How do MNC R&D laboratory roles affect employee international assignments?

Research and development (R&D) employees are important human resources for multinational corporations (MNCs) as they are the driving force behind the advancement of innovative ideas and products. International assignments of these employees can be a unique way to upgrade their expertise; allowing them to effectively recombine their unique human resources to progress existing knowledge and advance new ones. This study aims to investigate the effect of the roles of R&D laboratories in which these employees work on the international assignments they undertake. We categorise R&D laboratory roles into those of the support laboratory, the locally integrated laboratory and the internationally interdependent laboratory. Based on the theory of resource recombinations, we hypothesise that R&D employees in support laboratories are not likely to assume international assignments, whereas those in locally integrated and internationally interdependent laboratories are likely to assume international assignments. The empirical evidence, which draws from research conducted on 559 professionals in 66 MNC subsidiaries based in Greece, provides support to our hypotheses. The resource recombinations theory that extends the resource based view can effectively illuminate the international assignment field. Also, research may provide more emphasis on the close work context of R&D scientists rather than analyse their demographic characteristics, the latter being the focus of scholarly practice hitherto

The human capital transition and the role of policy

Along with information and communication technology, infrastructure, and the innovation system, human capital is a key pillar of the knowledge economy with its scope for increasing returns. With this in mind, the purpose of this chapter is to investigate how industrialized economies managed to achieve the transition from low to high levels of human capital. The first phase of the human capital transition was the result of the interaction of supply and demand, triggered by technological change and boosted by the demands for (immaterial) services. The second phase of the human capital transition (i.e., mass education) resulted from enforced legislation and major public investment. The state’s aim to influence children’s beliefs appears to have been a key driver in public investment. Nevertheless, the roles governments played differed according to the developmental status and inherent socioeconomic and political characteristics of their countries. These features of the human capital transition highlight the importance of understanding governments’ incentives and roles in transitions

Transnational education in schools, universities, and beyond: Definitions and research areas

The article is directed to theorizing Transnational Education (TNE). This entails definitions of what is meant by transnational and by education. It also focuses a variety of social realities which might be classified as TNE. The main aim of the article is to sharpen TNE as an analytical concept and at the same time broaden the horizon on the range of actors who are involved in TNE within different sectors of education epitomized as schools, universities, and beyond. It is posited that for research it is not only essential to have a clear view of what is considered as transnational, but also to take into account which sectors of education shall be addressed. This leads to questions of legitimacy and governance, because: who defines, controls, and regulates TNE? Here the theoretical crushing point is the relation of TNE to the sovereignty principle of national education policy. In the first part of the article TNE is defined and conceptualized, whereas in the second part the three TNE research areas announced in the title are characterized. (DIPF/Orig.)Im Aufsatz wird das Konzept Transnationale Erziehung und Bildung in seinen theoretischen Dimensionen mitsamt einigen empirischen Befunden diskutiert. Hierzu wird der Begriff transnational definiert; ferner wird erläutert, was unter dem im internationalen Diskurs geläufigen englischen Begriff Education verstanden wird, der in etwa als Pendant eines deutschen Doppelbegriffs Erziehung-und-Bildung gelten kann. Anschließend werden soziale Realitäten angeführt, die als Transnational Education – TNE klassifiziert werden können. Der Beitrag will einerseits TNE als analytisches Konzept schärfen, und andererseits die Aufmerksamkeit auf die Bandbreite der Akteure richten, die in TNE involviert sind. Hierbei werden Beispiele aus unterschiedlichen Bildungssektoren präsentiert, zusammengefasst unter Schulen, Universitäten und transnationale Bildungsangebote jenseits davon. Die Autorin postuliert, es sei in der Erforschung von TNE nicht nur unerlässlich, einen präzisen Begriff von transnational anzulegen, sondern dabei auch nach Bildungssektoren zu differenzieren, da diese mit unterschiedlichen Formen von Legitimation und Governance verbunden sind, greifbar in der Frage: Wer definiert, kontrolliert und reguliert TNE in den jeweiligen Bildungssektoren? Der theoretische Knackpunkt liegt dabei im Verhältnis von TNE zum Prinzip der nationalen Bildungssouveränität. In Teil I des Aufsatzes stehen Definitionen und Konzepte von TNE im Vordergrund, während in Teil II Befunde zu TNE in den drei genannten Bildungssektoren charakterisiert werden. (Autorin

The Importance of Transnational Education and International Engagement for Future Collaborations

Many universities and higher educational institutes throughout the world have had a long and distinguished history with the involvement of international students, and international collaboration efforts and partnerships. International student recruitment for UK based institutes has now become, and continues to be, somewhat very competitive, as these students pay considerably more for their chosen programmes of study, when compared to their institute’s native population. Therefore, international student recruitment is factored into the business models of many UK based Higher Education (HE) institutions. Due to the competitive nature of student recruitment and the need to diversify income generation of universities from relying on native student populations, one should also consider more extensive recruiting of international students, and in doing so, establishing more international collaborations. This chapter will highlight the efforts adopted by De Montfort University (DMU) as its case study, in expanding its outreach into emerging and developing Asian markets, due to its recent (2018) Gold award in the Government’s Teaching Excellence Framework (TEF). From this engagement, several opportunities have arisen in conjunction with Asia Pacific University (APU). The author’s own experience in dealing with this particular tour of Malaysia is commented on, as too are the benefits of such engagements to that of Transnational Education (TNE) with regards to computing related subjects