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This paper expands theory on strategists by investigating how non-executive strategy professionals in multi-business firms strategize. In focus is the strategizing of two groups of non-executive strategy professionals: a corporate strategy team and eleven business strategists employed in each of the incorporated units.

A case study design was employed to explore privileged accessed data to gain first-hand in-depth qualities of strategists' work. The design was characterized by phenomenon driven immersed participatory insider research with retrospective reflection and theorizing. Data includes strategies, interview data, calendars, meeting minutes, workshop material and observational field notes.

Non-executive strategy professionals in multi-business firms are either employed at the corporate center or in the peripheral businesses. Based on this location and their individual experiences they assume an exclusive content or an inclusive process strategizing orientation. In practice, the groups strategize tightly together.

Case studies are useful in explorative research providing thick descriptions. While empirically rich, the results of this study are limited by the context of one single case. Future research is encouraged to confirm, contradict and refine the results presented.

The insights from this study can help organizations regarding how to employ strategy professionals in multi-business firms.

This paper contributes to a recognized need to explore strategists' work. In contrary to the majority of existing research, focusing on senior management and/or strategy formulation, this paper highlighted non-executive strategy professionals' strategizing.

The trend in education is shifting toward a greater concern with learning. In this new model, teachers are required to constantly reflect on their pedagogy to sustain student interest and engagement. This reflective inquiry is particularly important when the teacher and students are of different language and culture as in the case of Zayed University, UAE. Such cross-cultural context often complicates the learning environment resulting in confusion, stress, and frustration for faculty and students. It also results in a reduced teaching effectiveness and a need to regularly adapt tried methods of teaching in Western universities with the educational background of students. This process requires deep reflection and cultural adjustment. This study therefore investigated the challenges, critical inquiry, and adjustments of Western faculty in the delivery of an American curriculum taught in English to Emirati female students. The study also sought to derive a theoretical model explaining faculty reflective processes in cross-cultural classrooms.