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International students face challenges when they attend a university outside their home country. Some of those challenges can be language barriers, expectations of professors, university rules and living situation. All of these can add strain to an already stressful situation of studying abroad. Student integration into a local society can offset some of the anxiety of studying overseas (Mattis, 2019). Students who have made friends are comfortable living within the locale in which they are studying and have reported more satisfaction than those students who have not integrated into a local society (Fischer, 2012). This chapter will study the ways in which students should work to integrate themselves into the local society and how the university and professors can help international students find a way to become familiar and content within the local society. Learning the regional language, culture and social activities help enhance the student’s satisfaction.

In the Malaysia National Higher Education Strategic Plan 2007–2020 and Malaysia Education Blueprint (Higher Education) 2015–2025, the country plans to become one of the international education hubs across the globe. One of the critical strategies is to increase the diverse number of international academics in Malaysian tertiary institutions. As an outcome of strategic initiatives derived from the blueprint, Malaysia has continuous recruitment of international academics in the country's universities. Against this background, this chapter will discuss my experiences as an international academic from Nigeria in a research institute in a Malaysian university. I will relate a few personal and professional issues and challenges that encountered in the course of my service in the country. I will then propose some practical suggestions to overcome these challenges.

The rapid expansion of national participation in international achievement studies has been a hallmark of educational accountability and planning in countries around the world for the past 25 years. Since the IEA's first international studies on mathematics and science achievement in the late 1960s, the availability and use of international achievement studies for national education policy has exploded (DeBoer, “Why the Fireworks?: Theoretical Perspectives on the Explosion in International Assessments”; Smith & Baker, 2001; Wiseman & Baker, 2005). The most widely adopted studies are now administered on regular cycles and include participating countries from every region and level of development around the world.

With the globalization of education and immigration, international students have become a large population group at universities in the United States. However, language issues, adjusting to a new educational system, and culture shock are still big challenges for most international students. As a former international student majoring in Library and Information Science, the author deeply understands the difficulties that these students go through to achieve academic success in the United States. Therefore, when the author began working as the Liaison Librarian for International Students at the University of South Alabama in 2014, her first goal was to develop a relationship with related departments on campus to provide library services for these students. This chapter will provide a glimpse of the library outreach program created especially for international students at the University of South Alabama. This chapter will also share the author’s professional experiences reaching out to different groups of international students and creating long-term collaborative working relationships with related departments on campus. The goal is to enable universities to create a welcoming library environment and provide services to support the academic success of all students.

The paper aims to study the main trends in the development of international trade in the era of neo-globalization and make forecasting scenarios that reflect the prospects and strategies for building international economic (foreign trade) relations. The author uses trend analysis, regression analysis, and the Monte Carlo method. The author proves that the digital economy determines the prospects for international trade in the era of neo-globalization. The author indicates several trends of international trade in the era of neo-globalization, such as the increase in the freedom of international trade (by 2.16%), the increasing level of globalization of the economy (by 4.11%), and the intensive increase in high-tech exports (by 74.94%). The most possible (28%) scenario for developing international trade is related to the digital partnership. In this scenario, a 25.11% increase in digital competitiveness provides an 8.29% increase in the globalization index and a 21.78% increase in high-tech exports. These indicators are achieved despite the growth of customs barriers by 58.86%. That is, a feature of the era of neo-globalization is the predominance of technological barriers over custom ones to the development of international trade.

The paper delves into the international expansion of luxury SMEs to investigate their internationalization pathways, namely how the internationalization process unfolds in terms of timing of entry into foreign markets, the geographic scope of operations and the scale. The paper examines also the determinants of the internationalization pathways as a set of factors that contribute to developing an asset of foreignness.

The paper adopts a multiple case study approach and reports findings from four cases of Italian SMEs operating in the luxury fashion industry.

SMEs’ specific characteristics at the firm and entrepreneurial levels (i.e. craftsmanship, quality, product creativity, entrepreneurial mindset), country of origin attributes (e.g. Italy’s positive image) and the inherently global nature of the luxury industry, can turn foreignness into an asset of foreignness that allows luxury fashion SMEs to pursue internationalization pathways of born globals.

The paper highlights that the global luxury market is not the exclusive domain of MNEs and sheds light on luxury SMEs, overlooked by extant literature. The paper also contributes to understanding early internationalization by highlighting a potential link between internationalization pathways and foreignness and discussed the asset of foreignness by extending it to SMEs.

This article problematises the international student label by critically examining the mechanisms that actively portray international students as necessarily different, deficient and uncritical. It broadly aims to tackle the following issues: (a) to challenge the underpinnings of the international label; (b) to uncover the role of neo-essentialist representations of cohorts of students labelled international in sustaining financial exploitation and deficit narratives; and (c) to criticise the current hyper-internationalisation strategy widely adopted by UK HEIs.

The paper mainly relies on findings from research that adopted narrative inquiry to explore the experiences of students labelled international. Data were collected via a series of interviews with 15 postgraduate students at a university in the north of England. The paper also makes use of brief statistical analyses to provide a general overview about the status of UK higher education (international student admission, net economic impact and income).

The paper reveals the underpinnings of the international label and how it is mobilised to other non-UK-domiciled students. The paper equally establishes a strong link between hyper-internationalisation and the (un)sustainability of the UK’s higher education sector.

The research is expected to raise important questions around the experiences and realities endured by students labelled international. In particular, the paper challenges the international label and the mechanisms that sustain the label at institutional levels.

The paper calls for abandoning the international label as a marker of a presumed difference. Equally, the paper highlights the current unsustainability of the UK’s higher education sector and suggests a gradual cap on international tuition fees to alleviate some of the educational inequalities endured by students international, and to ensure the sustainability of the higher education sector.

This is the first research that openly challenges the international label and substitutes it by “students labelled international”. Equally, this is the first paper that recommends to cap international tuition fees on account of findings from students' narratives and statistics that reveal the unsustainability of the UK's higher education sector. Finally, the paper’s conceptual contribution includes a reference to the idea of hyper-internationalisation.

The purpose is to explore the existence of different export manager profiles in terms of managerial attributes and personal traits according to gender. The study aims to answer two research questions: (1) Do export manager profiles differ depending on gender? If so, (2) which are the traits or managerial attributes that differ by gender and which is the relationship among them?

The article relies on a quantitative empirical analysis of a sample of export managers of Spanish small and medium-sized enterprises (SMEs).

Our results point to the existence of gendered export manager profiles that differ in terms of objective managerial attributes, personal traits, managerial styles and subjective perceptions relative to discriminatory practices and detrimental stereotypes. Two gender-specific substitution effects exist: one between managers’ experiential skills and their formal education and the other between managers' entrepreneurial orientation and the use of relational networks.

Our data are limited in terms of geographical scope and firms size; therefore, our results are no generalizable without new studies on this issue.

Our findings can help firms to understand the relevance of export teams that encompass different gender managers and benefit from the combination of diverse managerial attributes, personal traits and relational processes in their international growth.

Gender is an scarcely studied issue in international business and management literature despite its relevance in the international institutional context. This article addresses the gender aspect of export management.

Explorar la existencia de perfiles de gestor de exportaciones diferenciados en función del género. El estudio pretende responder a dos preguntas de investigación: (1) ¿difiere el perfil de los gestores de exportación en función del género? En caso afirmativo, (2) ¿en qué atributos directivos/rasgos se observa la diferencia y cuál es la relación entre ellos?

Análisis empírico cuantitativo sobre una muestra de gestores de exportación de pequeñas y medianas empresas (PYMEs) españolas.

Nuestros resultados apuntan a la existencia de perfiles de gestor de exportación diferenciados por género en términos de atributos objetivos, rasgos personales, estilos de gestión y percepciones relativas a prácticas discriminatorias y estereotipos perjudiciales. Existen dos efectos sustitución en función del género: (1) experiencia profesional versus educación formal y (2) orientación empresarial versus uso de redes relacionales.

El género es una cuestión escasamente estudiada en la literatura sobre gestión internacional a pesar de su relevancia en el contexto institucional internacional. Este artículo aborda el aspecto del género en la gestión de exportaciones.

Nuestros datos son limitados en términos de ámbito geográfico y tamaño de las empresas; por tanto, no son generalizables sin la realización de nuevos estudios.

Nuestras conclusiones pueden ayudar a comprender la relevancia de los equipos de exportación que integran a directivos de diferente género y se benefician de la combinación de diversos atributos directivos, rasgos personales y procesos relacionales en su crecimiento internacional.

The purpose of this study is to review how international female faculty experience linguistic challenges and bias in their US university careers.

By reviewing related literature, the authors explore the career challenges of international female faculty including hiring, promotion and tenure and leadership opportunities from a linguistic profiling perspective.

International female faculty have relatively few hiring opportunities, specifically when institutions and fields openly accept linguistic profiling and bias and are less likely to hire non-native English-speaking international faculty. In the promotion and tenure process, international female faculty have struggled with standard academic English criteria and poor teaching evaluations from students because of the faculty’s different English usage such as word choice, grammar and pragmatics. In terms of leadership opportunities, international female professors have faced linguistic bias that non-native English faculty members are not competent, credible, intelligent or skilled because they speak accented English.

This study can help researchers and career development practitioners by adding linguistic profiling specific diversity and inclusion perspectives to existing literature. The findings expand the perspectives and practices related to the career challenges of international female faculty due to linguistic profiling.