Chinese construction industry performance after entry into the world trade organization

The Chinese construction industry has had significant activity in the international market in the last decade following the entry into the World Trade Organization (WTO). However the degree of activity and the sector performance is still relatively uncertain. A review of the literature in this field indicates that there is very little rigor in relation to adoption of quantitative measurement and performance indicators for internationalization, in particular for the measurement of the degree of internationalization specifically related to the international construction sector at both firm and country level. In addition the estimation of the influence and status of a country's construction activity in the international market has not been considered. There are useful indicators that we can borrow and consider from mainstream economics literature, such as, Dunning's Eclectic Paradigm (based on the ownership (0), location (L) and internalization (1) advantages of a firm) and Low et al.'s OLI+S Model (based on the Ownership, Location, Internalization and Specialty). Through an analysis of the attributes of the Chinese construction industry and a discussion on trends for the last decade, this paper proposes to develop a new model by adapting the Dunning model and acknowledging the significance of "Specialty" to measure the degree of internationalization both at the firm and country level. The International Level and Status Index was generated to measure the level and status of a country's construction industry in the international market by adopting the Depth Index (revenue composition), Height Index (top enterprises) and Width Index (fields involved). The key finding is that the degree of internationalization of Chinese construction industry and the status and influence of Chinese construction industry in the international market has not increased quickly. Surprisingly even though China had expectations of high growth after entry to WTO it has in fact declined. Contrarily, both of them declined in the early years after the accession to WTO.

Need to know : lessons from Sino-Australian business negotiators on the importance of guanxi, emotions and generational differences in Chinese negotiation behaviour

The forces of globalisation over the last few decades have created opportunities for intemational business as never before, whilst leaving no organisation immune to competition. With the Global Financial Crisis impacting the world economy, the BRIC economies as a group - Brazil, Russia, India and China, have steadily benefited from continuing growth in 2008 and 2009 (Bhattacharya, Hemerling and Waltermann,2010). Despite China being a key international trading partner for Australia, the number of successful joint ventures and negotiations between the two countries remains limited. A closer examination of the international business interactions between Australia and China is thus urgently needed. When negotiating with the Chinese, Western managers may not always be aware of what they are really negotiating for. To be successful, they have to be equipped with the 'specialised knowledge', a form of 'tacit or implicit knowledge', which comes with experience (Nonaka, 1994, Pavesi, 2003) in communicating and negotiating with their Chinese counterparts. The Chinese way of business negotiation can challenge the logic of Western business thinking. This, coupled with possible generational differences or changes in the Chinese business counterpart's way of doing business, means we must try to understand the business communication and negotiation process from not only the Western but also the Chinese perspective. In particular, in addition to the contextual (Phatak, & Habib, 1996; Risberg, 1997), social (Ghauri, & Fang, 2001), and cognitive factors (George, Gareth, & Gonzalez, 1998) focused on by past researchers, the intangible aspects of negotiation must also be considered. These include trust, reputation, relationship quality (guanxi in the case of the Chinese), and the moods and emotions that shape the processes and outcomes of communication and negotiation (Griffith, 2002; Hartel & Ma, 2006; Ma & Hartel 2005; and Zhao & Krohmer, 2006). This paper reports on a qualitative investigation of the communication processes occurring in negotiations between Australian and Chinese managers and entrepreneurs. The examination is based on a theoretical framework looking at emotions and culture from an affective events theory (AET) perspective. Both interview and focus groups techniques were used. Findings identified guanxi, core to relationship development and maintenance in Chinese culture, together with emotions as major determining factors of negotiation outcomes. Findings also suggest there are generational differences in attitudes among Chinese managers with Gen. X and Gen. Y placing a different emphasis on guanxi in business. These findings suggest that the popular advice to people doing business in China is out of date.

The postgraduate mentoring program at Deakin University and international student transition

This study adds to the literature as it examines the experiences that international postgraduate (IP) students have with a peer-mentoring program at an Australian University. To analyse transition and peer mentoring thirty-four (34) semi-structured interviews with IP students from Indian, Chinese and other national cohorts were conducted. The study found that transitioning IP students who had a mentor, benefitted as it provided a variety of support mechanisms so that IP students could transition to the next stage. Transition was important for mentors who were able to develop greater self-confidence, graduate attributes and other employability skills.

Effects of lipoprotein lipase gene variations, a high-carbohydrate low-fat diet, and gender on serum lipid profiles in healthy Chinese Han youth

A high-carbohydrate low-fat (HC/LF) diet and lipoprotein lipase gene (LPL) Ser447Stop and Hind III polymorphisms have separately been found to be associated with triacylglycerol (TG) and high density lipoprotein cholesterol (HDL-C). This study sought to test the effects of LPL polymorphisms and an HC/LF diet on the serum lipid profile of Chinese with a lower incidence of coronary artery disease (CAD) consuming a diet with less fat and more carbohydrates. Fifty-six healthy subjects (22.89 ± 1.80 years) were given a control diet of 30.1% fat and 54.1% carbohydrates for 7 days, followed by an HC/LF diet of 13.8% fat and 70.1% carbohydrate for 6 days; there were no changes in the fatty acid composition or restrictions on total energy. Serum lipid profiles at baseline, before and after the HC/LF diet, and LPL polymorphisms were analyzed. After 6 days of the HC/LF diet, TG and the homeostasis model assessment of insulin resistance (HOMAIR) index were found to increase only in females with S447S. No decrease in HDL-C was noted. In subjects with Hind III polymorphism, increased TG was found in all females but not in males. Increased HDL-C, together with apolipoprotein (apo) AI, was found in male H- carriers but not in males with H+/H+ and females. In conclusion, LPL Ser447Stop and Hind III polymorphisms modified the effects of an HC/LF diet on the serum lipid profiles of a young Chinese population in different ways. Effective strategies for dietary interventions targeted at younger populations should take into account the interplay between genetic polymorphisms, diet, and gender.

Understanding aspirations and expectations of international students in Australian higher education

The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students’ decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualize, extend and place the push and pull factors within a social psychological framework in relation to students’ aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students’ expectations and aspirations and developing prospective international relations.

Global English corner : using Elluminate to enhance international students' English language skills

Students at Victoria University (VU) in Melbourne, Australia, undertake their study in an English language context and they have a range of support options to assist with English language development. VU has partner universities in China (Sichuan University, Henan University and Liaoning University). VU’s programs in China often have fewer language support options than programs in Melbourne. The Australian Government’s Transnational Quality Strategy requires that educational programs on- and offshore provide students with a comparable learning experience. Given the relative lack of English speaking opportunities available to VU’s students in China, the university is exploring how technologies might achieve a greater comparability of the student experience. This paper reports on a pilot program that uses Elluminate to conduct English conversations between students in China and Australia. The perceived lack of English competence of international students has been an ongoing issue in Australian higher education while the ‘English corner’ is ‘a characteristically Chinese approach to informal practice’ (Jin & Cortazzi, 2002) that helps students learning English in a foreign context to develop their English language proficiency. How might the idea of ‘English corner’ be used with educational technologies to encourage international students to practise and develop their English? This paper discusses a pilot program at VU that combines the idea of the English Corner together with the online conferencing tool Elluminate and a blog developed in WordPress, to engage Chinese students offshore in English language conversations. Through Elluminate and the Global English Corner blog, a pair of student peers in Melbourne conducts semi-structured conversations with groups of students offshore. In Elluminate, students can both hear and see each other – and they can simultaneously txt chat, share documents, images and websites and use the collaborative whiteboard function of Elluminate – to have dynamic conversations in real time. Preliminary findings of this pilot that uses technology to emphasise the societal aspects of learning – including language learning – will be presented. The discussion will consider how a more widespread English Corner program could aid the transition of international students in Australia, encourage the interaction of local students and international students, increase opportunities for international students to practise English and achieve a greater comparability of language support options on- and offshore.

Learning context in Australian universities - perceptions of Chinese accounting students

The study concentrates on how Mainland Chinese students perceive and respond to the learning in Australian universities. Students' satisfaction with their educational experiences and the Australian learning context such as teaching, teacher/student relationship, assessment, workload and English language is explored in this study. Using focus groups, the results show that teaching, teacher/student relationships and English language are areas of concern.

Turning the spotlight to international students’ internal negotiations: critical thinking in academic writing

The case study reported in this chapter explores how four Chinese and Vietnamese international students from two disciplines, Economics and Education, mediated their ways of displaying critical thinking in disciplinary writing at an Australian university. It draws on a modified version of Lillis’s (2001) heuristic and positioning theory (Harre´ & van Langenhove, 1999) for the interpretation of students’ writing practices within an institutional context. The study includes four talks around texts, which engage the students in an exploration of their practices in demonstrating their critical thinking in their first texts at the university, and four in-depth interviews six months later, which aim to examine how students negotiated their writing practices as they progressed through their course.

Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication

The study reported in this paper examines the experiences of Chinese and Vietnamese international students in engaging in their institutional written discourse at an Australian university. The study highlights the significance of exploring the real accounts of the students as the ‘insiders’ and uncovering students’ individual potential choices and intentions as their ‘seemingly unrecognized’ values in producing their own texts in English as a second language. In particular, based on international students’ reflection on their intentions and potential choices in academic practices, the study signals how the taken-for-granted institutional conventions may contribute to silencing or marginalizing the possibilities for alternative approaches to knowledge and communication within the higher education institutional context.

Theoretical contexts of managing people in emerging Chinese multinational enterprises

 This article aims at reviewing existing theories relevant to human resource management (HRM) and providing theoretical contexts to explain the importance of managing people across borders for emerging Chinese multinational enterprises (MNEs).

Expatriate skills training strategies of Chinese multinationals operating in Australia

Recent years have witnessed a phenomenal growth in outward foreign direct investment (FDI) by Chinese multinationals. In contrast to their developed country counterparts, Chinese multinationals lack experience in foreign expansion and international operation. Although there has been increasing academic attention placed on Chinese outward FDI, little research on expatriate skills training of Chinese multinational enterprises (MNEs) has been conducted. Since the mainstream research focuses on expatriate pre-departure training rather than on learning during assignment, this study aims to bridge this gap by exploring how Chinese MNEs cope with expatriate training and skill enhancement when operating in an advanced economy such as Australia. The study utilises cross-level, in-depth interviews to analyse expatriate training in seven Chinese multinationals. Drawing on social learning theory, some patterns of Chinese expatriate skills training strategies are revealed, such as internationalisation as learning, the use of subsidiaries as a training tool, and learning as belonging.

Perceived factors affecting the integration-responsiveness framework: an analysis from Chinese multinationals operating in Australia

This study extends quantitative and conceptual studies that have clarified and assessed the underlying factorsinfluencing multinational corporations (MNCs) international business strategy choices relating to globalintegration and local responsiveness with the use of cross–level and in-depth interviews. Top managementperceptions from nine Chinese MNCs (CMNCs) with operations in Australia are detailed and it is argued acontingency approach tends to prevail within firms with organisational, industrial, and environmentalcontingencies predominating.