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Utilizing the Social Cognitive Theory framework, this research aims to illuminate how self-efficacy acts as a mediating factor, enhancing employability among working university students by fostering essential capabilities in digital leadership and intercultural competence.

Quantitative study with 206 working undergraduates from an Indonesian university. Questionnaires and structural equation modeling (SEM) with SPSS and SmartPLS were used.

Findings showed that working undergraduate students possess a high level of digital leadership capability and intercultural competence and tend to display increased confidence in their ability to perform challenging tasks and attain anticipated outcomes, thereby enhancing their employability. The integration of these skills, coupled with a solid self-efficacy belief, emerges as a powerful combination in the modern employment landscape in the digital transformation and Artificial Intelligence age.

This research is conducted in one university in Indonesia, potentially limiting its generalizability. Future studies could expand its regions to multiple universities across different countries for a more comprehensive implication.

This research answered the call for strategies from the university level on enhancing the development of essential competencies for working undergraduate students’ employability. It further highlights the necessity for shaping the curriculum to prioritize digital leadership capability, intercultural competence, and the cultivation of self-efficacy among working students.

This insight of the research has profound social implications, indicating that educational institutions must adapt their curricula to prioritize these competencies. By doing so, universities can better prepare students to navigate the complexities of the modern workplace, thereby contributing to a workforce that is not only technologically proficient but also culturally adept and resilient in the face of challenges. This adaptation is essential for fostering a generation of graduates who are well-equipped to contribute positively to a diverse and rapidly evolving labor market, ultimately benefiting both the individuals and the wider society by promoting economic development and cultural understanding.

Adopting a quantitative approach, this research offers a data-driven lens of employability determinants, deepening the understanding of how intertwined competencies shape employment outcomes in the AI age.

The purpose of this empirical study is to examine prospective teachers' international mindedness and intercultural competence, grounded in sociocultural theory. The research aims to understand the factors that foster these traits in prospective teachers and their significance in promoting competence in culturally diverse environments.

The study utilized structured equation modeling with maximum likelihood estimation to analyze data from 425 participants of two higher education institutions. The participants were selected through simple random probability sampling. This methodology allowed the researchers to explore the relationship between international mindedness and intercultural competence in prospective teachers.

The results of the study demonstrated a positive correlation between international mindedness and intercultural competence in prospective teachers. The findings suggest that by cultivating international mindedness, educators can enhance their intercultural competence, thereby fostering more effective interactions in diverse settings.

The present research holds practical implications for teacher education programs and higher education institutions. By understanding how international mindedness impacts intercultural competence, educators can implement targeted interventions and training to nurture these traits among prospective teachers. This can lead to the creation of culturally inclusive learning environments, promoting mutual respect and appreciation of diversity among students.

The originality of this study lies in its investigation of the link between international mindedness and intercultural competence in the context of prospective teachers enrolled in B.Ed. program in higher education institution. By establishing a causal relationship between these traits, the research adds to the understanding of how teachers can be prepared to engage effectively in culturally diverse classrooms. The findings hold value for educators and policymakers seeking to improve teaching practices and foster global citizenship among future educators and their students.

The main purpose of this paper is to test the effects of a classical intercultural simulation on participants' ability to modify their behavior in response to collectivistic and individualistic contexts. Moreover, the paper aims to examine moderating effects based on experiential learning and social identity theory.

The learning effects are evaluated through two separate quasi-experimental studies with 152 master students in business economics at a Danish university and 190 bachelor students in international business at a German university.

The analysis shows that intercultural simulations with artificial cultures significantly improve participants' ability to modify their behavior depending on cultural context. Participants who identify with an artificial culture that differs radically from their own take greater advantage of the simulation. The overall duration of international experience moderates participants' learning with a U-shaped effect. Culture-specific experience strengthens the positive effect of the simulation. The comparison of the two conducted studies indicates that previous cognitive teaching enhances learning.

The findings demonstrate the effectiveness of intercultural simulations that guide participants through all phases of the experiential learning cycle. Moreover, they underline the importance of assessing participants' cultural backgrounds before the assignment of training groups.

Prior research on intercultural simulations is often based on qualitative methods and mostly limited to affective outcomes, such as motivation and enjoyment of intercultural interactions. By contrast, this paper quantitatively tests to what extent intercultural simulations improve participants' ability to modify behavior depending on culture.

With the globalization of business, a relevant question is how might people deal with others from fundamentally different backgrounds (cultural, ethnic, functional, etc.)? Many authors (Rhinesmith, 1992; Paul, 2000; Gupta & Govindarajan, 2002; Kefalas, 1998, just to mention a few) suggest that managers working in international contexts require a specialized way of thinking about the environment in which they operate, a so-called “global mindset.” In the current chapter, we discuss the evolving notion of a “global mindset” and contrast it with extant work on the related concept of “cultural intelligence” (Earley, 2002; Earley & Ang, 2003; Earley & Mosakowski, 2004; Thomas & Inkson, 2004).

Hollie (2011) maintains that pedagogy is the most frequently overlooked facet of culturally responsive teaching. This chapter puts forward a promising pedagogy for working with diverse learners, particularly those from ethnic minorities. It opens by providing a brief background to the New Zealand context in which my research has been conducted, before moving on to identifying key UNESCO principles relating to cultural and linguistic diversity, and examining key tensions and challenges that impact on the development of relevant pedagogies for diversity in different international contexts. Relevant pedagogies identified in the international literature are then summarized. Next, examples from case study data on teachers in New Zealand schools are presented. These data highlight four key aspects of a promising pedagogy: knowing, doing, being, and belonging. Consideration of how these aspects influence the pedagogical objective of becoming suggests that, while generating relevant practices (doing) is more effective in combination with theoretical input (knowing), this is insufficient without concurrently engendering a sense of being with and belonging in diverse communities of learners. The final model for a promising pedagogy is therefore more than just a simple, linear process, but the components doing, knowing, being, and belonging are viewed as part of a dynamic, interactive, and cyclical model.

Beyond symptomatic communication barriers between designers and communities, glocal resiliency building (GRB) by intercultural groups often challenges traditional service-learning trajectories. Without ambitious performance hurdles, two higher education institutions from Australia and Thailand built rapport via their shared love for Bamboo to level hierarchies between groups: architects, both social and professional.

The author used Basho’s “self” – object nexus, as depicted in “Learn Bamboo from Bamboo” Haiku, as a methodology to structure our observations of stakeholders (Haas, 1994). This reflective account, narrated through a tabulated account of iterative engagements among various stakeholders, narrates the metacognitive process of GRB.

Amidst intercultural communication tensions that could have alienated efforts, Bamboo’s resourcefulness prompted positive stakeholder interactions. Interculturally relatable Bamboo culture could become an effective mode of communication via a synthesis of craft and construction to cultivate culturally intelligent behaviours.

Bamboo was a technology of community that overcame cultural tensions by completing an architectural product.

Despite different languages, work ethics and uneasiness, this activism project sensitised differentiating perspectives to transform traditional knowledge hierarchies to negotiate local know-how. Hence, it highlights activism as a methodology for figuring out the unknown layered in spatial and aspatial attributes of material cultures.

The authors of the various chapters in this book have approached the concept of global mindset from diverse perspectives and have defined it differently. Levy et al. in this volume define global mindset as a highly complex cognitive structure distinguished by an openness to and expression of multiple cultural and strategic realities on both global and local levels and the cognitive capacity to moderate and assimilate across this diversity. More specifically, global mindset is typified by three corresponding dimensions: (1) an openness and attentiveness to multiple realms of action and meaning, (2) a complex representation and expression of cultural and strategic dynamics, and (3) a moderation and incorporation of ideals and actions oriented toward both global and local levels (Chapter 1 of this volume). At the core of their definition is the awareness of and openness to multiple realities, meanings, and perspectives.

The Annual Review of Comparative and International Education (ARCIE) represents a forum and an opportunity for scholars worldwide to discuss and examine trends and directions in comparative/international education, highlighting relevant developments in these fields, related to educational contexts, climates, and reforms in these contexts. Changes and reforms within these contexts and areas can have significant impacts on various education stakeholders, agents, and societies. Given the need to identify and prepare for these changes, the objective of this chapter is to discuss recent trends and directions in the field of Comparative and International Education (CIE). The method employed to identify these trends was a meta-analysis of the 23 chapters published in the 2020 edition of ARCIE. The 23 chapters composed the corpus of texts analyzed in this study, with the support of an online platform for corpora processing. Results of the analysis were contrasted with relevant literature in the field and suggest that (among the three main missions of universities) teaching and research received more attention than outreach/services, considering the corpus analyzed. In addition, teachers and students received more attention than administrative staff. Therefore, we conclude that more attention is necessary toward these aspects (outreach and administrative staff) in the pursuit of social justice and UN’s sustainable development goals (SDGs). Finally, the prevalence of topics related to language and sustainability suggests a need for more representativeness, in terms of regions and languages studied in the field of CIE.

Drawing upon Folkman and Lazarus’ (1984) coping framework and interdependence theory (Thibaut and Kelley, 1959), the purpose of this paper is to investigate how expatriate spouses’ coping strategies (problem-focused and emotion-focused) affect expatriate spouse adjustment and expatriate adjustment. In addition, the authors also examine the mediating effect of expatriate adjustment on the spouse coping strategies-spouse adjustment relationship.

To test these relationships, the authors collected multi-source data from 191 expatriate spouses and their expatriate partners living in 37 countries.

The results revealed that problem- and emotion-focused coping strategies positively and negatively, respectively, influenced all types of spouse adjustment: personal, interaction, and cultural. Both forms of spouse coping also influenced expatriate adjustment. The authors also found that expatriate adjustment mediated the relationship between expatriate spouses’ coping strategies and spouse adjustment.

The results suggest that multinational organizations should pay equal attention to the adjustment of both their expatriates and their spouses. Both expatriates and their spouses should be included in the initial selection process and in pre-departure training to get well equipped before the international assignment. Training spouses to adopt problem-focused coping strategies would help to facilitate the effective adjustment of both spouses and expatriates.

The research provides one of the first examinations that investigate expatriate spouses’ coping strategies and their impact on expatriate and expatriate spouse adjustment. This research also highlights the interdependency of expatriates and their spouses.

The paper examines what are the effects of the different types of cross‐cultural training (CCT) on expatriates' adjustment and whether prior international experience (IE) and cultural distance (CD) have a moderator effect on the effectiveness of CCT.

In a quantitative approach the paper examines the effect of four different types of CCT on the three facets of expatriates' adjustment, on a sample consisting of 54 French, 53 German, 60 Korean and 57 Scandinavian managers expatriated to India. The paper then examines the moderator effect of IE and of CD on CCT's effectiveness.

CCT accelerates expatriates’ adjustment. The type of CCT received matters. IE and CD have a moderator effect.

Implications for practice are identified.

The paper demonstrated the effectiveness of different kinds of CCT and the moderator effects of IE and CD.