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Purpose: This is a response to "Taming wicked problems", a paper recently published in CPOIB in which modern slavery is framed as a wicked problem. The purpose of this study is to convey the author's appraisal of its contribution to policymaking regarding modern slavery in global supply chains. Design/methodology/approach: The author engages in a discursive review of "Taming wicked problems", taking inspiration from its perceived strengths and weaknesses to expand on the problem of modern slavery as a challenge to international business (IB) researchers. Findings: "Taming wicked problems" is welcomed as a provocative contribution to modern slavery research in IB, although it is perceived to give too little critical attention to the problem of modern slavery itself. Research limitations/implications: This is, by design, a subjective assessment of the treatment of modern slavery and policy from the perspective of an IB researcher who has previously studied the phenomenon without a wicked problem framing. Practical implications: Modern slavery is a serious problem for IB scholars, as they have failed to extrapolate it from their analysis of international business strategy. This paper is intended to advance the disciplinary defence of vulnerable workers exploited to the ultimate benefit of MNEs. Social implications: IB must engage critically with international business strategies that heighten the risk of human rights violations. The persistence of modern slavery disadvantages all persons in employment. Originality/value: This paper seeks to better define the offense implicit in modern slavery so to inform critical IB research into its causes and deterrence. [ABSTRACT FROM AUTHOR]

Purpose: The paper aims to understand how state and non-state domestic terrorism impacts MNEs in foreign markets. Despite the burgeoning literature on terrorism within international business (IB), most research has focused on international terrorism, or terrorism generally. Consequently, there has been limited research examining how domestic or local based terrorism impacts foreign firms. Design/methodology/approach: This is a conceptual paper. Findings: Domestic terrorism is the most common form of terrorism in the world today and involves the state and non-state actors. Non-state domestic terrorism can be low intensity or high intensity. High intensity non-state-domestic terrorism typically involves regular and protracted political violence, along with inter-communal violence. This can expose MNEs to considerable operational, governance and legitimacy pressures. Originality/value: The paper contributes to the gap in IB terrorism research with regards domestic or local based terrorism. Drawing on IB theory and critical terrorism research, the paper addresses the nature and impact of domestic terrorism within IB. The authors' paper shows the operational, governance and legitimacy pressures of both state and non-state domestic terrorism for MNEs in host markets. While most IB scholars consider the threat of non-state terrorism for international firms, this study shows how domestic state terrorism benefits and constrains foreign firms. [ABSTRACT FROM AUTHOR]

Purpose: This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a "soft option", the study defines "restorative consequences" within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation. Design/methodology/approach: This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP's perceived lack of accountability. It defines "restorative consequences" within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values. Findings: In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the "with" approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations. Research limitations/implications: The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff "buy-in", requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values. Practical implications: While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP's reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP's clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences–RP relationship, enhancing the understanding of the SDW Social implications: The research's social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences–RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings. Originality/value: The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining "restorative consequences" within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings. [ABSTRACT FROM AUTHOR]

Purpose: This viewpoint adds context and variety to the "decolonizing international business" debate by engaging in a discussion of the decolonial thinking approach and proposing a broader framework for analysing the link between international business (IB) activities on the one hand and colonisation and decolonisation on the other. The purpose of this paper is to inspire a more intensive engagement of IB scholarship with issues related to colonisation and decolonisation. Design/methodology/approach: This paper involves taking a reflexive review on recent calls to decolonise IB, contextualising and extending the decolonisation debate in the academic field of IB. Findings: This paper argues that the current discussion of decolonisation should be extended beyond the decolonial thinking approach and its focus on knowledge and the cultural dimension towards a broader framework that covers both colonisation and decolonisation as well as the respective economic, political, social and cultural dimensions. It introduces the varieties of colonisation and decolonisation approach, which considers the complexities of the phenomenon and covers the economic, social, political and cultural dimensions. Research limitations/implications: Through its focus on foreign market expansion, international trade, global value chains and formal and informal institutions in the business environment, the academic field of IB provides several starting points for research on the link between IB activities and colonisation and decolonisation. The decolonisation debate can be used to inspire future research in IB, for example, with respect to the role of multinational corporations in colonisation and neo-colonisation processes and the implications of the emerging multipolar world order for IB. Practical implications: IB scholars will be better informed when engaging in discussions on decolonisation and the decolonise IB project. This paper suggests considering both colonisation and decolonisation processes as well as the respective economic, political, social and cultural dimensions in research and teaching. The varieties of colonisation and decolonisation approach provides a comprehensive and flexible alternative framework to analyse issues related to colonisation and decolonisation. Social implications: A balanced view of the implications of colonisation and decolonisation with respect to economic, political, social and cultural dimensions may suitably be incorporated in the field of IB and contribute to tackling grand societal challenges. This applies likewise to past, current and future processes of colonisation and decolonisation. Originality/value: This paper contextualises and adds a new perspective and variety to the current debate on decolonising IB. This is valuable for engaging in discussions on decolonisation and future conceptual and empirical research on the topic. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to fulfil a twofold purpose: first, to discuss the changes and unique challenges that family firms (FFs) face during the COVID-19 pandemic and/or they will face in the post-COVID era, and second, to reflect on emerging research directions and contextual factors that should be taken into account in future explorations for the benefit of FF scholars who will study post-COVID FF internationalisation. Design/methodology/approach: To address the twofold purpose of the study, we conduct an integrative review of 31 peer-reviewed journal articles in the international business (IB) and FF literature on COVID-19, FFs and internationalisation. Findings: COVID-19 brought changes in IB strategies, IB relationships and human resource management. In responding and/or adapting to those changes, during and post-COVID, FFs face and are expected to face challenges that mainly refer to FFs' transition to digitalisation and the simultaneous preservation of socio-emotional wealth dimensions while maintaining their international presence. The authors suggest that future research explores the role of digitalisation in achieving FFs' internationalisation, IB relationship building activities and training and leading international employees. Further contextual factors (e.g. succession issues, family structures) should also be accounted for when exploring such post-COVID IB phenomena. Originality/value: This study comprises an initial attempt to encompass the interface of FF internationalisation and COVID-19. It also proposes research directions that are likely to set the stage in FFs' post-COVID internationalisation research. [ABSTRACT FROM AUTHOR]

Purpose: The availability of daily assessment data in a centralized monitoring system at school provides the opportunity to detect unusual scores soon after the assessment is carried out. This paper introduces a model for the detection of unusual scores of individual students to immediately improve performances that deviate from a normal state. Design/methodology/approach: A student's ability, a subject's difficulty level, a student's specific ability in a subject, and the difficulty level of an assessment in a subject are selected as factor effects of a linear ANOVA model. Through analysis of variance, a case study is conducted based on 330 data points of assessment scores of primary grade students retrieved from an international school in Japan. Findings: The actual score is below the lower control limit, which is recognized as an unusual score, and the score can be detected immediately after sitting for an assessment and is beneficial for students to take immediate remedies based on daily assessment. This is demonstrated through a case study. Originality/value: The detection of unusual scores based on a linear model of individual students soon after each assessment benefits from immediate remedy aligns with a daily management concept. The daily assessment data in a school system enable detection based on individual students, subject-wise and assessment-wise to improve student performances in the same academic year. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences. Design/methodology/approach: The authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis. Findings: The findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes. Originality/value: The authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps. [ABSTRACT FROM AUTHOR]

The internationalization of education introduces notable cross-cultural challenges and benefits for consideration by scholars of comparative and international education. When teachers move overseas to work, they become sojourners, "between-society culture travelers" (Ward et al., 2005, p. 6). Living and working between cultures offers a substantial set of both challenges and opportunities. Acculturation theory (Sam & Berry, 2006) was initially understood as culture shock (Oberg, 1960), an occupational malady. Acculturation theory seeks to explain adaptation processes and has mostly examined sojourners whose intent is to permanently adapt to a new culture. Educators who are sojourners require temporary states of adaptation. This chapter narrates a subset of a qualitative study examining educator acculturation from an asset orientation to explore what benefits acculturation offers to sojourning educators who work in international schools overseas. Findings include that even highly stressful episodes of culture shock can manifest in long-term benefits, such as the development of personal and professional resilience and self-leadership strategies, as well as the reflective curating of one's personal and professional identity, which may include the development of an interstitial identity. These benefits serve to increase educators' cultural competencies, to prepare educators for supporting sojourning students who are acculturating, and to prepare educators for smoother acculturation experiences afterwards. [ABSTRACT FROM AUTHOR]

In this discussion essay, the authors examine the development and implementation of the mitigation policy and practices that shaped Cairo American College's (CAC) reopening amid the COVID-19 pandemic. An international school located in Cairo, Egypt, CAC was the first and only school in Egypt and much of the Middle East to reopen in August 2020. This essay discusses stakeholders, policies, and practices that shaped the reopening process from utilizing research and data from leading international health organizations to working within the local community and the Government of Egypt's COVID-19 mandates. Successes and challenges of this process are discussed with a focus on the importance of research-to-practice in policy development as well as collaborating with international schools in the region and beyond as a comparative model for other schools. Ensuring trust and buy-in from parents, faculty, and staff was paramount to the successful implementation and continuation of the reopening process. Research played a foundational role in creating and maintaining this trust amid the lack of comparable school reopenings. Recommendations for a safe and effective reopening plan are provided along with the necessary role of all stakeholders for its success including leadership, teachers, and the community. [ABSTRACT FROM AUTHOR]

Purpose: Information and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges. Design/methodology/approach: A mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities. Findings: The results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support. Originality/value: To the best of the authors' knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT. [ABSTRACT FROM AUTHOR]

Purpose -- The International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's "Learner Profile," which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness. Design/methodology/approach -- The project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis. Findings -- We find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation. Originality/value -- Ultimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of "international mindedness" as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions. Keywords International Baccalaureate, Middle years programme, International mindedness, Middle school, High school, Social studies, Humanities, Urban education [ABSTRACT FROM AUTHOR]

Purpose: Through description and consideration of 12 models developed as part of the International Successful School Principalship Project (ISSPP), a new model of successful school leadership is developed. Design/methodology/approach: The paper is necessarily descriptive in nature. For the first time, 12 ISSPP models are described together, and these descriptions are then used inductively to create a new successful school leadership model. Findings: The open systems approach adopted depicts schools as a continuous cycle of input-transformation-output with feedback loops that inform each stage of the cycle. The inputs are the variables that lead to transformation. The transformation stage is the actions or processes that individuals, groups and organisations engage in because of the inputs, and these lead to a range of student and school outcomes. Feedback loops connect the stages, and the whole model is open to the influence of five contextual forces: economic, political, socio-cultural, technological and system, institutional and educational. Originality/value: Models are an important way to make sense of complex phenomena. A new model of successful school leadership, with an open systems approach, provides a different frame to consider the findings of the ISSPP and potentially allows the ISSPP research to inform practice and connect with other school leadership views in new ways. [ABSTRACT FROM AUTHOR]

[1], p. 22) suggested that the ISSPP " I is the most comprehensive and coherent international comparative study of the principalship ever undertaken. i " The ISSPP now has research groups in more than 20 countries. Their study of successful headteachers in England was the stimulus for creating the ISSPP and the research model for how the ISSPP research would proceed. The initial purpose of the ISSPP was to explore, through multiple perspective case studies, the characteristics, qualities and practices of principals leading successful schools and how others contribute to school success. [Extracted from the article]

Purpose: This study sought to provide an understanding of what a culturally contextualized model of instructional leadership looks like in Turkey, and how this differs from models disseminated in the USA. Design/methodology/approach: This study employed qualitative meta-synthesis to systematically review the full set of 22 qualitative studies of instructional leadership in Turkey. A systematic synthesis strategy was applied to code the findings from each study to develop broad themes that describe key domains of principal instructional leadership practice. Findings: The results showed that instructional leadership of school principals in Turkey is composed of four main dimensions and ten subdimensions. The main dimensions include: (1) emphasis on national goals and competition, (2) maintaining the learning environment, (3) motivating and enabling teachers, and (4) monitoring program alignment and test results. Research limitations/implications: While broad dimensions of instructional leadership described in the international literature are relevant in Turkey, some practices used to enact those dimensions appear poorly aligned with the institutional–cultural context of Turkish schools. Thus, findings from this study support the assertion that the specific practices used to measure, assess and practice instructional leadership must be adapted to the context of a specific society. Originality/value: This paper contributes to international efforts to develop a globally validated knowledge base in educational leadership and management. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to reflect how German business schools respond to the diffusion of the triple accreditation: AACSB (Association to Advance Collegiate Schools of Business), EQUIS (European Quality Improvement System), and AMBA (Association of MBAs). Design/methodology/approach: This study applies a multiple case study to conduct a qualitative analysis of perceived drivers, value and limitations of AACSB, EQUIS and AMBA accreditation in German business schools. Findings: International accreditation is a seal of excellence for business schools to enhance international competitiveness and global networking, providing evidence of quality, performativity, transparency and accountability for stakeholders. International accreditation offers business schools international comparability and compatibility. International accreditation adds value and benefits to business schools. However, business schools may prioritize institutional strategies and resources to meet the requirements of international accreditations rather than a broader concept of good governance. Business schools should critically review their decisions on international accreditations in line with institutional strategic goals, mission, vision, core values and sustainable development. Research limitations/implications: This study only focuses on international accreditations of German business schools. Further studies may focus on comparisons of national and international accreditations, impacts of international accreditation and perceptions of international accreditation from policymakers, accreditation bodies, academics and students. Practical implications: This study offers guidance for the strategic decision-making of business schools on international accreditations, valuable feedback to international accreditation agencies and a reference for quality assurance practitioners, policymakers and accreditation bodies. Social implications: This study discusses the social-cultural impacts of international accreditation and accreditation discrimination arising from the selectivity and the exclusivity of international accreditation. International accreditation may further enlarge their comparative advantages over non-accredited schools. International accreditation adds value and benefits to accredited business schools but puts non-accredited business schools in disadvantageous positions. Originality/value: Business schools need to critically review their institutional strategies and decisions on international accreditation in line with institutional strategic goals, mission, vision, core values and sustainable development. The rational decision of business schools to adopt international accreditation should consider drivers, value, benefits, limitations, organizational effectiveness, transparency, social responsibility and accountability for all stakeholders. Business schools need to take effective strategies to ensure a higher quality of management education through high-quality teaching and good governance. When single accreditation is sufficient, promoting mutual recognition is advisable rather than the "beauty contests" of multiple accreditations at the national and international levels. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify challenges in a first attempt at teaching the Youth Lens in a secondary English classroom in South Korea. Design/methodology/approach: This paper includes the author's observations of a senior English class in an international school in South Korea. Findings: The author advocates that intersections of time, geography and culture have a significant influence that cannot be ignored when teaching about adolescence. Additionally, when bringing a Youth Lens into the classroom teachers need to be prepared to fully embrace its embedded questions of power between youth and adults. Originality/value: This paper extends existing academic conversation on a Youth Lens to include both an international setting and instances in which the teacher is not of the majority demographic in the classroom. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers. Design/methodology/approach – The field of enquiry is international schools, with the study drawing on qualitative research. The researchers interviewed 11 women from a leading international school in Seoul, South Korea. Findings – The women interviewed provided rich qualitative data and identified a number of barriers relating to culture, including gender stereotyping and self-confidence issues, and organisational behaviour, including the lack of a work-life balance and the patriarchal and hierarchical structures in place. The suggested ways in which women could overcome the barriers included building self-confidence and seeking mentoring. Practical implications – The women also developed a list of factors that any woman would need to contemplate if she is thinking about applying to be a senior manager, including qualifications, communication skills and acknowledging, tolerating and overcoming gender unfairness, in that men do not need to think about the same issues when seeking leadership positions. Originality/value – This paper examines an area of gendered leadership that has received little critical academic scrutiny, international schools and is particularly valuable to women working in these schools. However, its scope extends to all international school leaders who seek to improve the effectiveness of their organisations by employing and promoting the best leaders available. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to determine factors that influenced international university preference, looking at country of origin (COO), that is the COO of the course and program modes (PMs). This study specifically focusses on differences in perceptions across students from Malaysia and China. Design/methodology/approach – Conjoint analysis was used to examine the relative importances and part-worth scores of these attributes on international university preferences. Findings – PM and country of design (COD) had a major influence on Malaysian and Chinese students’ preferences for international universities. Online distance learning was the least preferred option, while offshore campuses were more acceptable to Malaysian students compared to Chinese students. Malaysian students preferred to study in the UK, while Chinese students favored Australia. Malaysian students were also found to be more cost sensitive compared to Chinese students, while the latter were more motivated by job prospects offered by an institution. Research limitations/implications – Limitations include the specific sample, pre-university students only from developed countries (Malaysia and China), which limits the generalizability to students from other countries. Practical implications – This study offers insights in the effect of COD and PM on students’ preferences for international universities, as well as other previously studied university-level attributes in a higher education setting. With a better understanding of factors affecting these preferences, higher educational institutions are better placed to implement a suitable marketing strategy to attract more international students. Originality/value – This study examines the impact COD, Delivery Mode (DM) and other university level attributes have on Malaysian and Chinese pre-university students ' preferences for international universities. COD and DM were found to be extremely important factors that dominated the students ' preferences. The study highlights the need to focus on different university attributes in different markets and to consider COD and DM issues in order to gain a larger market share of international students. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders. Design/methodology/approach – This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined. Findings – The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership. Practical implication – The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum. Originality/value – This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of regional developments in education to comparative and international education. Topics mentioned include the educational reform and innovation for economic and social development, the international education management, and the educational transition. Also mentioned are the electronic communication tool for educational management and the education scholarship.

The article focuses on the importance of comparative and international education to bridge between educational research and practice. Topics mentioned include the development in international education, the international cooperation in education, and the cooperation between public and private sectors. Also mentioned are the educational assessment and the national education systems management.

Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide. [ABSTRACT FROM AUTHOR]

Purpose - This paper seeks to present research findings on the relationship between culture and learning styles, as defined by Honey and Mumford in a Higher Education setting. Design/methodology/approach - The research was conducted with first semester students studying in an International Institute of Higher Education. A questionnaire administered to students (n=113) of Indonesian, Chinese and French origin was analysed in order to compare their learning style preferences. This was followed by a detailed item-by-item analysis of their responses to the same questionnaire. Findings - In the first instance, the data support a relationship between learning styles preferences and cultural background at the outset of a programme of Higher Education. Subsequent analysis provides insight into the nature of these differences. Research limitations/implications - The generalizability of the research findings is limited owing to the nature of the sample. Practical implications - Educators in both Higher Education and business settings can draw on these research findings. It is suggested that allowing incoming students to explore learning style differences will enhance their understanding of how they go about learning as well as possibly influence their learning outcomes. Parallels have been drawn with incoming international employees. Originality/value - These findings have relevance for educators, both in Higher Education and in industry, concerned with how to best develop international graduates and managers. [ABSTRACT FROM AUTHOR]

Purpose — This paper seeks to explore group formation and the consequences of exclusion from peer groups amongst international students. Design/methodology/approach — Three methods were used to collect relevant data: students' ongoing diaries, in-depth discussions and observations. Behaviour traits were then quantified using group behavioural criteria of authors Paul and Elder and Allport. Graphs were drawn up to show behavioural, and therefore identity shift, between first- and fourth-year students. Research limitations/implications — This research is limited in that the students' wider environment and its influences on wellbeing have not been considered. In order fully to identify international students' psychosocial needs this aspect needs to be approached. Originality/value — This paper is of value to those that are interested in the psychosocial wellbeing of late adolescents and young adults when estranged from their natural environment. It is original in that little work has been undertaken on this subject. [ABSTRACT FROM AUTHOR]

Purpose – International schools are a growing class of educational institution. It has been suggested that few schools of this type have a marketing plan whilst research into development planning showed that few had a long-range plan. This paper aims to investigate these issues. Design/methodology/approach – This paper deals with a survey of 32 international schools in 22 different countries. The public relations practitioner in each was questioned as to the nature of the marketing planning process. Findings – Half of the schools had a marketing plan. Few had a one-year one, and few had a cyclical one with stages. Several had dispensed with such a plan. The major aim of marketing planning was to attract more students. There was little evidence of it being a strategic process. Few schools involved the whole school body. Research limitations/implications – This involved a small-scale survey of international schools at a time when student numbers were high. This survey failed to take into account the growth of this type of school in mainland China. Practical implications – It is suggested that perhaps some international schools might focus more on non-rational planning and scenario-building techniques. Making more contact with the local community might also be beneficial as a strategic marketing aim. Originality/value – This paper furthers the understanding of the nature and organizational culture of international schools. It builds upon earlier research into development planning in this type of school. [ABSTRACT FROM AUTHOR]

Cross-cultural communication competence is a key issue in teaching in international schools. Cultural awareness issues are likely to play a role in how effectively the expat teachers in international schools are able to teach. This research examines communication competence, cultural awareness, and communication apprehension of UK teachers in a British curriculum international school in Bangkok, Thailand. Generally, the respondents have a high level of self-reported communication competence, high levels of cultural awareness, and low communication apprehension. Although the sample size in this pilot work is small, the data do seem to show that intercultural awareness is related to communication competence, and that it is also related to communication apprehension, which itself relates to communication competence. This is an important issue for future research. [ABSTRACT FROM AUTHOR]