Stephan Lukosch and Till Schümmer
During oral exams at the German distance learning university, we noticed that students fear that they will be faced with questions that they have not anticipated. In our opinion…
Abstract
During oral exams at the German distance learning university, we noticed that students fear that they will be faced with questions that they have not anticipated. In our opinion, this is mainly because students have no chance to train and thereby gather positive experiences with exam situations as they are distributed all over Germany and thus it is difficult for them to meet each other. In this paper, we present a design space of 23 learning gadgets, i.e. tools that support collaborative learning, to allow collaborative exam preparation in peer‐based distributed student groups. We discuss this design space according to eight dimensions of the concept of FLOW (Csikszentmihalyi, 1991) that constitutes enjoyable situations. Two of the learning gadgets were implemented and integrated in the CURE environment, a web‐based collaborative learning platform that was developed to support different collaborative learning scenarios, e.g. collaborative exercises or virtual seminars. We discuss these learning gadgets in more detail and show how they promise an enjoyable collaborative exam preparation.
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Nour R. El Amine and Rosalía Cascón-Pereira
Despite being one of the most used dependent variables in expatriate management research, no clear-cut understanding exists of what expatriate success means. Thus, this study aims…
Abstract
Purpose
Despite being one of the most used dependent variables in expatriate management research, no clear-cut understanding exists of what expatriate success means. Thus, this study aims to propose an integrative definition of expatriate success by providing an overview of expatriate success's dimensions, antecedents, and their interplay.
Design/methodology/approach
A systematic literature review (SLR) was conducted to achieve the purpose. A total of 249 empirical studies (quantitative 111, qualitative 50, mixed-methods 17), literature reviews (67) and meta-analyses (4) on expatriate success were reviewed from Web of Science and Scopus databases published from 1990 until December 2021. The study selection criteria followed the PRISMA flowchart steps, and then descriptive and network analyses were performed to identify expatriates' success dimensions, antecedents and their interplay.
Findings
The findings show the interplay among antecedents and dimensions of expatriate success across three levels (individual, interpersonal and organisational) to clarify the concept of expatriate success. Also, the study offers a comprehensive definition of expatriate success based on the dimensions identified.
Research limitations/implications
The suggested definition of expatriate success elucidates the “atheoretical”, multidimensional and socially constructed nature of the construct and hence, calls for more “theoretical”, multidimensional and subjective considerations of the term to ground human resource management practices addressed to attain expatriates' success.
Originality/value
This paper provides an integrative definition of expatriate success, giving greater insight into the construct, in addition to critically reflecting on it.