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This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment.

An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data.

The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress.

This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students.

This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

User‐supported software is copywrited and supported by the developer(s) of the software. Users are encouraged to copy and share the software. In return for a “suggested contribution” payable to the software developer, detailed documentation and user support are available. Many quality programs, of this type, exist. Four programs for the IBM PC are evaluated.

The Chubb ‘Pathfinder’ airfield crash truck, winner of last year's Design Council Award, which has just won a large order from the Port Authority of New York and New Jersey. Twelve vehicles are being built at a cost of £1·5 million for service at Newark, La Guardia and John F. Kennedy Airports.

Whereas a draft of the following regulations was laid before Parliament and approved by resolution of each House of Parliament :

The Secretary of State for Social Services, in conjunction with the Treasury, in exercise of his powers under section 8 of the National Insurance Act 1969, hereby makes the following regulations which, by virtue of the provisions of section 10(1) of the said Act of 1969, are exempt from the requirements of section 108 of the National Insurance Act 1965 (preliminary draft of regulations under that Act to be submitted to the National Insurance Advisory Committee) and section 62(2) of the National Insurance (Industrial Injuries) Act 1965 (proposal to make regulations under that Act to be submitted to the Industrial Injuries Advisory Council):—

NUTS and bolts are not the most glamorous of products used in engineering. I never had enough of them when I built ambitious projects in Meccano, so the structures I created tended to lack rigidity. I expect this had something to do with my early days as a tame stressman; then at least I could count on sufficient high tensile steel bolts to give me a reserve factor greater than 2. We tend to look at aircraft and see their smooth rivetted skins and nowadays we marvel at the enormous components made possible by skin milling and composite materials. We overlook the humble nut and bolt But humble though they may be nuts and bolts are still with us playing a vital role and I am sure they always will be.

The purpose of this paper is to offer an application of a system model for Senge's five disciplines in higher education (HE) institutions.

The paper utilizes a conceptual framework for the analysis of antecedents and outcomes of Senge's five disciplines, focusing on specific factors unique to the HE sector.

The explication of the model manifests its relevance and applicability for the HE sector: it represent how universities operate as learning organizations and posits the anticipated interactions among specific constructs associated with Senge's five disciplines within the HE sector.

The paper manifests a causal model that links variables in the learning organization, a perspective that would be instrumental for HE institutions to achieve competitive advantage.

The paper provides added value both for academics and executives interested in the analysis of the complexity of Senge's five disciplines for HE institutions.