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The purpose of this paper is to introduce a method for (re)designing complex logistics networks, which interact with various governmental bodies (e.g. in FDA and USDA) for regulatory clearance and control purpose. The method (the e³‐control methodology) is demonstrated to be a useful approach to analyzing and redesigning international logistics procedures in reaction to a technological innovation in a government‐business (G2B) network.

An action research method relying on Living Lab study was used in this research. To illustrate and better understand the application of the e³‐control methodology, the authors place the development of e³‐control as a design tool for deploying the pharmaceutical case. The authors collected data with multiple methods including workshops, semi‐structured interviews and document analysis.

The e³‐control methodology has been successfully applied in this paper to carry out a step‐by‐step redesign for an international pharmaceutical logistics network. It was found that a win‐win situation can be achieved if business and government see each other as partners and share the responsibility of carrying out government regulatory and Customs controls. In this situation, Customs administrations can be relieved from redundant control tasks, and businesses will be rewarded with simplified procedures.

The authors' e³‐control methodology is an innovative redesign methodology for analyzing and redesigning business logistic networks including government agencies. With this approach, one can achieve a clear overview on critical problems within the logistics chains; disclose unclear procedures and in the meanwhile take into consideration the different concerns of the partners within the network.

Mentoring processes have been researched extensively, but rarely from a perspective that incorporates issues related to stress. In this chapter, a focus is placed on the common themes and connections between these two important literature bases. The first part of the chapter describes the mentoring process, including a description of types of relationships, stages of relationship development, and the mentoring exchange. Stress research is presented along with a presentation of research that explicitly examines stress in relationship to mentoring. Specific stress points related to each aspect of the mentoring process will be described and illusted in a conceptual model. The chapter will conclude with suggestions for future research and methods that will enhance both stress and mentoring research.

The purpose of this paper is to explore the effects of authentic leadership on employees’ objective (hierarchical status) and subjective (career satisfaction) career success. In addition, this paper attempts to examine the mediating role of career self-efficacy in these relationships.

The sample for this cross-sectional study comprised of 162 Pakistani employees drawn from a leading food and beverage company. Structural equation modelling and the bootstrapping procedure were used to test the research hypotheses.

Results showed that career self-efficacy fully mediated the relationship between authentic leadership and hierarchical status, while it partially mediated the effects of authentic leadership on career satisfaction.

The findings of this study indicate that authentic leadership behaviours can have a positive impact on employees’ career success. Thus, in order to ensure that employees accomplish their career goals and realise their full potential, it is vital that organisations devise strategies, which are geared towards promoting authentic leadership.

This paper provides a first examination of the relationship between authentic leadership and two indicators of career success: hierarchical status and career satisfaction. In addition, it identifies one possible pathway in the form of career self-efficacy through which authentic leadership relates to employees’ career success.

To discuss the requirement for a university to adopt a clearly defined marketing strategy to increase its international student population and generate additional revenue.

Primary research was undertaken to investigate the notion that customer satisfaction influences perceived quality and in turn affects profitability. The research methodology carried out among hospitality and tourism management students at Bournemouth University combined qualitative and quantitative methods. A student focus group and staff members with specialised knowledge were interviewed using a semi‐structured approach to allow a pre‐determined core of open‐ended questions to be addressed, while enabling other related issues to be pursued.

Within Bournemouth University, the reputation of the hospitality and tourism programmes and educational links are the most important considerations in student decision making, regarding their choice of programme and place of study.

It could be argued that the courses selected attract more outgoing individuals and those more prepared to adapt to change and adopt a different culture. However, the students were from a range of countries and were representative of the mix at the University.

In an increasingly competitive market for international students, institutions need to provide an optimum service. International education marketing to international students should be managed to enhance consumer satisfaction, and raise perceived quality.

The findings should be taken into account when programmes are revalidated to ensure that these disciplines continue to provide students with the knowledge required by a global industry.

There is limited research on international students' acculturation with respect to food habits and the food environment. Hence, the purpose of this paper is to evaluate the extent of international (European and Asian) students' food acculturation in the United Kingdom. The paper seeks to report the findings from a qualitative study of the adjustment experience of a group of postgraduate international students at a university in the South of England.

Semi‐structured in‐depth interviews were conducted with a group of postgraduate international students (European and Asian) (n=10) at a university in southern England.

A “push‐pull” model towards food choice is proposed where adjustment is described as a dynamic and multifaceted process fluctuating as a result of individual, cultural and external factors. A longing for home was apparent which could be alleviated by paying greater attention to food orientation.

If adjustment is to be assisted, understanding the complexity of the process will help determine intervention strategies to support international students such as organising extracurricular activities in the form of tasting sessions or cooking clubs during orientation week which coincidently will also allow opportunity for group interaction and familiarisation. There should be an understanding on the part of all service providers and in so doing provide a climate for positive learning.

The paper shows that adjustment can be a stressful experience, where the role of food in student acculturation is under researched. Understanding the complexity of the process will help to determine the intervention strategies to be used by those offering pastoral or social support.

The purpose of this paper is to take a reflexive look at the cultural experiences of a group of overseas students studying at a business school in the North East of England. The paper uses Baudrillard's work on simulacra and simulation to challenge notions of second culture contact.

Using primary (i.e. interviews with 14 students and four staff) and secondary sources the paper investigates second culture contact truths associated with English higher education for a group of overseas students. To capture the richness of individual cultural experiences for these students and staff a qualitative approach in gathering empirical data is adopted.

First, it seems the mainstream literature that posits cultures as definable, distinct and measurable entities that can be acquired does not capture the complexity of cultural experiences as revealed by the individuals involved in this study. Second, the findings surface questions about the validity of what educators and students take for granted or perceive as “real” in regards to what it means to “be an English student” and the processes of “becoming an English student”. Third, the findings raise provocative questions about the process, content and context of curriculum to those responsible for developing and marketing international programmes.

Education as an international business means strategists, marketers and educators alike need to look closer at the way international programmes are developed, marketed and delivered both for viability and ethical reasons.

Engagement with Baudrillard's work on simulacra and simulation is a playful attempt to see higher education as third‐order simulacra. As an alternative lens in challenging second culture contact it offers interesting and novel insights.

This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as facilitators, but as barriers to academic writing in the western context of universities.

Developed broadly within an interpretive post-positivistic paradigm, the study utilised Harré and van Lagenhove, 1999 Positioning theory and Goffman’s theory of Stigma to interrogate accounts of 12 students from the two schools in a year-long project involving three focus group discussions, questionnaire responses and personal reflective summaries by the students.

The paper highlights the notions of stigma associated with their foreign writing conventions and how students experience tensions and apprehensions about their ability as they painfully negotiate the new academic writing conventions of the institution. International students position themselves as vulnerable outsiders working within an ill-defined but highly valued language environment.

The research is limited to the extent that it utilises a very small number of students as its key source of evidence. However, the study was not aimed at providing generalisation as much as it sought to explore issues associated with the use of language by international studying in UK universities.

The study has practical implications for the professionals in HE to develop clear guidelines about what constitutes good English and to provide greater support to international students who see themselves as vulnerable outsiders in an environment which marginalises their linguistic and cultural identities.

The study has implications for the social, cultural, and academic integration of international students in HE institutions.

The paper signals a need for diverse writing frameworks which seek to promote rather than silence and marginalise potentially rich sources of knowledge and understanding in an increasingly globalising world.

This paper aims to measure students' perceptions of value that are influenced by differences in costs (monetary and non‐monetary), students' attitudes and socio‐demographic features. It seeks to investigate the components of the university value that affects students' choice.

A questionnaire was developed in order to measure students' beliefs and perceptions about the offer and service attributes of the university. All variables, primarily drawn from the literature, were measured using multiple items. ANOVA and a PLS regression was used to investigate the effects of the various value dimensions as perceived by students.

The findings suggest that, although universities could improve student retention by attempting to increase their level of satisfaction, their efforts will be more effective if focussed on demonstrating the way that the service provided has helped their customers to achieve their objectives, highlighting the strategic importance of the social value.

Despite the limitations, such as the sample size and the convenience sampling strategy, future research should be addressed to define the student lifetime value from both the university and the student point of view. Additionally, it could be interesting to investigate a kind of “student equity” as a function of: student satisfaction, student sacrifice and word‐of‐mouth.

Since little empirical research concerning student value and its formation exists, this paper develops a value approach that measures the total student experience. Moreover, very few studies exist in the Italian context, which proves to be interesting due to the recent changes in the university system structure.

This paper aims to look at how participant photography can be used in human resource development (HRD) as a research method that is innovative and inclusive. In published work on traditional photo elicitation methods, the participant is shown previously prepared visual images to create knowledge. This can provoke an inaccurate depiction due to the images being previously prepared. Participant photography differs greatly from the traditional photo-elicitation method. In participant photography, the participant is provided with the opportunity to capture their own visual images of the surrounding environment, allowing for data to be captured through their own eyes. More notably, participants voice their own experiences after taking the photographs as a means for providing rich data for researchers.

Participant photography is an innovative qualitative research method where the research participant is encouraged to document their lived experiences through images taken by the participant. Additionally, the participants take part in individual interviews and group individual sessions to further explain the images.

The research findings can lead to deeper insight into the research topic and even accommodate potential issues related to literacy and language barriers. By introducing a new qualitative research method to HRD, the lived experiences can be documented and examined in a new, different and arguably more accurate way.

Literature discussing participant photography in HRD is limited. Although this limitation puts constraints on this study, it creates an opportunity to further define how participant photography can be used in HRD. This method offers a means for HRD researchers and practitioners to focus on the voices of participants to improve organizations.

This study addresses how participant photography can be used in the field of HRD by describing the process of participant recruitment, implementation of the method, participant interviews, group discussion and analysis. Specifically, this study focused on the practical application, including the method’s strengths, potential weaknesses and ethical challenges.

The method of participant photography has been commonly used in community-based studies, public health projects and medical research projects, yet in ever-changing HRD needs, there are many advantages for the field of HRD to implement this method.

Although the concept of participant photography is still in its infancy in HRD, this study explains how participant photography can be used for both researchers and practitioners to gain a deeper understanding and knowledge of topics related to HRD.