Outsourcing Global Skills Development to Australian Vocational Colleges: A Case Study on Reverse Transnationalization

Chukhlomin, Valeri; Chukhlomina, Irina

doi:10.1057/9781137292964_15

Cited by 2 publications

(2 citation statements)

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“…This study incorporated cross-cultural and cross-contextual analysis to elucidate the generalizability of approaches and frameworks offered in online management education in North America to other cultural contexts (Arbaugh et al, 2010). This study also appears to be one of the first conducted in the context of Russian online education, especially in business and management disciplines, which is surprising given the long tradition of distance education in Russia (Zawacki-Richter & Kourotchkina, 2012) and considerable popularity and growth in the number of international MBA programs in Russia in the past few years (Chukhlomin & Chukhlomina, 2013). Incorporating comparisons between Russian and European management students into this study provided new insights into the nature of online management education globally, not simply because management contexts in Russia and in European countries differ significantly, as suggested in studies of Russian management (e.g., Fey, Björkman, Morgulis-Yakushev, & Park, 2009;Holden & Vaiman, 2013;Puffer & McCarthy, 2011), but also because of the common features that Russian education and culture share with some Western European countries.…”

Section: Implications For International Management Educationmentioning

confidence: 97%

Internationalization at a Distance

Ramanau

2016

Journal of Management Education

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This paper explores how part-time students in an online international management course perceived various features of the course learning design and whether international perspectives were built into their learning experiences. The focus of the study was on cross-cultural differences across groups of learners in the United Kingdom, in other European countries and in Russia and studying the course in different languages. Using a mixed method approach, the study's results challenge the distinction between "internationalization at home" and "internationalization away" perspectives on curricula, due to growing numbers of students studying online from their home countries. Study participants reported high degrees of engagement with international perspectives, but their experience can be best described as "internationalization at a distance," where traditional campus-based acculturation effects were not observed. The article concludes with a discussion of opportunities for management 2 Internationalization of the Online Management Curriculum educators to develop a "glocal" approach to online course curriculum design, intentionally blending global perspectives with locally-relevant knowledge and managerial skills.

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Section: Implications For International Management Educationmentioning

confidence: 97%

Internationalization at a Distance

Ramanau

2016

Journal of Management Education

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“…Overall, in the period of 1999-2005 about 50 students from Omsk participated in the Australian program; approximately, 50% returned back home and another 50% remained in Australia longer that was required by the program and some chose to stay permanently (Chukhlomin, Chukhlomina and Thomas, 2012). Many who decided to stay permanently later completed Master's and MBA programs in Australian universities, such as Macquarie University, the University of Sydney, the University of New South Wales, Victoria University of Technology, Swinburne University of Technology, and Central Queensland University.…”

Section: The Results Of the Australian Projectmentioning

confidence: 99%

Engineering a Business School in a Former Soviet-Era Closed City: The Case of Omsk, Siberia

Chukhlomin¹,

Chukhlomina²

2012

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This article describes a modernization project undertaken by a nationally accredited Russian university located in Omsk, Siberia, and aimed at developing a new international business school. A unique feature of the project is that it was successfully implemented in a former Soviet-era closed city. Until 1991, the university hadn't had any international connections and for both local faculty and administrators the concept of international business education was a radical new idea; therefore, the project development team needed to develop the project "from scratch" in an unfavorable environment. The paper describes the process of organizational innovation where gradual modernization was intertwined with radical innovations some of which were fiercely opposed by hardliners and bureaucrats. The paper reveals the need for the project, describes the process of its development, identifies major steps in implementation, explores its design, characterizes curriculum-related problems and innovations, evaluates available resources for internationalization of the school's faculty and students, identifies roles played by various stakeholders, evaluates key success factors and provides recommendations for future research.

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Outsourcing Global Skills Development to Australian Vocational Colleges: A Case Study on Reverse Transnationalization

Cited by 2 publications

References 25 publications

Internationalization at a Distance

Internationalization at a Distance

Engineering a Business School in a Former Soviet-Era Closed City: The Case of Omsk, Siberia

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