A Critical Review of Contemporary Practice in Internationalisation in the Hospitality, Leisure, Sport and Tourism (HLST) Subject Communities

This report identifies and critically reviews contemporary practice in the field of internationalisation within the HLST subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and global awareness. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in UK HLST curricula in the UK. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research into this area

Migrant networks, language learning and tourism employment

This paper examines the relationship between migrants’ social networks, the processes of language acquisition and tourism employment. Data collected using netnography and interviews are used to identify the strategies that Polish workers in the UK use to develop their language skills. The paper highlights the roles played by co-workers, co-nationals and customers in migrants’ language learning, both in the physical spaces of work and the virtual spaces of internet forums. It also shows how migrant workers exchange knowledge about the use of English during different stages of their migration careers: prior to leaving their country of origin and getting a job, during their employment and after leaving their job. Implications for academic inquiry and human resource management practice are outlined

A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities

This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate

Managing Human Resources in a 21st Century Knowledge-Based, Global Economy

Globalization created many challenges for human resource managers in the 21st century. In today’s competitive, knowledge-based economy, organizations must develop, utilize, and leverage resources, people, and technology across cultures and countries. Success is greatly influenced by human talent and capacity for organizational learning and responsiveness. By taking a pro-active, strategic role, human resource managers can develop organizational capabilities that can help improve performance and build a sustainable competitive advantage. The paper examines strategy and structure and the role of human resources in developing organizational culture, capabilities, and composition of people. Recommendations are made for workforce alignment, knowledge management, and developing 21st century competencies

Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education

This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below

Teaching Internationally, Learning Collaboratively: Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM)

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourse- oriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors

A guideline for planning and implementing an action-based and transnational course in higher engineering education: A Case for Sustainable Value Creation

This paper outlines a generic guideline for planning and implementing an action-based and transnational course in higher education for training the engineering competencies required in a future dynamic European workplace and economy. This guidance is intended for universities, research and teaching institutes, as well as for companies interested in establishing novel teaching concepts by closing the gap between know-how and experience. The guideline will provide suggestions and lessons learned for the realization of an efficient and effective implementation. Important development phases of the guideline are explained through a use case based on a master course, which has been jointly established in cooperation by four European universities. Learning objectives for this course aim at raising the awareness about sustainable value creation by focusing on the development of sustainable and technological innovations with entrepreneurial objectives

Globalisation of HR at Function Level: Exploring the Issues Through International Recruitment, Selection and Assessment Processes

Much of the debate around convergence-divergence is based around comparative analysis of HR systems. However, we need now to combine these insights with work in the field of IHRM on firm-level motivations to optimise, standardise and export HR models abroad. A series of the changes are being wrought on a range of IHRM functions – recruitment, global staffing, management development and careers, and rewards - by the process of globalisation highlighting the difference between globally standardised, optimised or localised HR processes. This paper reports on a study of firm-level developments in international recruitment, selection and assessment, drawing upon an analysis of four case studies each conducted in a different context. Organisations are building IHRM functions that are shifting from the management of expatriation towards supplementary services to the business aimed at facilitating the globalisation process, and this involves capitalising upon the fragmentation of international employees. As HR realigns itself in response to this process of within-function globalisation (building new alliances with other functions such as marketing and IS) the new activity streams that are being developed and the new roles and skills of the HR function carry important implications for the study of convergence and divergence of IHRM practice. Globalisation at firm level revolves around complexity, and this is evidenced in two ways: first, the range of theory that we have to draw upon, and the competing issues that surface depending on the level of analysis that is adopted; and second, the different picture that might emerge depending upon the level of analysis that is adopted. This paper shows that although the field of IHRM has traditionally drawn upon core theories such as the resource-based view of the firm, relational and social capital, and institutional theory, once the full range of resourcing options now open to IHRM functions are considered, it is evident that we need to incorporate both more micro theory, as well as insights from contingent fields in order to explain some of the new practices that are emerging

The Role of US Higher Education in the Global E-Learning Market

This paper analyzes system and institutional level responses to the growing demand for e-learning in the US in comparison with a number of other countries\ud and regions. It reviews the external forces and factors that are driving institutions to introduce and use ICT in this area and investigates in particular the role of globalisation and increasing competition. The responses of institutions to the changing (global) environment are discussed with respect to e-learning models and international strategies. Finally, a number of future scenarios are presented as well as an outline for research on the strategic pathways institutions may choose in planning for the future

Ecologized Collaborative Online International Learning:Tackling Wicked Sustainability Problems through Education for Sustainable Development

Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels. The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model for expanding coalition building tools and principles, to promote environmental citizenship and develop multi-layered communities of practice. Stakeholders include university students and staff, technical experts, business leaders and entrepreneurs, social innovators, policy makers, Community Social Organisations (CSOs), etc. EcoCOIL focuses on co-created wisdom sharing across intercultural, intergenerational and transdisciplinary actors; it brings an innovative, participatory angle to curriculum development by integration of lifelong learning principles and practical facilitation of sustainable behavior within communities in real time