective at encouraging student engagement, interaction and learning, many students dislike being forced to interact with peers, and for some students, it can lead to feelings of anxiety and stress. Successful collaborative learning depends upon having the “right” individuals working together, so the purpose of this research is to identify specific learner attributes that are associated with purposeful interpersonal interaction in breakout rooms.

An online survey was used to obtain data from 664 higher education students in the USA, which were analyzed using partial least squares structural equation modeling (PLS-SEM).

Students' technology readiness, social identification and intercultural communication competence are each significantly related to the achievement of purposeful interpersonal interaction, which is strongly related to students' perceived learning.

The findings of this research emphasize the importance of lecturers considering learner attributes when forming breakout room groups.

The breakout room represents a unique and specific context for collaborative learning, where there may be minimal lecturer supervision and where students may choose to disengage by turning off their cameras and microphones or simply listen without participating (known as lurking). The existing literature has given little attention to how lecturers allocate students to online breakout rooms.