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Esbjerg is located in the Wadden Sea region and is a regional centre with approximately 72,000 inhabitants. Commercially, the city has recently ranked first amongst major Danish cities in the creation of jobs. However, in Denmark, it is mainly other cities that attract younger students, and Esbjerg has some of the same structural problems due to outmigration as Danish rural areas in general. It is, therefore, important for Esbjerg to be able to attract international students so that businesses and institutions in the region can recruit skilled employees. In this book chapter, the authors aim to reanalyse data from 10 semi-structured interviews with international students at higher education institutions in Esbjerg conducted in 2016. The authors position their empirical findings within the literature on international student integration to investigate the obstacles to international student integration into study, business and leisure life in Esbjerg and potential solutions given Esbjerg’s peripheral location. The chapter, thus, aims to improve the understanding of cultural, work-related and everyday life challenges that are present in university town environments where international students study, mainly from the perspective of students.

The purpose of this paper is to reflect on undergraduate student education, consider how campuses can address student needs as reported by the Lumina Foundation project, and provide suggestions to campus leaders for ways in which they can place higher priority on meeting student needs.

This paper takes the form of a reflective essay.

The campus president should be the chief education officer as well as the chief executive officer.

While this essay is based on a single president’s experiences, it provides new dimensions for assessing leadership.

This essay provides a way of setting criteria for presidential searches and for assessing presidential performance.

This essay provides examples of how a president can add value to the campus setting and local community.

This is an original approach and an original piece of work that draws on my experience and talks on campus.

The purpose of this paper is to identify challenges of talent management (TM) of transition economies, based on a study of employee and employer obligations as elements of anticipatory psychological contracts (APC) among young entrants to labor market. The authors aim to analyze how APC differ between transitional and non-transitional countries and also if there are differences between transitional countries.

The authors used a quantitative research design and conducted a survey using the PC inventory among business students in Poland and Slovenia and the UK (as a control group).

The authors found that APC in transitional countries differ significantly from the control group, with Polish and Slovenian APCs being more transactional and less relational than in the UK. Also, there are several differences between Poland and Slovenia, suggesting that Central and Eastern Europe transitional countries cannot be considered a single region in this respect.

The authors identified challenges related to TM in transitional countries based on APC characteristics and proposed several ways in which employers and educators could help to build more realistic expectations and thus helping young talents with their transition from education to labor market. By increasing the understanding of APC employers can improve their TM practices for the young talents.

The study offers unique insights into APC of the young entrants to labor market in transitional countries, with regard to both employee and employer obligations. The three types of APC were studied along with particular dimensions of APC. The authors linked TM to the APC characteristics. Based on the results, the authors propose that socio-economic context as well as national culture should be considered as antecedents of APC formation and given more attention in both psychological contract and TM research.

Guest lecturers (GLs) are a popular mechanism for transferring insights from industry into supply chain programmes. With a scarcity of capable supply chain (SC) talent in today's labour market, there is real value in executives contributing to SC programmes at schools and universities. By guest lecturing they can “light the fire” in students about how exciting the field and practice are and how much potential there is in considering a career in SC management. Students on SC programmes can be shown part of the way towards modern SC practice for which there is a real need for more talent. However, it may be difficult to ensure GL effectiveness; it is neither the executive's job nor his/her profession and academics often find it hard to recruit GLs.

Based on the hands‐on experience of GLs and academics from multiple backgrounds, this paper develops both a framework that can help ensure effective use of the GL, and 11 specific tips and suggestions for recruiting and using GLs in SC programmes.

It was found that there are more creative ways to use GLs in programmes than typically considered, as well as a wider recruitment of different types of GL than those most commonly sought after and most hard to recruit.

This paper aims to assist educators in curriculum development and to help to ensure that, when executives offer up scarce time and experience, they maximise the impact of their service.

Future global leaders need to develop global leadership competencies (GLCs) to tackle the complexities of globalisation, not just to learn about them. While most programmes in university settings focus on study-abroad or out-of-classroom experiences to develop these competencies, it is argued that well-designed on-campus learning methods can develop GLCs successfully. This chapter reports on a course design that effectively develops these competencies in the classroom using team-based learning (TBL) (Michaelsen & Sweet, 2008). The course aims to help students practise three competencies deemed essential for global leaders: (1) the ability to demonstrate self-awareness; (2) the ability to communicate effectively when working in multicultural teams and (3) the ability to think critically. The chapter argues that using TBL to develop GLC is particularly effective, as the instruction method offers a fixed, clearly defined set of practice, i.e. weekly individual and group test, team collaboration and peer feedback that works as a semester-long experiential learning teamwork activity where the students practise, reflect and develop their GLC. The chapter provides an account of the course design, activities and assignments implemented and discusses its effectiveness. It aims to be useful for instructors who want to implement an innovative, student-centred course on global leadership.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Synergy might not be a word on the lips of many people, but its effects can be seen everywhere. The sports team that rises above its apparent potential because of teamwork – the sum being greater than its individual parts – is synergy in action. Companies who join forces do so to the greatest effect when the merger enables them to become stronger together. The synergistic learning and development (L&D) initiative between Venture Capital firm Prism, social media start‐up KickApps and Bentley University grew out of frustrations that all three organizations had faced.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The paper provides strategic insights and practical thinking that can have a broader social impact.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to‐digest format.

The paper aims to ascertain the governance arrangements of higher education providers in Cambodia and to seek insights into institutional governance while its higher education sector is in a significant transition towards the market model.

The empirical research underpinning this paper applies a qualitative method, based on an interpretivist approach to inquiry. The study uses semi-structured interviews with 38 key research participants from relevant institutions. The data analysis follows a thematic coding approach.

The study has found that despite their divergent governance arrangements, three forms of higher education providers – public institution, public administrative institution and private institution – have become increasingly similar because of their convergent trend towards commercialization and politicization. These two critical issues are considered threats to institutional development in Cambodia.

The interviews were conducted with the key actors at leadership and management levels. This leaves room for future research to investigate the institutional governance issue at faculty and student levels to develop a deeper understanding about the on-the-ground implementation. This paper is a useful information source for policymakers, institutional leaders and educational practitioners.

This paper addresses the under-researched issue of institutional governance in Cambodia and critically examines the assumption that devolution and privatization of higher education in Cambodia will help advance the sector for economic development. The paper contributes to the ongoing academic debate in the higher education domain while higher education institutions are struggling to sustain their place in the competitive marketplace.

The purpose of this paper is to report on the impact of the internship experience on business students’ career intentions in regard to pursuing a career path in the same job function or industry as their internship.

After completing and reflecting on an internship, 198 undergraduate students responded to the prompt: “discuss the impact of the internship on your career consideration.” Responses were analyzed using a content analysis methodology in order to determine whether or not interns would pursue the same job functions (e.g. sales) or industry (e.g. non-profit) as their internship in their post-graduation job search.

Across the job functions and industries identified within the internships, 54 and 45 percent of interns confirmed their expectations of career fit, respectively. The implications of confirming and disconfirming these expectations for students are discussed.

Given the value of internships to business students, surprisingly few studies have examined their influence on undergraduates’ career considerations. Students select internships with the intention of learning about job functions or industries for possible career fit, yet the authors know little about whether the experience confirms or disconfirms their expectations. This study seeks to address this gap. The authors suggest that internships, as experiential activities, merit greater attention as they provide students opportunities to learn what they do or do not want to do, where they do or do not want to work and whether their self-concept fits a possible career path – saving themselves and potential employers the cost of job dissatisfaction and turnover.