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Journal ArticleDOI

‘World-class’ fantasies: A neocolonial analysis of international branch campuses:

01 Jan 2019-Organization (SAGE PublicationsSage UK: London, England)-Vol. 26, Iss: 1, pp 75-97
TL;DR: The authors explored how the "world-class" discourse as an ideology and a fantasy structures neocolonial relations in intern... and built on postcolonial studies and discourse analytical research exploring how the 'worldclass' discourse as ideology and fantasy structure neocolony relations in the US.
Abstract: In this article, we build on postcolonial studies and discourse analytical research exploring how the ‘world-class’ discourse as an ideology and a fantasy structures neocolonial relations in intern...
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TL;DR: In this paper, the authors highlight the importance of adopting a contextualized approach to hybridization processes that, first, takes into account the historical and cultural contexts from which hybridity emerges and, second, helps to identify the elements that change as well as those that persist when western management practices are imported into developing countries.
Abstract: Drawing on postcolonial studies of management, this article highlights the importance of adopting a contextualized approach to hybridization processes that, first, takes into account the importance of the historical and cultural contexts from which hybridity emerges and, second, helps to identify the elements that change as well as those that persist when western management practices are imported into developing countries. Using a discursive analysis, this article shows the ambivalent nature of the accounts given by managers (trained in western traditions) of the Tunisian company Poulina as they explain how they modernized their company through the implementation of a US management model. The managers' ambivalence takes on two distinct forms. First, while they seem to have internalized the rhetoric of modernization in insisting on how they used the US management model to overcome the 'dysfunctional' family-based organizational system, they simultaneously express resistance by detaching themselves from the French colonial organizational model. Second, when they describe the implementation of the US management practices and how workers resisted them, it seems that they have implicitly negotiated and reinterpreted these practices via a local cultural framework of meaning. Based on these findings, I argue that hybridity is best understood as an interweaving of two elements - the transformation of practices and cultural continuity - in which identity construction, local power dynamics and cultural frameworks of meaning jointly shape the hybridization process of management practices.

89 citations

Journal ArticleDOI
TL;DR: In this article, a special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK), and a robust pluriversal discussion on the how and why of decolonization is presented.
Abstract: This special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK). A robust pluriversal discussion on the how and why of decolon...

27 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another, and used hierarchical cluster analysis to identify strategic groups and institutional competitive strategies in the UAE higher education market.
Abstract: The purpose of this paper is to discover how higher education institutions may segment the market in a competitive higher education hub and to assess the usefulness of strategic group analysis as an analytical technique for market and competitor analysis. As a case example of a competitive higher education market, this research investigates how higher education institutions in the United Arab Emirates (UAE) position themselves and compete with one another.,The research relied mainly on secondary data, which were obtained from the websites of institutions and regulatory bodies. Then, hierarchical cluster analysis was used to identify strategic groups and institutional competitive strategies in the UAE higher education market. A panel of experts helped interpret and explain the cluster results.,Eight distinct institutional clusters were identified, which include public- and privately-owned institutions, as well as elite and specialist institutions. Institution and programme accreditation were found to be particularly important in the UAE market. The institutions in each group appear to operate in a particular market segment, targeting students who have similar needs and wants, and who often share similar demographic features.,It is concluded that strategic group analysis may help institutions to evaluate potential markets, select target segments and develop competitive strategies. In the UAE market context, the results demonstrate how institutions may position themselves to create strong and distinctive identities. The results of the research may be of interest to higher education institutions that operate in competitive markets, and particularly those that want to evaluate foreign markets.,This is believed to be the first study to use a strategic group approach for analysing competitors in a higher education hub.

18 citations

References
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Journal ArticleDOI
TL;DR: In this article, the determinants of students' perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia.
Abstract: The aim of this research is to present the determinants of students’ perceptions of quality and experience of study at international branch campuses in Malaysia, a country that is set to become an academic hub in Asia. This study used a multi-method approach for data collection. The respondents comprised 245 students (both undergraduate and postgraduate) from six renowned international branch campuses operating in the country – three from Australia, two from the UK and one from India. In addition, a total of 21 face-to-face interviews were conducted after the survey. The results revealed that across the seven dimensions examined concerning education and non-education qualities – university reputation/image, programme quality, lecturers and teaching quality, student learning environment, effective use of technology, counselling and academic advising support, and social life (direct/indirect) facilities – the students were largely satisfied. The paper adds to the existing body of research on higher educatio...

76 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...We emphasize that it would be worthwhile to continue examining (e.g. Ahmad, 2015; Kadiwal and Rind, 2013; Vora, 2015; Wilkins et al., 2012) how students as well as staff at IBCs from different cultures perceive the organizations and how they perceive their identities and agency in their respective…...

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01 Jan 2001

68 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...…knowledge as all-encompassing, the resistance towards local power and other cultures relied heavily on categorization, essentialization and homogenization, which are typical postcolonial apparatus contributing to the expected manageability of encounters with cultural groups (see Westwood, 2001)....

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Journal ArticleDOI
TL;DR: In this paper, a post-colonial sensibility is used to deconstruct how culture is discussed in mainstream international business textbooks, pointing out that the initial disclaimers that call for cultural sensitivity can be seen as pointing to the opposite of what they claim.
Abstract: In this article, we draw on a postcolonial sensibility to deconstruct how culture is discussed in mainstream international business textbooks. Through this deconstruction we show: (1) how the initial disclaimers that call for cultural sensitivity can be seen as pointing to the opposite of what they claim, which leads us to question the cultural sensitivity notion from ethical and political standpoints; (2) how the cultural dichotomies that form the core of the discussions always tend to silence the suppressed 'other' features on each side, which leads us to point to the much more ambivalent nature of culture and the hybrid spaces that can be created through cultural translation; (3) how (colonial) history is conspicuously absent from the arguments about 'cultural' underdevelopment and thus haunts the text. We conclude the article by suggesting the development of alternative types of international business textbook material on culture. (Less)

58 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...This supports the notion by Fougère and Moulettes (2012), Frenkel (2008) and Nkomo (2011) that the use of Anglo-American textbooks, theories and methods in management education delegitimizes and excludes knowledge developed outside of the West....

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Journal ArticleDOI
TL;DR: This brief essay attempts to chart that partnership between Organization and those who decentred OT’s Eurocentric assumptions, and speaks about a possible role for Organization in furthering this quest.
Abstract: It is perhaps a truism that modern organizational theory has tended to objectify the colonized nations, and the subjects of imperialism Even the critical traditions in OT tend to be mired in Euroc

51 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...…if and when IBCs replicate the main campus curricula, it would be an alternative setting for transnational management education through which ‘the construction of neodisciplinary spaces for what we might call ‘global‘ could become enhanced’ (Calás, 1994: 248, cited in Mir and Mir, 2013)....

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  • ...…be heard in order to disrupt neocolonialist practices and bring the periphery to the centre of academic discussion and theory formation (e.g. Alcadipani et al., 2012; Alcadipani and Faria, 2014; Ibarra-Colado, 2006; Mignolo, 2011; Mir and Mir, 2013; Özkazanç-Pan, 2008; Westwood et al., 2014)....

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  • ...Accordingly, non-Western viewpoints should be heard in order to disrupt neocolonialist practices and bring the periphery to the centre of academic discussion and theory formation (e.g. Alcadipani et al., 2012; Alcadipani and Faria, 2014; Ibarra-Colado, 2006; Mignolo, 2011; Mir and Mir, 2013; Özkazanç-Pan, 2008; Westwood et al., 2014)....

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Journal ArticleDOI
TL;DR: In this article, the authors consider the impact of globalisation on the higher education system of a very high-income developing country and suggest ways in which the UAE context challenges and extends Tikly's proposed conceptual framework, described in his article, ‘Globalisation and education in the postcolonial world: towards a conceptual framework.
Abstract: Occupying a crucial economic role in supporting capitalism through the supply of oil, the United Arab Emirates (UAE) is a very‐high income, early‐development stage nation with high annual economic growth levels but low levels of labour market participation by its citizens. The national higher education system was established in 1977 and offers a different context through which to examine the relevance of existing accounts of globalisation and education in a postcolonial nation. The paper concludes by suggesting ways in which the UAE context challenges and extends Tikly’s proposed conceptual framework, described in his article, ‘Globalisation and education in the postcolonial world: towards a conceptual framework’, when considering the impact of globalisation on the higher education system of a very high‐income developing country.

50 citations


"‘World-class’ fantasies: A neocolon..." refers background in this paper

  • ...Due to its strategic location between the East and the West, the area has been of interest to various colonial powers, most notably the British in the 19th century (Abdullah, 2007; Burden-Leahy, 2009)....

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