International human resource management

Over the last two decades, international human resource management (IHRM) has evolved into an important field of research, teaching and practice. Until recently the focus of IHRM was on how to best manage human resources (HRs) in the multinational enterprise; however, IHRM has now evolved to incorporate two more perspectives, cross-cultural HRM and comparative HRM. Significant developments are taking place in the corporate world which have serious implications for IHRM. These include globalization, increasing foreign direct investments into emerging markets, growing intensity of cross-border alliances, growth of multinationals from emerging markets (such as China and India), increasing movement of people around the globe and an increasing trend in business process outsourcing to new economies. This emerging global economic scenario is creating immense opportunities for IHRM students and researchers. International Human Resource Management brings together articles which highlight the historical evolution of IHRM, discuss the contemporary issues and make projections for further developments in the field. The articles have been selected and arranged into sections in a way to help the reader better understand the developments in the field from different perspectives.

Students' perceptions of computer assisted learning:an empirical study

Research indicates that although students are the ultimate 'beneficiaries of Information and Communication Technology (ICT)-based' higher education learning their voices have been neglected in its development. This paper attempts to redress this imbalance by illuminating students' perceptions of the use of Computer Assisted Learning (CAL) in an undergraduate accounting module. The findings suggest that students are in favour of using EQL in a supportive role only. Interviewees rejected the idea of replacing human tutors with machine tutors and they believed that most of their learning occurs in tutorials and ranked these as the most important component of the module.

International academic careers:personal reflections

University business schools are increasingly adopting an international outlook as they compete for students who are aiming for global careers. A natural consequence of university internationalization is the need to internationalize the academic workforce, resulting in increasing attention on, and recognition for, the academic with international teaching and research experience. Yet the effort and complexity involved in making an international academic transition is often overlooked. Academic institutions' efforts to recruit international academics often outpace their expertise and support in the inpatriation and orientation processes. Academics interested in international mobility may find it difficult to obtain helpful information prior to arrival in the new country and encounter problems in adjusting to their new job and surroundings. This paper presents personal experiences of a select group of academics who have moved between countries. Their reports illustrate differences in teaching loads, language, student behavior, recruitment and career-ladder issues across countries, as well as strategies they have used to adapt to their new surroundings. © 2014 © 2014 Taylor & Francis.

Re-visualising international relations:audio-visual projects and direct encounters with the political in security studies

In this paper we discuss how an innovative audio-visual project was adopted to foster active, rather than declarative learning, in critical International Relations (IR). First, we explore the aesthetic turn in IR, to contrast this with forms of representation that have dominated IR scholarship. Second, we describe how students were asked to record short audio or video projects to explore their own insights through aesthetic and non-written formats. Third, we explain how these projects are understood to be deeply embedded in social science methodologies. We cite our inspiration from applying a personal sociological imagination, as a way to counterbalance a ‘marketised’ slant in higher education, in a global economy where students are often encouraged to consume, rather than produce knowledge. Finally, we draw conclusions in terms of deeper forms of student engagement leading to new ways of thinking and presenting new skills and new connections between theory and practice.

Practice based learning for automotive engineering design students

The automotive industry combines a multitude of professionals to develop a modern car successfully. Within the design and development teams the collaboration and interface between Engineers and Designers is critical to ensure design intent is communicated and maintained throughout the development process. This study highlights recent industry practice with the emergence of Concept Engineers in design teams at Jaguar Land Rover Automotive group. The role of the Concept Engineer emphasises the importance of the Engineering and Design/Styling interface with the Concept engineer able to interact and understand the challenges and specific languages of each specialist area, hence improving efficiency and communication within the design team. Automotive education tends to approach design from two distinct directions, that of engineering design through BSc courses or a more styling design approach through BA and BDes routes. The educational challenge for both types of course is to develop engineers and stylist's who have greater understanding and experience of each other's specialist perspective of design and development. The study gives examples of two such courses in the UK who are developing programmes to help students widen their understanding of the engineering and design spectrum. Initial results suggest the practical approach has been well received by students and encouraged by industry as they seek graduates with specialist knowledge but also a wider appreciation of their role within the design process.

Resisting the final word:challenging stale media and policy representations of students’ performative technological encounters in university education

This article explores powerful, constraining representations of encounters between digital technologies and the bodies of students and teachers, using corpus-based Critical Discourse Analysis (CDA). It discusses examples from a corpus of UK Higher Education (HE) policy documents, and considers how confronting such documents may strengthen arguments from educators against narrow representations of an automatically enhanced learning. Examples reveal that a promise of enhanced ‘student experience’ through information and communication technologies internalizes the ideological constructs of technology and policy makers, to reinforce a primary logic of exchange value. The identified dominant discursive patterns are closely linked to the Californian ideology. By exposing these texts, they provide a form of ‘linguistic resistance’ for educators to disrupt powerful processes that serve the interests of a neoliberal social imaginary. To mine this current crisis of education, the authors introduce productive links between a Networked Learning approach and a posthumanist perspective. The Networked Learning approach emphasises conscious choices between political alternatives, which in turn could help us reconsider ways we write about digital technologies in policy. Then, based on the works of Haraway, Hayles, and Wark, a posthumanist perspective places human digital learning encounters at the juncture of non-humans and politics. Connections between the Networked Learning approach and the posthumanist perspective are necessary in order to replace a discourse of (mis)representations with a more performative view towards the digital human body, which then becomes situated at the centre of teaching and learning. In practice, however, establishing these connections is much more complex than resorting to the typically straightforward common sense discourse encountered in the Critical Discourse Analysis, and this may yet limit practical applications of this research in policy making.

Consumer behaviour and lifestyle patterns of Hungarian students in view of environmental awareness

The aim of this paper is to describe the consumer behaviour and everyday lifestyle patterns of Hungarian university and college students. The results are gained from an international survey, carried out by the Department of Environmental Economics and Technology at the Corvinus University of Budapest, supported by the Norwegian Financial Mechanism. As background literature, characteristics of the consumer society and the development of sustainable consumption as a concept are interpreted in the paper. The empirical analysis aims to describe the most important clusters of students, based on the factors of their consumer behaviour, environmental activism and pro-environmental everyday habits. Our results identify two extreme clusters which most significantly differ from each other: the environmental activists and the indifferent group. However, a third cluster has the most modest consumer behaviour, namely the group which considers product features, energy consumption and the behaviour of producers. They spend the least on consumer goods. The three other clusters show quite mixed lifestyle patterns.

Fejezetek a nemzetközi üzleti gazdaságtanból 4. = Chapters in International Business. Reviews on Selected Papers on International Business 4.

A kötet azzal a céllal készült, hogy a Nemzetközi vállalatgazdaságtant tanulmányozók számára további támpontokat és ismeretbővítési lehetőségeket adjon magyar nyelven. A műhelytanulmány a nemzetközi üzleti gazdaságtan (international business) öt témaköréről ad áttekintést: az internalizációs elmélet, az intézményi megközelítés, a külpiacra lépés kisvállalati nézőpontból, a leányvállalatok lehetséges szerepei, és végül módszertani megfontolások. A korábbi kötetekhez hasonlóan, a műhelytanulmány fejezeteit a BCE Gazdálkodástani Doktori Iskola PhD hallgatói készítették. ----- The aim of the working paper is to provide insights on selected areas in international business. It is a supplement for the Hungarian language IB textbook. Five fields are covered in the working paper: internalization theory and its extensions, forming institutions in host countries, challenges of foreign market entry for small businesses, roles of subsidiaries in the multinational corporations, and methodological issues in IB. The chapters in the working paper were prepared by the PhD students of the Business and Management PhD School at Corvinus University of Budapest.

Hallgatói vállalkozási tervek vizsgálata a GUESSS 2011-es felmése alapján (Assessing entrepreneurial intentions and plans among students based on GUESSS 2011 research)

A tanulmány azt vizsgálja, hogy milyen vállalkozást szeretnének indítani, honnan szerzik az ötletet és a társakat az egyetemi hallgatók, és milyen módon jelenik meg a vállalati felelősség. Betekintést ad az oktatott vállalkozáskurzusok elérhetőségébe, és a GUESSS adatbázisára építve értékeli a válaszokat. Jelen tanulmány csak a magyar adatok feldolgozását tartalmazza, egyes helyeken nemzetközi kitekintéssel. A szerző a cikk végén szemlélteti, hogyan térnek el vállalkozásindítást gátló tényezők Magyarországon a nemzetközi átlagtól a hallgatók körében. _____ The primary focus of the study, what kind of small business students intend to start, where the ideas come from, and how corporate responsibility present in student plans. It gives some figures about availability of entrepreneurial courses, and based on GUESS database it analyses results. This study is limited to the Hungarian results, with some international outlook. The author at the end of the article, shows how obstacles of start-up are differ from international average.

Vállalkozói attitűdök kutatása egyetemi-főiskolai hallgatók körében (Research of students’ entrepreneurial attitudes)

Magyarország 2006-ban csatlakozott a Szt. Gallen-i Egyetem (Svájc) által koordinált (GUESSS Global University Entrepreneurial Spirit Students’ Survey) kutatáshoz, amely a hallgatók vállalkozásindítással kapcsolatos elképzeléseit és vállalkozási tevékenységét kérdőíves adatfelvétel segítségével vizsgálja. Az online megkérdezésnek köszönhetően Magyarország esetében 2011-ben 5 677 hallgató válaszai alapján értékelhették a szerzők a hallgatók vállalkozásindítási szándékát és azok legfontosabb alakító tényezőit. A kutatás nemzetközi jellegének köszönhetően eredményeik összevethetők a nemzetközi tapasztalatokkal is. A tanulmány bemutatja a nemzetközi kutatás célját, elméleti hátterét, a kérdőívet és a kérdezés folyamatát. A magyar adatbázis legfontosabb jellemzői mellett a szerzők ismertetik a vállalkozásindítási szándék, a főiskolai-egyetemi környezet nemzetközi összehasonlító adatait. _______ Hungary joined the GUESSS (Global University Entrepreneurial Spirit Students’ Survey) research project organized and led by the University of St. Gallen, Switzerland in 2006. GUESSS evaluated students’ entrepreneurial intentions and activities with the help of a questionnaire. In 2011 an online survey was conducted in Hungary, addressing 5.677 students. The students’ responses regarding their business start-up activities and intentions as well as the most important factors shaping them were evaluated. The international nature of the research allowed the authors’ to compare Hungarian results to international practices. This paper describes the purpose of the international research, its theoretical background, the questionnaire and the interview process. Apart from presenting the most important features of the Hungarian data set, they describe the start-up intentions, the university and college environment and compare them to the international data.

A vállalkozói hajlandóság vizsgálata a női hallgatók körében Magyarországon (Research of entrepreneurial intentions of the Hungarian female students)

Köztudott, hogy a nők lényeges szerepet töltenek be a gazdasági életben, ezért fontos megvizsgálni azt, hogy melyek az ösztönző és az akadályozó tényezők a vállalkozásindításuk során. Egy 2011-es nemzetközi kutatás többek között a magyar női hallgatók vállalkozói hajlandóságát befolyásoló tényezőket vizsgálta. A kutatás többek között a motivációs tényezőkre, a személyiségjegyekre, valamint a korlátozó tényezőkre irányult. A vizsgálat eredményei azt igazolták, hogy a női vállalkozói létet nemcsak a pénzügyi indítékok vezérelték, hanem a belső tényezők is. Elsősorban az egyéni tényezők jelentették az akadályokat számukra, a szervezeti-környezeti korlátok szerepe kisebb jelentőséggel bírt. A vizsgálat eredményei többnyire a szakirodalmi adatokat igazolták. _____ It is widely known, that women play an important role in the economy, which makes the determination of motives and obstacles during business start-ups inevitable. Hungarian female students were surveyed during an international study in 2011 to determine the factors of entrepreneurial intentions. The survey included among other factors the motives for self‐employment, the personal characteristics and the barriers they faced. Results revealed that primary motivations for females during business start-ups were not only monetary motives, but also intrinsic factors. Problems faced by Hungarian female students were mainly individual; the organizationalenvironmental ones had lower importance. Results on motives and barriers were mostly consistent with the authors’ literature findings.

North Dade Medical Foundation Donates $5 Million to Establish Scholarships, Chairs at Florida International University College of Medicine

Press Release from Florida International University 's Office of Media Relations announcing North Dade Medical Foundation's $5 million dollar donation to establish scholarships for medical students and endowed chairs at Florida International University 's College of Medicine.

Section III: Medical Students

Document detailing the recruitment process and requirements for medical students accepted the College of Medicine. Part of the Medical Education Database for Preliminary Accreditation, 2006-2007.

Florida International University College of Medicine Medical Student Catalog

Provides information on the College of Medicine's history, curriculum, admissions, and requirements as well as other information for students admitted to the program. Draft copy.

Cognitive dissonance and the effect of acceptance of methodology, beliefs about religion, religious orientation, and dogmatism on the success of university students in a religious studies course

The problem investigated was negative effects on the ability of a university student to successfully complete a course in religious studies resulting from conflict between the methodologies and objectives of religious studies and the student's system of beliefs. Using Festinger's theory of cognitive dissonance as a theoretical framework, it was hypothesized that completing a course with a high level of success would be negatively affected by (1) failure to accept the methodologies and objectives of religious studies (methodology), (2) holding beliefs about religion that had potential conflicts with the methodologies and objectives (beliefs), (3) extrinsic religiousness, and (4) dogmatism. The causal comparative method was used. The independent variables were measured with four scales employing Likert-type items. An 8-item scale to measure acceptance of the methodologies and objectives of religious studies and a 16-item scale to measure holding of beliefs about religion having potential conflict with the methodologies were developed for this study. These scales together with a 20-item form of Rokeach's Dogmatism Scale and Feagin's 12-item Religious Orientation Scale to measure extrinsic religiousness were administered to 144 undergraduate students enrolled in randomly selected religious studies courses at Florida International University. Level of success was determined by course grade with the 27% of students receiving the highest grades classified as highly successful and the 27% receiving the lowest grades classified as not highly successful. A stepwise discriminant analysis produced a single significant function with methodology and dogmatism as the discriminants. Methodology was the principal discriminating variable. Beliefs and extrinsic religiousness failed to discriminate significantly. It was concluded that failing to accept the methodologies and objectives of religious studies and being highly dogmatic have significant negative effects on a student's success in a religious studies course. Recommendations were made for teaching to diminish these negative effects.