Purpose -This study focusses on exploring the little-researched adjustment experiences of those expatriates who self-initiate (SIE) their employment in foreign countries. The model of expatriate adjustment is the theoretical foundation used for this study. Design/methodology/approach -An online survey was administered to expatriate academics in the United Arab Emirates (UAE). Quantitative data analysis was subsequently performed to include factor analysis, Pearson correlation, regression modeling, ANOVA, and Tukey HSD analysis. Findings -Hypotheses regarding correlation of previous overseas work experience and culture novelty with adjustment for this SIE population were supported, whereas hypotheses regarding foreign language ability were not supported. In addition, exploratory analysis through the use of regression models and ANOVA determined an influence on SIE adjustment by factors such as age, gender, length of employment, and location.Research limitations/implications -The results indicate that further research into this area is warranted, particularly given the dearth of information currently available on the adjustment experiences of SIEs. In addition, this research is limited by its narrow focus on academics in the UAE; therefore it should be replicated in other locations with different types of SIEs to ensure generalizability. Practical implications -This paper provides suggestions for practical HRM implications, particularly with regards to recruitment and selection stages for organizations that target SIEs as potential employees. Social implications -This paper provides suggestions for practical HRM implications, particularly with regards to recruitment and selection stages for organizations that target SIEs as potential employees.Originality value -This study provides new evidence regarding factors which influence SIE sociocultural adjustment and, through exploratory analysis, highlights factors which may need to be explored further in order to develop a more thorough understanding of SIE sociocultural adjustment.

Purpose The purpose of this paper is to examine the impact of organizational culture on trust in top management and career satisfaction. The concept of culture was split into four types: “clan,” “adhocracy,” “hierarchy” and “market.” Design/methodology/approach A self-administered questionnaire was used to collect data from 128 mid-level managers in ten public sector organizations in the United Arab Emirates (UAE). The questionnaire included demographic questions and three established scales to measure culture type, trust in top management and career satisfaction. Correlation and regression analysis were used to examine relationships between variables. Findings Respondents from “clan” and “adhocracy”-type organizations tended to have more trust in top managers than those from other culture types. Respondents from “clan”-type organizations also had greater career satisfaction. Only a clan-type organizational culture significantly predicted career satisfaction. Research limitations/implications The study is based on a small number of mid-level managers working in ten public sector organizations. This limits the generalizability of the results. Future studies should examine both public and private sector organizations operating in various industries across the UAE, to increase the generalizability of the findings. The study results will assist organizational policy makers who wish to transform their organizational culture to one that will increase the career satisfaction of managerial staff and their trust in senior managers. Originality/value The study contributes to the literature on organizational culture, particularly on the relationship between trust and career satisfaction in the public sector in the UAE.

This exploratory study seeks to examine how the use of student-written blogs support student learning through the student perspective. The blogs were introduced to provide support in four distinct areas: as a medium for facilitating learning; as a medium for interactivity; as a medium for metacognitive thought and reflection; and as a learning tool. This study was conducted over the course of one academic year with undergraduate and postgraduate students enrolled in a blended learning university located in the United Arab Emirates. Results indicate that for the students in this study, the use of blogs provided support in all four identified areas, as well as in additional areas not expected by the researchers. This paper provides details of the results of the data analysis, provides suggestions for classroom implementation, discusses the limitations of this research study, and proposes research questions which can guide future research studies on this topic.

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