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The purpose of this paper is to analyse similarities and differences in perceptions of learning among students from diverse cultural backgrounds, using the responses of 2,200 undergraduate students surveyed at an Australian University.

A survey questionnaire is designed to elicit perceptions about the impact of prior learning, competence in language and communication, quality of student‐staff relations and cultural interactions, on student learning. It draws from disciplines including cognitive psychology, social sciences, higher education and economics. The questionnaire is implemented to approximately 2,200 undergraduate students at one of the Australia's largest and most diverse universities. The results are analysed through quantitative techniques.

There are statistically significant differences between the experiences and learning perceptions of students born in Australia, Asian countries and elsewhere. Differences emerge in prior learning and preparation before entry into university, self‐confidence and the ability to participate in classroom discussions, interacting with peers, and engaging with teaching staff from similar and different language backgrounds.

The quantitative approach to exploring the student experience provides data across a broad spectrum of issues but does not probe into causal factors. A mixed method approach provides such information.

Students from diverse backgrounds need to be provided with appropriate institutional and academic support to acculturate to their new learning and language environments.

The paper provides valuable insights into the learning experiences of students from diverse backgrounds, an increasingly important area as the number of students seeking higher education across boarders and cultures continues to rise.

The purpose of this paper is to highlight factors that facilitate or hinder the entry and academic achievement of students from low socioeconomic status into higher education, and facilitate understanding about how such students can be supported in their learning at university.

The authors draw on the literature on social inclusion, social exclusion, social identity and education, and link key aspects to the access, participation and learning success of students from low socioeconomic status backgrounds in higher education.

The paper identifies socioeconomic factors that impact on student learning and provides a comprehensive framework for understanding, supporting and addressing the needs of students from the target group.

The findings and discussion will contribute to the knowledge and teaching resource base required for institutions, academic and support staff to formulate and implement effective strategies for increased participation in higher education by students from low socioeconomic status backgrounds.

Most discussion and research on social inclusion and exclusion tends to relate to factors that lead to social disadvantage in general, but there is a growing need to consider the disadvantage in terms of access to higher education and the creation of learning opportunities that lead to success and educational advancement.

A major challenge faced by MNCs is how to manage knowledge transfer between headquarters and subsidiaries located in dissimilar cultural contexts. While the impact of culture on knowledge transfer has been widely acknowledged, an important gap in the literature is how cultural distance (external variable) and subsidiary roles (internal variable) interact in impacting on knowledge flows in MNCs. The purpose of this paper is to present an integrative model to advance understanding of the interaction between cultural distance and subsidiary roles in the knowledge transfer process within MNCs.

An environment‐strategy‐performance framework is developed based on a review of extant literature. A case study is used to substantiate the framework. It was conducted in an MNC in China and involved in‐depth interviews with expatriate and local managers.

Knowledge transfer in MNCs is influenced by external context (cultural distance) and internal mechanisms (subsidiary roles). The direction and magnitude of knowledge flows is related to the strategic roles of the subsidiary and is influenced by cultural distance. Negative impacts are evident where cultural distance is large, with positive impacts where cultural synergies occur. Changes in Chinese cultural values impacting on knowledge transfer are also evident.

The conceptual model combines internal resource and external environmental perspectives. It links literature on cross‐cultural management, subsidiary roles and MNC knowledge transfer. Furthermore, it explores linkages between culture and knowledge transfer, cultural distance and subsidiary roles, knowledge transfer and subsidiary roles. The model is operationalised in a China‐based case study.

The purpose of this paper is to highlight the need for international managers to rethink current managerial practices, especially the application of a universalistic approach in an international business context. A differentiated managerial approach is recommended to meet the challenges of a dynamic environment.

Literature review based on secondary data provides the analysis of the bilateral trade relationship between China and ASEAN. This paper cites the case of the China‐Singapore Suzhou Industrial Park project to illustrate the difficulties in international partnerships.

The findings highlight differences in business philosophies; differences in state bureaucracies and political viewpoints concerning business arrangements; socio‐cultural differences in values, and expectations of political and business leaders, and their people.

The paper highlights the need for further research in Chinese managerial styles and knowledge.

The recommended differentiated management approach will allow international managers an alternative option in managing international teams and workforce diversity in cross border business partnerships.

The literature gap in this particular area of study presents an opportunity to explore new managerial approaches in international management practices.

This paper seeks to explore the effect of leadership style of a team leader on team‐member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context.

Qualitative research utilizing the case study method is used for empirical validation.

The leadership style (transformational, transactional, or ambidextrous) adopted by the team leader has an operational effect on the development of learning as a strategic resource within the team, and the organization.

Case studies can be criticized for potential lack of rigour. However, we have used multiple cases following replication logic and triangulation to offset this. Further, cases by nature are generalizable to propositions only, not populations. Thus, a valuable springboard is provided for further quantitative investigations.

The leadership style adopted by the team leader affects team cohesion, perceptions of learning, and learning‐related performance within the team. The findings provide a rationale for greater emphasis on the role, behavior and leading style that are adopted by the leader in order to produce desired team‐level outcomes.

The paper provides much needed extension and empirical validation of the initial model of ambidextrous leadership. The results show that the leader does have an effect on the team, and also that the leader's leadership style is critical to team level learning and related performance. This is valuable knowledge for trainers, recruiters, teams and leaders.