This study examines the extent to which MNEs from developed (DMNEs) and emerging (EMNEs) economies differ in Location behaviour. Studies on MNE location choices have failed to capture the changing FDI landscape and leave the inconsistent findings unexplained.We address this gap by systematically reviewing the extant literature on location choices of DMNEs and EMNEs over the past 36 years -from the introduction of the OLI model to 2016. Key themes emerging from the review reflect a comprehensive picture, capturing the impact of multiple factors affecting location choices of DMNEs and EMNEs. Future research is challenged by: a. adopting an integrated approach examining three levels -individual (managerial), firm (ownership structure, type of FDI, internationalisation stages, and the different nature of ownership advantage), and context of location decisions (home, host, subnational, regional, supranational, and networking); b. refining or developing theories to capture the dynamic picture of MNE internationalisation.

2016) 'Examining Chinese postgraduate students' academic adjustment in the UK higher education sector : a process-based stage model.', Teaching in higher education., 21 (3). pp. 326-343.Further information on publisher's website:The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.The current theories relating to international student transition have largely tended to concentrate on what to be adapted. This research contributes to the pedagogic literature examining how the transition is made by international postgraduate students. Using data from 20 qualitative in-depth interviews in conjunction with observations of teaching sessions and the researchers' field notes, we discover a process-based stage model which identifies a step-by-step approach at a micro level of academic transition. Our findings extended the prior stage modes to incorporate students' pre-arrival experience and claim that the pre-departure stage plays a crucial role on Chinese students' later academic adjustment in the UK. The finding of our four-stage-model helps not only higher education institutions increasing sensitivity to the design of study programmes and induction provision but provide practical implications for recruitment agents that attempt to engage students' pre-arrival preparations in terms of enhancing their marketing strategy in the long-term.

This two-year study was conducted to explore the experience of international direct-entry students making the transition from overseas higher education partners to a UK University. Using mainly qualitative data from forum discussion, focus-group interviews and face-to-face interviews with students and staff, we document how international direct-entry students cope with academic and social anxieties during their transition. The findings reveal that there are some similarities, such as language issues, which are experienced by most international students. However, this study has highlighted a distinguishing factor for direct-entry students which relates to the use of intra-networks to overcome their social anxieties. The exploratory analysis also indicates that international students entering directly into an academic programme at a later study stage face a steep learning curve and require additional support to adapt quickly to a UK educational system.

Eff ecti ve embeddedness in the host country is an important issue for immigrant and transnati onal entrepreneurs. However, prior research has mainly focused on subsidiaries' local embeddedness of multi nati onal companies (MNCs). While a limited number of studies have examined transnati onal enterprises, few have explored how transnati onal entrepreneurs embed in the host country where they immigrate to. Employing 7 in-depth case studies of Chinese small transnati onal enterprises operati ng in the UK, we construct a dynamic dual process model which consists of 3 dimensions: structural embeddedness; insti tuti onal embeddedness; and cogniti ve embeddedness. Our fi ndings make a theoreti cal contributi on by off ering insights into how transnati onal migrant entrepreneurs embed in a dual cross-border business environment.