A stages approach to the internationalization of higher education? The entry of UK universities into China

Knowledge sharing in China–UK higher education alliances

“…Previous research suggests that the more non-codifiable knowledge assets, like reputation and brand, are shared with overseas subsidiaries, the more commitment is required to monitor the overseas operation (Buckley & Casson, 1976); this is particularly the case for knowledge intensive services. Moreover, Li and Roberts (2012) reveal that when UK universities enter China, those motivated by market seeking tend to employ low commitment entry modes, while those seeking to enhance their reputation and pursuing long-term goals adopt a high commitment approach. This suggests that universities that are motivated to acquire a greater variety of types of knowledge through forming alliances should be willing to make a greater commitment to knowledge sharing than those that are motivated by knowledge accession, even though high commitment means higher costs of involvement.…”

Management of cultural differences under various forms of China–UK higher education strategic alliances

“…Although the CDs between partners were particularly striking when dealing with non-academic issues, because these issues were not close to the value-added activities or purpose of the alliance (Sirmon and Lane 2004), they did not affect the outcomes of the JV campuses. Our findings also contribute to an understanding of why universities do not follow a uniform gradual market entry pattern (Li and Roberts 2012). Some universities progress directly to the establishment of a JV equity-based alliance because this form is more favorable for 'cultural synergy, cultural learning, and cultural problem-solving' (Dong, Keith and Glaister 2007, 203).…”

“…Trust is helpful for solving cultural conflicts, and consequently, it can have a positive influence on alliance performance (Brouthers and Bamossy 2006). Third, partners selecting an equity-based structure are more interested in acquiring strategic knowledge through learning than those engaged in non-equity alliances (Kogut 1988;Li and Roberts 2012;Li, Roberts, Yan and Tan, 2013). Partners' learning attitude can help offset the negative impact of CDs (Barkema, Bell and Pennings 1996) between partners by exerting 'cognitive' (understanding the new system and how to do business within it) and 'behavioral' (adopting more effective practices) changes on managerial behaviors and operational routines (Child and Markoczy 1993).…”

Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro

“…Teoria e Prática em Administração, volume, número, ano Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro Moura & Souza p. 102-127 DOI: http://dx.doi.org/10.21714/2238-104X2017v7i2-33103 Submissão: 28/Fev/2017-Segunda versão: 28/Set/2017-Aceite: 14/Dez/2017 As instituições de ensino superior são um importante indicador dos recursos de conhecimento de uma nação (Li & Roberts, 2012), mas estão enfrentando desafios em muitas regiões do mundo, pois existem dificuldades relacionadas a fragmentação de suas funções, preocupações sobre os custos de longo prazo e a sustentabilidade do sistema, além de questionamentos quanto ao seu papel na sociedade. Nesse contexto, a educação a distância e aprendizagem on-line são mencionadas efetivamente como opções para o modelo tradicional de aprendizagem (Gasevic, Vitomir, Joksimovic, & Siemens, 2014) e no atual debate sobre o tema, a discussão sobre os Massive Open Online Courses (MOOCs) -traduzidos como Cursos On-line Abertos e Massivos -têm ganhado destaque, tanto no meio acadêmico, quanto na mídia (Veletsianos & Shepherdson, 2016).…”