The Use of Strategic Metaphors in Intercultural Business Communication

This paper contends that the use of strategic metaphors can help deliver the effective intercultural business communication necessary for global success. Using the Renault-Nissan Alliance as an example, the authors argue that an appropriate metaphor can help provide the global glue which captures the essence of the organisation’s activities, encapsulates its strategic intent, incorporates the national and global cultures, and portrays its ethical and business stance. Indeed, as is the case in the Renault-Nissan Alliance, the appropriate use of metaphor allowed the firm to bind a diverse group of stakeholders to a common goal by using the inherent ambiguity and multiplicity of meaning of the metaphor to overcome Asian and Western intercultural differences and at the same time maximise goal congruence.intercultural business communication, strategic metaphors, alliance relationships

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The use of strategic metaphors in intercultural business communication

This paper contends that the use of strategic metaphors can help deliver the effective intercultural business communication necessary for global success. Using the Renault-Nissan Alliance as an example, the authors argue that an appropriate metaphor can help provide the global glue which captures the essence of the organisation’s activities, encapsulates its strategic intent, incorporates the national and global cultures, and portrays its ethical and business stance. Indeed, as is the case in the Renault-Nissan Alliance, the appropriate use of metaphor allowed the firm to bind a diverse group of stakeholders to a common goal by using the inherent ambiguity and multiplicity of meaning of the metaphor to overcome Asian and Western intercultural differences and at the same time maximise goal congruence. Key Words: intercultural business communication, strategic metaphors, alliance relationships jel Classification: m12, m1

The Yellow Stingray, Urobatis jamaicensis (Chondrichthyes Urotrygonidae): A Synoptic Review

The yellow stingray, Urobatis jamaicensis (Cuvier) has been the subject of a multitude of diverse studies on its natural history, morphology, and physiology. We have attempted here to briefly review all the studies on U. jamaicensis both published and unpublished with the goal of providing comparative information for researchers working on related species as well as to highlight areas of research requiring further investigation in this one

Structural modification of thin Bi(1 1 1) films by passivation and native oxide model

The structure of thin terminated Bi(1 1 1) films of approximately 1nm thickness is investigated from first principles. Our density functional theory calculations show that covalent bonds to the surface can change the orientation of the films completely. For thicker films, the effect is limited to the surface only. Based on these observations, we further present a simple model structure for the native oxide and chemically similar oxides, which form a protective capping layer, leaving the orientation of the films unchanged. The advantages of this energetically favorable layered termination are discussed in the context of the films' technological exploitation in nanoelectronic devices

Effect of strain and many-body corrections on the band inversions and topology of bismuth

The electronic band structure of Bi is calculated using state of the art electronic structure methods, including density functional theory and G0W0 quasiparticle approximations. The delicate ordering of states at the L point of the Brillouin zone, which determines the topological character of the electronic bands, is investigated in detail. The effect on the bands of strain, changing the structural parameters of the rhombohedral crystal structure, is shown to be important in determining this ordering and the resulting topological character

Are we developing career-readiness skills in science graduates?

BACKGROUND As students transition from university education to employment, they require a range of skills and competencies to ensure future career readiness, including technical expertise, problem-solving abilities, effective communication, social network building, cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017). A number of these attributes are captured within the Threshold Learning Outcomes for Science graduates (Jones et al., 2011). The fluidity of careers also requires a greater emphasis on the development of metacognitive and reflective abilities so that graduates will have the capability, capacity, and confidence to use their personal resources appropriately and flexibly, regardless of environment. However, recent research has suggested that generic skill development is lacking in undergraduate science curricula (Sarkar et al., 2020). The work presented here aimed to understand more about the employability skills viewed as important by academics, students, graduates, and industry whilst also gauging perceived levels of attainment and confidence in those skills. DESIGN AND METHODS The confidence and capability of academics to prepare Science students to be career ready was explored by conducting surveys and community-of-practice style workshops. The perspectives of industry employers, students, and graduates was sought via surveys and focus groups. This information was then used in a co-creation workshop to identify effective ways of providing career pathways and industry connections to students as well as to develop employability skills. RESULTS AND CONCLUSIONS Survey results identified four key employability skills that were deemed important by all groups, but which industry felt were underdeveloped in graduates, and in which students were not confident. These were: working in a team and acknowledging other viewpoints, effective time management, communication to various audiences and making confident decisions. Discussions held in the academic-specific workshop identified key roadblocks to the effective implementation of employability skill development. These were: lack of opportunity/time to integrate skills into existing curricula, engaging students to participate, and assessment of the skills. The co-creation workshop then captured industry and academic insights facilitating the development of potential methodologies to overcome these roadblocks to help in teaching the key skills identified. Outcomes will be used to develop national best-practice guidelines for the integration of employability skill development. This may facilitate changes to the Science curriculum to ensure graduates are career ready. REFERENCES Jackson, D. (2018). Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International Journal of Work-Integrated Learning, 19, 23-35. Jones, S., Yates, B., & Kelder, J. (2011). Science Learning and Teaching Academic Standards Statement. Australian Learning & Teaching Council, Sydney. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346–361. Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

Future-proofing career readiness in science graduates: where, when and how?

BACKGROUND To ensure future career readiness, students must develop a range of skills and capacities including technical expertise, problem-solving abilities, effective communication, social and professional network building, interpersonal and cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017) as well as develop a well-grounded self-identity (Jackson, 2017). Given that careers are continuously evolving and perpetually fluid (Starr-Glass, 2019), graduates also need to critically perceive, engage, and reflect on their own identity and self-efficacy (Sarkar et al., 2016). However, recent research has shown that there is a lack of generic skill development in undergraduate science curricula (Sarkar et al., 2020) and academics have expressed concerns about their ability to provide reflective practice opportunities for students. This project, funded by the Australian Council of Deans of Science, aims to enhance the confidence and capability of academics to enhance their students career readiness; promote collaborative curriculum development between industry partners, graduates, and students; and develop national best practice guidelines for the enhancement of science graduate employability skills. THE WORKSHOP You are invited to join us for a collaborative and interactive workshop to explore where, when, and how employability skills could be implemented within the Sciences curriculum. We have used insights from students, graduates, industry employers and academics to propose possible best practice guidelines. This workshop will specifically road-test the co-created guidelines while also providing an opportunity for participants to further explore the following aspects: development of generic skills identified as more difficult to teach (such as metacognitive and reflective abilities, resilience and adaptability) enhancing the knowledge of career pathways and connecting with employers scaffolding and integration of work integrated learning activities into the curriculum (both in the workplace and in the classroom). REFERENCES Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74, 833–853. Jackson, D. (2018) Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International J Work-Integrated Learning, 19, 23-35. Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. https://doi.org/10.1080/13676261.2016.1260697 Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G.  (2016) Graduate employability: View of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48. Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346–361. Starr-Glass D (2019) Doing and being: future graduates, careers and Industry 4.0. On the Horizon, 27, 145–152. Tomlinson M (2017) Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352

From AAA to Junk: Credit rating agencies as news sources in the Irish print-media during the economic crisis, 2008–2013

From AAA to Junk: Credit rating agencies as news sources in the Irish print-media during the economic crisis, 2008–201