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Article citation: Sarbari Bordia, Joanna Crossman, (2010) "Editorial", Journal of International Education in Business, Vol. 3 Iss: 1/2, pp. -
Volume 3 of the Journal of International Education in Business (JIEB) heralds the beginning of an exciting and indeed historical period in the existence of the journal. Its acquisition by Emerald, a highly respected international publisher, confirms the perceived relevance of international education in business as a line of enquiry. It also marks a positive, sustainable direction for the future where the expertise of founding editors, editorial board and the community serviced by the journal will be combined with that of Emerald, to bring you a quality journal.
In this issue, the papers explore some varied aspects of international education in business contexts. However, both the Charmaz and McGrath papers focus upon the topic of disability in business education and the workplace. Charmaz, in her characteristically insightful observations, begins with the perspectives of those who personally experience disability, and pursues the risks, the costs and the rationales that surround decision making in terms of whether to disclose or not at work. Disability influences personal identity with consequences for the individuals concerned, for organisations and for society. So powerful are the values and perceptions surrounding disability that many of those who are able to do so, remain silent in an effort to avoid the potential for unhelpful responses by co-workers and employers.
As Charmaz indicates in her closing remarks, disability is a global issue. It is an aspect of daily life in all nations and organisations. Nevertheless, paying attention to disability as a learning issue for culturally diverse business classrooms is an under-explored topic. How cultures view disability and respond to it vary, so the opportunities for students to learn from one another in the examination of their own experience may well have a global impact as graduates subsequently contribute richer and more holistic perceptions in employment contexts. As McGrath implies in his highly personalised account, the time is ripe for contesting the framing of disability in exclusively western ways and for capitalising on the potential that internationalised business classes bring.
The paper presented by Pieter de Jong, Oliver Schnusenberg and Goel Lakshmi on study abroad programs in US universities outlines some of the factors that are part of the student decision making process in participating in study abroad programs. Students choose programs based on the cultural and academic benefits derived from a particular geographic location. In addition, the cost and the time frame of programs are also important in the decision making process. Given that business schools encourage students to engage in study abroad and exchange programs as part of knowledge development in international business issues, the results in this paper are useful for business schools developing such programs.
Finally, the Burdett and Crossman paper, based upon a thematic analysis of publicly available quality reports of universities in Australia, focuses upon establishing how the social engagement of international students on Australian campuses is constructed. The authors identify and discuss the strategies universities adopt in order to enhance the social engagement of international students. Drawing upon the findings of the study as a basis, Burdett and Crossman formulate a definition of social engagement in the context of international education. Since a very large proportion of international students are enrolled in business programs, the study has relevance for those involved in enhancing the social experience of international students in business schools, not only in Australia but further afield.
Sarbari Bordia, Joanna Crossman