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Transnationalism and transnational concept are extensively researched in many social science areas; however, transnational management and transnational marketing is relatively a less explored research domain. Also, knowledge management for transnational education (TNE) marketing is not well-researched. Capacity building is an established research-stream, with a key focus on socio-economic and ecological development; however, prior research on capacity building from the context of TNE’s knowledge management and marketing is scarce. The purpose of this study is to analyse TNE marketing mix, to understand the influence of transnational stakeholders’ causal scope(s) on knowledge management in TNE to uphold their transnatioalisation processes through capacity building in TNEs’ marketing management.

An inductive constructivist method is followed.

Organisational learning from the context of transnational market and socio-economic competitive factors, based on analysing the transnational stakeholders’ causal scope(s) is imperative for proactive knowledge management capacity in TNE marketing. Following the analysis of transnational stakeholders’ causal scope(s) to learn about the cause and consequence of the transnational stakeholders’ relationships and interactions, an initial conceptual framework of knowledge management for TNE marketing is proposed. Practical insights from different TNE markets are developed in support of this novel knowledge management capacity building framework of TNE, and its generalisation perspectives and future research areas are discussed.

These insights will be useful for TNE administrators to better align their knowledge management perspectives and propositions with their transnational stakeholders to underpin TNE marketing. Academics will be able to use these insights as a basis for future research.

This study proposes a novel conceptual stakeholder-centred capacity building framework for TNE’s knowledge management to uphold TNE marketing and supports the framework, based on practical insights from three different transnational markets.

The purpose of this paper is to highlight gaps in the literature regarding transnational ties, the experience of raising and caring for children in a new (high-income) country and well-being, and to propose a program of research to address these gaps.

A general review of the literature on international migration, transnationalism and parenthood was conducted. A program of research and its objectives are then described.

To address research gaps, the proposed program of research aims to: develop approaches and tools to examine and measure the transnational experiences of migrant families; better understand migrants’ transnational obligations, resources and movements and their impact on parenthood and the health and well-being of families; assess whether existing health and social care and services for migrant families with children consider the transnational contexts and experiences of families; and determine how health and social care and services for migrant families with children may be adapted or developed to address transnational challenges and enhance transnational resources for families.

The proposed program of research offers a new approach, transnationalism, for producing knowledge toward better understanding the health and optimizing the care of migrant families in the context of raising and caring for children in a new country. It also contributes to the agenda setting regarding the approach and priority areas for research in migrant health.

The purpose of this paper is twofold: first, to assess the impact of the 1999 Special Issue on Professionalization in Asia in the Accounting, Auditing and Accountability Journal (AAAJ); and second, more generally to review research on this topic post-1999.

The paper starts with a discussion of the research articles of the Special Issue. It then identifies research that has cited papers in the Special Issue and which focusses on professionalization in Asia to identify relevant subsequent research. In addition, a literature search is conducted to locate post-1999 work that has not cited papers from the Special Issue but has investigated the same topic area. Analyzing both sets of work enables an integrated review of the field and aids the identification of future research opportunities. The study covers published research articles and books on professionalization projects in Asia from 1999 to 2018. In this paper, reference to Asia focusses on East Asia (including countries such as China and Japan), South Asia (including countries such as Bangladesh, India and Sri Lanka), and South East Asia (including countries such as Brunei, Cambodia, Indonesia, Malaysia, the Philippines and Vietnam). Given the elapsed time of near 20 years, there has been sufficient time for research to be published. Therefore, the review focusses on published output only and does not discuss unpublished theses, conference proceedings nor working papers.

First, the Special Issue of AAAJ in 1999 generally adopted a critical lens and studied professionalization as projects of market closure and collective mobility. The corporatist framework of Puxty et al. (1987) provided a useful framing to analyze the influence of states, markets and communities on professionalization. Second, the Special Issue has helped to spur interest in understanding professionalization in the region. Post-1999, there are studies of countries not covered in the Special Issue. Third, the themes identified in the Special Issue continue to be relevant and are examined in post-1999 work: the active role of the state, the legacies of colonization, the activities of transnational accounting bodies; and to a lesser degree, the influence of transnational accounting firms. Finally, future research could usefully focus on: the distinctive and more expansive role of Asian state agencies; the conduct of deeper comparative research; the role of accounting firms in the region; and the impact of transnational agencies such as the International Federation of Accountants and the World Bank.

There are three limitations. First, the review of literature omits unpublished research such as PhD theses and working papers. Second, it focusses only on research published in English. As a result, some work may be excluded. Third, it assesses the contribution of a single issue (i.e. the 1999 AAAJ Special Issue) and does not discuss work that preceded 1999.

This paper is aimed at assessing the impact of the 1999 Special Issue but also presents a wide-ranging analytical review of published research on accounting professionalization in Asia since 1999. The paper identifies several areas for future research and proposes a modified model of state-market-community-profession relations. In particular, the paper emphasizes the large and distinctive roles of Asian state agencies and the activities of transnational actors (both those within the profession as well as those that are external).

This article aims to develop an original conceptual approach for the research and analysis of European works councils (EWCs) through a critical examination of the theoretical debate on the Europeanization of industrial relations and the main results of the huge body of quantitative and qualitative empirical studies of these transnational bodies for effective worker participation.

Starting from the authors' own experiences in qualitative case‐study research, they summarise the main developments of EWCs as the most advanced institutional piece in the emerging dimension of European industrial relations and discuss the strength and weakness of the different approaches employed in EWC research.

From a perspective of “political economy of European integration” the development of EWCs shows the changing power constellations at the micro‐ and meso‐level of transnational firm complexes. More than 800 EWCs councils with thousands of workers' representatives generate hope for an emergent system of industrial relations, but globalization, economic crisis, intensification of regime competition or the consequences on employment of relocation, restructuring and downsizing are threatening advances in this fundamental piece of the European social project.

The paper offers not only a comprehensive state of the art of theoretical debate and empirical research on EWCs, but develops an original and innovative analytical approach for future research. In a meso‐political perspective, linking together micro‐politics with the interaction of the firm with other collective actors, namely public authorities, trade unions and employers' associations at different levels, transnational industrial relations at company level are best analysed as dynamic networks of actors embedded in the framework of the transnational corporation, conceived as a political complex with different actors struggling for increasing their influence on corporate decision‐making processes.

Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route.

The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers.

As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching.

The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation.

In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide.

The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

Transnational entrepreneurship can be considered a new stream of research where migrant entrepreneurship and international business research fields intersect. The purpose of this paper is to offer a theoretical framework to address the following research question: How do transnational entrepreneurs (TEs) develop their competitive advantage to succeed in a global market?

Based on the strategic entrepreneurship approach and dynamic capability perspective, this paper suggests a theoretical framework to extend the understanding on how TEs may develop their competitive advantage to succeed in a global market.

The suggested theoretical framework exhibits how the social ties of TEs affects their firm performance through the mediating effect of a bundle of two organizational processes (opportunity sensing and opportunity seizing) and the moderating effect of institutional distance between countries of origin and residence.

TEs should not solely focus on their ethnic social ties. That is why this paper suggests that ethnic ties in the country of origin and the country of residence (COR) may lead to higher firm performance only if systematically used alongside nonethnic ties in the COR. Furthermore, it is crucial for TEs to understand the importance of dynamic capabilities in developing and sustaining their competitive advantage.

Based on the strategic entrepreneurship approach, this paper suggests a social tie-based model of the dynamic capability to address the theoretical void in the transnational entrepreneurship literature. The linkage between social tie and performance which has been in a black box is examined in terms of how strong and weak social ties may affect different underlying processes of TEs’ dynamic capabilities differently. In contrast to the common conceptualization of institutional distance as a negative moderator in international business literature, institutional distance is theorized as a positive moderator in the suggested theoretical model of transnational entrepreneurship.

While going through a revival in sociology and business studies, the concept of communities, as used in those disciplines, appears to confront, in an unresolved tension, the development of differentiated and transnationally interconnected modern societies. We argue that there is a need not only to “rediscover” but in fact also to “renew” the notion of community. Building on insights from classical sociology, we propose a definition of transnational communities as social groups emerging from mutual interaction across national boundaries, oriented around a common project or “imagined” identity. Transnational communities are not static structures but fluid and dynamic processes. They are constructed through symbolic or “imagined” proximity rather than through physical propinquity. More often than not, they are “communities of limited liability” rather than the expression of permanent ascriptive markers. Finally, transnational communities go well beyond the provision of local protection and solidarities as they engage in different kinds of transnational activism. This chapter compares bottom-up and top-down patterns of transnational community development, exploring in both cases the role of those communities in the dynamics of transnational governance. We propose that transnational communities impact cross-border governance in at least six different ways. They contribute to the framing of a governance problem space. They allow the mobilization of collective action while also serving as public arenas. They foster preference transformation. They directly participate in rule-setting while also playing a key role when it comes to monitoring and control. In conclusion, we identify key directions for further research.

Much of the literature on higher education transnational, international and cross-border partnerships emphasize the partnerships’ strategic importance to the institutions, the administrative complexities of negotiating in a different language or culture or both, and more often than not, financial gains. Other scholars discuss the importance of developing global citizens. Surprisingly, there seems to be a paucity of research on the role of faculty in cross-border and transnational partnerships. This chapter, through description of one transnational program and the literature, offers reflections that contribute to a much-needed research agenda that faculty are the keystone to forming sustainable, profitable, and strategic partnerships.

The purpose of this paper is to describe and analyze Alfred Chandler's ideological shift from American exceptionalism to transnational history in research assumptions to identify significant corollaries for the study of management history.

Using the determinism‐indeterminism classifying framework proposed by Tucker, the paper classifies Chandler's works based on the extent to which they reflect Chandler's ideological commitment to exceptionalist versus transnational perspective.

The paper found that the year of 1980 was the turning point for Chandler's ideological shift from American exceptionalism to a more transnational comparative perspective.

The paper outlines the relevant implications of our findings for management history, calling for an emulation of Chandler's pursuit of comparative examinations of established concepts and management philosophy within the historical development of contemporary and past transnational firms and managers. It believes this holds great importance to furthering a historical perspective in relative management history, and global management, which, in turn, will further illuminate the history of American business and management as well.

The unique contribution of this paper is that it provides the first historical analysis of the ideological assumptions underpinning Chandler's works.

Purpose – Analyzing support strategies (such as childcare, elderly care, nursing, and remittances) of Ukrainian migrants living in Germany, the chapter addresses the interrelationship of social inequality and migration. First, it explores mechanisms influencing the unequal distribution of financial and care support within Ukrainian transnational families. Second, it examines how the unequal distribution influences migrants’ social mobility in Germany.

Methods – Building on the intersectionality approach the chapter indicates class, ethnic, and gender-specific categorizations as being important determinants of unequal support distribution. Conducting 28 semi-structured interviews the author used the multisited research methodology including the sending (Kiev, Rogosin near Lviv, Poltava and Ivano-Frankovsk) and the receiving (Bielefeld) localities.

Findings – The research results point out how correspondent gender narratives, self-ethnicization and migrants’ strategies of status representation structure the unequal support distribution. First, marital status regulates quantities of migrant women's support, which encourages the self-exploitation of married migrant women, in contrast to single mothers. Second, the quantities of migrant men's social support are influenced by their educational achievements in Germany. In sum, migrant men and single mothers are generally sooner integrated into the formal labor market than married migrant women.

Limitations – The interpretation of research results is limited to a number of qualitative interviews and should not be over-generalized in a quantitative manner. Nevertheless, it provides insights into how the transnationally organized reproductive sector influences migrants’ social mobility in the country of destination.