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Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI in shipping courses in higher education in Taiwan and the perceptions of expert stakeholders through qualitative interviews.

Importance-performance analysis (IPA) is used to gather data on participants’ perceptions of what is (un)important and (un)satisfactory. Based on past studies, four dimensions with 20 items were developed and 121 effective questionnaires were collected. Further, qualitative interviews with expert stakeholders (n = 9) are undertaken to gather data to contextualize and complement the quantitative student data.

Findings show students attributed high importance but low satisfaction to items such as course learning objectives and students’ English level, and low importance and high satisfaction to items such as electronic teaching platform and relevance of subject to practice. Factor analysis and cluster analysis were used to divide samples into three groups. Qualitative interview results confirm many of the quantitative findings but also show where some quantitative findings require more attention or investment when delivering EMI programmes.

Questionnaire samples focus on university students. Other related field samples (e.g. EMI teachers, shipping teachers, English teachers, etc.) could be surveyed and compared in future studies. Qualitative interviews could also be expanded to other stakeholders such as government policymakers.

The findings of IPA in the shipping courses and the qualitative interviews can be used for both teaching design and implementation in related courses by university lecturers and other stakeholders (e.g. policy and decision-makers). Such approaches can enhance students’ learning motivation and teaching performance.

This paper provides important guidance and diagnosis for how to introduce English teaching in shipping courses. Related courses can be further applied in higher education to popularize and promote EMI teaching in shipping and related fields.

EMI has seldom been studied in the context of shipping courses in the past. This paper adopts IPA method and qualitative interviews to complement previous studies and address gaps in recent research. It is expected that the research findings could be adapted and applied in other fields.

This case examines the April 2007 decision of British music company EMI to suspend its annual dividend as the company struggled to respond to the effect of digital audio distribution on its core business. The EMI case is intended to serve as an engaging introduction to corporate financial policy and themes in managing the right side of the balance sheet. The case contrasts EMI's storied success with artists such as the Beatles, the Beach Boys, Pink Floyd, and Norah Jones with its recent inability to succeed in financial markets. In light of takeover threats and restructuring costs, EMI's CFO Martin Stewart must recommend EMI's dividend policy.

The interest in corporate social responsibility (CSR) has become burgeoning in the construction industry as firms are under constant pressure from socially conscious stakeholders to demonstrate their efforts to address various CSR issues. This study aims to unveil the key practices and impact factors (KPIFs) of CSR implementation in construction firms and the interrelationships among different key impact factors toward attaining CSR practices.

Mobilizing the integrated institutional, stakeholder and self-determination theories, a theoretical framework was first developed to elaborate the potential inter-relationships among the key impact factors toward CSR implementation. Data were collected from extra-grade contractors through an online questionnaire survey and was then analyzed by the partial least square structural equation modeling method.

The results show that construction firms' CSR practices could be classified into eight distinct key dimensions, e.g. shareholders' interests, government commitment and environment preservation. It is found that three groups of key impact factors – external institutional factors (especially coercive-normative factors), intrinsic factors (especially strategic business direction and organizational culture) and identified factors (i.e. the perceived importance of CSR practices) – have statistically significant positive impacts on most key dimensions of CSR practices.

The research findings have implications for top management to better understand CSR implementation, thereby helping them secure legitimacy to survive and advance in the competitive construction businesses.

The findings contribute to the theoretical body of knowledge in CSR by modeling and empirically demonstrating the influence mechanism of CSR implementation in construction within an integrated model.

The purpose of this paper is to examine the challenges facing Japanese institutions of higher education wishing to implement degree programs taught through the medium of English.

The paper takes a comparative perspective in examining the rationales and policies for, and the challenges and successes associated with, the adoption of English-medium instruction (EMI) in Japan and in Europe, where EMI has a longer history. It uses government policy declarations and reports and synthesizes the research literature and information published by universities. Next, it investigates the practices that apply to the Japanese context and provides recommendations on the strategies that Japanese decision makers could adopt.

Japan does not share exactly the same rationales for adopting EMI as many European countries, however there is utility in looking to Europe for best practices. Japanese institutions of higher education can benefit from examining the linguistic, cultural and structural dilemmas that EMI poses.

Documented evidence of the successful implementation of EMI programs is scarce, and therefore it is difficult to provide a comprehensive study of strategies that can be used to overcome the challenges which accompany EMI. This paper does not examine the introduction of EMI programs in Japan in relation to other Asian contexts.

As Japan is still in the early phases of introducing EMI programs, this paper provides valuable information for those involved in their implementation.

This paper aims to design the circuit for electromagnetic interface (EMI) reduction in liquid crystal display (LCD).

The cascode level shifter and segmented driver circuit are applied in LCD column driver integrated circuit (IC) for EMI reduction. Cascode current mirror is used in the proposed level shifter for DC voltage biasing and reduction of the driving current which passes through the level shifter. The on-off switching currents and transient times are measured and compared between the conventional and proposed level shifters. Additionally, a segmented data latch is obtained by the timing spread solution in data latch, and applied to split the large peak switching current into a number of smaller peak current. The timing spread-operation does not actually reduce the total power of the noise, instead, it spreads the noise power evenly over the frequency bandwidth. The optimal number of latch is dependent on the operating frequency and EMI allowance. The column driver IC and clock controller are integrated in 0.18 μm CMOS technology with 1-poly and 4-metal process.

The post-layout simulation shows that the proposed column driver circuit for LCD driver IC significantly reduces the peak switching current, and it results in the reduction of EMI noise level by more than 15 dB. It is obtained with 20 segmented operations in data latch at 40 MHz frequency.

The advantage of the cascode current source is that it can provide a well-controlled bias current with an accurate current transfer ratio. To reduce the EMI noise in LCD driver circuit, the cascode current source is properly located for the DC bias block in the level shifter. The application is rarely done by others, and a significant EMI noise reduction is found. The well-controlled current source provides a high performance switching in the level shifter.

As a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.

Qualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.

Following an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.

The results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

Presents the principles of thirty six Chinese classical strategies which includes strategies for attack, strength, confrontation, confusion, gaining ground and desperate situations. Applies these to strategic planning and marketing rather than the traditional use on battlefields. Uses anecdotal evidence to give examples and suggests that they are relevant to many other business areas.

This study aims to argue that manufacturers with more exploration orientation (compared to exploitation orientation) have higher degrees of export marketing internalization (EMI) of branding and channels.

The authors use a multisource survey collecting data from 161 Taiwanese high-tech manufacturers in emerging markets.

The results show that manufacturers with more exploration orientation have higher degrees of EMI of both branding and channels. This work also reveals that relational ties with supply chain peers can strengthen this proposed positive effect on the EMI of channels while weakening the positive proposed effect on the EMI of branding.

Accordingly, this study enriches the resource-based view (RBV) literature by showing how firms’ unique resource portfolios affect their adopted EMI strategies in two ways: (1) firms design their EMI based on their value maximization of core competences (e.g. ambidexterity capability), and (2) firms face resource inconsistency when designing their EMI of different marketing activities.

The purpose of this paper is to describe a support course for English-medium instruction (EMI) which continues to expand in European higher education (HE). While the phenomenon of teaching through English is not novel, support for university teachers appears to remain limited despite recognised challenges of EMI such as language proficiency and pedagogical considerations.

In the course non-native university lecturers in Finland were provided a course to practice various elements of English for academic purposes and receive feedback on their teaching. A pre-course needs analysis was used to determine the main causes for EMI concerns with non-native lecturers, and which elements of English they wished to develop during the course. The course itself consisted of six joint meetings, followed by individual teaching demonstrations, and concluded with a post-course analysis.

Findings suggest that Finnish university lecturers were pre-course most concerned about the accuracy, fluency and pronunciation of their academic English. Based on the post-course analysis, the most beneficial elements of the EMI support course were the reflective discussions about EMI, the language practice and receiving individual feedback.

The study suggests that support courses for university lecturers involved with EMI should not cover only language but allow lecturers to share their concerns and experiences and to practice in authentic teaching situations in English.

This study describes a pedagogically effective method to assist and encourage lecturers in HE to the use of English in their instruction.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.