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This paper aims to investigate how and when visual referents in brand visual aesthetics (i.e. colours, shapes, patterns and materials) serve as design applications that enable…
Abstract
Purpose
This paper aims to investigate how and when visual referents in brand visual aesthetics (i.e. colours, shapes, patterns and materials) serve as design applications that enable consumer diasporic identity.
Design/methodology/approach
This paper uses an innovative methodology that triangulates 58 in-depth interviews with diasporic consumers, 9 interviews with brand managers and designers and a visual analysis of brands (food retailer, spices and nuts, skincare, hair and cosmetics, ice cream and wine) to provide a view of the phenomenon from multiple perspectives.
Findings
This study illustrates how and when particular applications and compositions of product and design referents support diasporic identity for Middle Eastern consumers living outside the Middle East. Specifically, it illustrates how the design applications of harmonising (applying separate ancestral homeland and culture of living product and design referents simultaneously), homaging (departing from the culture of living product and design referents with a subtle tribute to ancestral homeland culture) and heritaging (departing from the ancestral homeland culture product and design referents with slight updates to a culture of living style) can enable diasporic identity in particular social situations.
Research limitations/implications
Although applied to the Middle Eastern diaspora, this research opens up interesting avenues for future research that assesses diasporic consumers’ responses to brands seeking to use visual design to engage with this market. Moreover, future research should explore these design applications in relation to issues of cultural appreciation and appropriation.
Practical implications
The hybrid design compositions identified in this study can provide brand managers with practical tools for navigating the design process when targeting a diasporic segment. The design applications and their consequences are discussed while visually demonstrating how they can be crafted.
Originality/value
While previous research mainly focused on how consumption from the ancestral homeland occurred, to the best of the authors’ knowledge, this study is the first to examine how hybrid design compositions that combine a diaspora’s ancestral homeland culture and their culture of living simultaneously and to varying degrees resonate with diasporic consumers.
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Romanian women migrant entrepreneurs (RWMEs) are amongst the largest EU migrant communities in the UK and make significant socioeconomic contributions to both their host and…
Abstract
Purpose
Romanian women migrant entrepreneurs (RWMEs) are amongst the largest EU migrant communities in the UK and make significant socioeconomic contributions to both their host and origin nations, but academic research and policy discussions have ignored them. Intersectionality raises complex contextual issues that require comprehensive examination and inclusive policies and programmes. This study is aimed at exploring how Romanian women migrant entrepreneurs experience their transnational intersectional journeys of belonging, as they create, negotiate and enact their intersectional identities of the country of origin, gender and being entrepreneurs in the UK and Romania.
Design/methodology/approach
This Interpretative Phenomenological Analysis (IPA) draws on draws upon Crenshaw's (1991) intersectional and Social Identity theories (Tajfel and Turner, 1979) to investigate how nine interviewed RWMEs have experienced their transnational journeys of acculturative belonging in the UK and Romania.
Findings
The study findings show how RWMEs undo and negotiate their intersecting identities to adhere to socio-cultural standards in both their host and native nations. In the UK, they feel empowered as women entrepreneurs, but in patriarchal Romania, their entrepreneurial identity is revoked, contradicting the prescribed socio-cultural roles.
Research limitations/implications
This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.
Originality/value
This study responds to the call regarding inequalities in entrepreneurship opportunities (Vershinina et al., 2022). By focussing on the understudied community of RWMEs and exploring new intersectional and transnational contextual insights, it contributes to the literature and practice of migrant entrepreneurship. These empirical findings are essential for the development of evidence-based, disaggregated entrepreneurship programmes and policies.
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Jude Kenechi Onyima, Stephen Syrett and Leandro Sepulveda
This paper contributes to the development of an enhanced understanding of the breakout strategies of immigrant entrepreneurs within a transnational context. It develops a dynamic…
Abstract
Purpose
This paper contributes to the development of an enhanced understanding of the breakout strategies of immigrant entrepreneurs within a transnational context. It develops a dynamic notion of breakout by placing it within a wider understanding of immigrant entrepreneurial strategy characterised by multifocal embeddedness within transnational space.
Design/methodology/approach
This study adopted a qualitative research methodological approach. In-depth interviews were completed with 30 first- and second-generation UK-based Nigerian entrepreneurs and key informants, to provide data on business growth strategies of individual immigrant entrepreneurs in the context of opportunity structures across host, home and third countries.
Findings
Nigerian immigrant entrepreneurs adopted distinctive entrepreneurial strategies related to the complex and diverse transnational context within which they were embedded. Findings demonstrated how the realisation of diversification and differentiation strategies was particularly influenced by locational and spatial strategies, the specific contextual embeddedness of the entrepreneur and generational differences across entrepreneurs.
Originality/value
Conceptualising immigrant entrepreneurship from a standpoint of transnational, multifocal embeddedness produces a complex and multi-layered understanding of business breakout as a dynamic process. Drawing together the unifocal, bifocal and multifocal dimensions of embeddedness with findings on the breakout strategies being pursued by immigrant entrepreneurs, an original typology is presented which identifies different approaches to breakout across varied contexts. This has significant policy and practice implications for the content, targeting and access of business support and wider social issues, relating to the identities, social mobility and integration of immigrant entrepreneurs.
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This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized…
Abstract
This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.
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Nicola Sum, Reshmi Lahiri-Roy and Nish Belford
Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these…
Abstract
Purpose
Identity, positioning and possibilities intersect differently for South Asian women in white academia. Within a broader migrant community that defines Australian life, these identities and positioning imply great possibility, but pursuing such pathways within academia is a walk on the last strand of resilience. This paper explores this tension of possibilities and constraints, using hope theory to highlight the cognitive resistance evident in the narratives of three South Asian women in Australian academia.
Design/methodology/approach
The authors use collaborative autoethnography to share their narratives of working in Australian universities at three different stages of careers, utilising Snyder's model of hope theory to interrogate their own goal-setting behaviours, pathways and agentic thinking.
Findings
The authors propose that hope as a cognitive state informs resistance and enables aspirations to contribute within academia in meaningful ways whilst navigating the terrain of inequitable structures.
Originality/value
The authors' use of hope theory as a lens on the intersectional experiences of career making, building and progression is a new contribution to scholarship on marginalised women in white academe and the ways in which the pathways of resistance are identified.
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This study aims to integrate entrepreneurship theories and acculturation perspectives into a unified lens to understand opportunity development by transnational entrepreneurs…
Abstract
Purpose
This study aims to integrate entrepreneurship theories and acculturation perspectives into a unified lens to understand opportunity development by transnational entrepreneurs (TNEs).
Design/methodology/approach
This study uses a conceptual method, considering how acculturation strategies of TNEs influence cross-cultural arbitrage.
Findings
We develop six propositions that define how acculturation strategies relate to different levels of cultural embeddedness of transnational entrepreneurs and ultimately influence the process by which the entrepreneur engages in cross-cultural arbitrage.
Originality/value
We are one of the first to integrate the sociology of immigrants with entrepreneurship to better understand how TNEs engage in cross-cultural arbitrage.
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B. Nalani Butler, Thomas J. Aicher, Georgio Vahoua and Allyson C. Hartzell
This study focused on Ivorian track and field athletes who were current or former members of the Ivorian national team to understand athletes’ experiences with migration, diaspora…
Abstract
Purpose
This study focused on Ivorian track and field athletes who were current or former members of the Ivorian national team to understand athletes’ experiences with migration, diaspora and sport.
Design/methodology/approach
Participatory action research (PAR) methodology was used in this research study (Lenette and Nesvaderani, 2021). According to Schinke and Blodgett (2016), PAR is a type of qualitative research used to engage the researcher and researched. The researcher and researched work together to understand the issues of a situation and communicate a plan to work toward resolving those issues (Kemmis et al., 2014). Using PAR helped to engage multiple people in the study, and as more research studies explore forced migration and sport, more scholars are starting to lean on the methodology to create a more diverse perspective and to include marginalized populations in the world of scholarly research (Stone, 2018; Robinson et al., 2019).
Findings
Key findings illustrate Ivorian athletes’ ability to forge a bond that transcended tribal and political differences through geographical proximity and sport opportunity, allowing them to (re)connect with their Ivorian diaspora by representing the national team.
Originality/value
This research paper expands on past studies in sport and migration by showcasing the fluid nature of how diaspora constructs an athlete’s national identity once they are forced to leave their homeland.
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A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with…
Abstract
A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.
While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.
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Geraldine Hardie, Shamika Almeida, Kanchana Wijayawardena, Betty Frino, Hui-Ling Wang and Afshan Rauf
This paper examines the experiences of a team of female academics (teaching a large cohort of undergraduate students) and the coping mechanisms used to combat the challenges they…
Abstract
Purpose
This paper examines the experiences of a team of female academics (teaching a large cohort of undergraduate students) and the coping mechanisms used to combat the challenges they confront in the Australian higher education sector.
Design/methodology/approach
Using a reflective autoethnographic method and strengths perspective, the authors share experiences as female professionals whose intersectional identities presented challenges that extend beyond those typically found in the current higher education setting.
Findings
The individualized nature of academic work exacerbates the systemic marginalization of female academics. Adopting a flock culture serves as a support network for addressing the various intersectional challenges. The authors liken the “flock cultural approach” to a “sisterhood” where individuals impacted by intersectional challenges build a strong and cohesive unit to support each other by utilizing their combined strengths to create positive synergy to cope with ongoing workplace challenges.
Research limitations/implications
The study highlights the benefit of the strengths perspective to understand how female academics with intersectional identities can overcome the challenges of their highly individualized profession.
Practical implications
This paper highlights the importance of building team-based work, cultivating collective achievement and high trust in a highly individualistic profession.
Social implications
Using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics. The findings point to how using a “flock culture” – a membership-based philosophy – became the key support mechanism for the marginalized groups, empowering them to confront the systemic barriers within their profession.
Originality/value
First, the findings of this study are shaped by the intersections of factors such as ethnicity, age, race, religion and mode of employment, which all influences the participants’ lived experiences. Second, this study contributes to the transnational feminist movement by unveiling the contextualized barriers that junior academic females from various migrant backgrounds face and identify how they synergized their collective strengths to survive the challenging academic environment. Third, using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics.
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Mustafa Polat and Kürşat Arslan
The worldwide interdependency of nations has been acknowledged throughout the globalization literature and by many national and international organizations, including higher…
Abstract
The worldwide interdependency of nations has been acknowledged throughout the globalization literature and by many national and international organizations, including higher education institutions (HEIs), which have become an essential tool to accelerate this process. Financial, cultural, and political motives have driven 21st century higher education (HE) toward a more international direction shaping HE policies and promoting the mobility of ideas and individuals across the world. Utilizing bibliometric and descriptive tools, the article aims to analyze the existing knowledge base on international mobility of academics (IMA) as a core component of internationalization. More specifically, the study examines 423 papers published between 1970 and 2021 in Scopus and Web of Science (WoS) databases to reveal the big picture of the knowledge base by identifying the volume, growth trajectory, geographical dispersion, the most influential authors, articles, journals as well as the intellectual structure and the topical foci in the field. The findings have produced four distinct schools of thought labeled as “Knowledge Transfer and Mobility Networks,” “Academic Mobility in IHE Process,” “Expatriate Studies,” and “Scientific Mobility.” Moreover, the co-occurrence keyword map has yielded several topical foci: “Internationalization and Expatriate Academics,” “Academic Mobility and Career Paths,” and “Knowledge Transfer, Migration, and Academic Identity.” Considering the general trends and developments in the field, the study might provide more insight into further research.
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