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- Academic self-initiated expatriates’ management in host transnational higher education institutions: motivations, perceived challenges and work performancePublication . Tran, Nguyen Hai Ngan; Amado, Carla; Pereira dos Santos, SérgioThis study aims to enhance sustainable global human capital management in transnational higher education (TNHE) by exploring the motivations of academic self-initiated expatriates (ASIEs) and the incentives for host institutions to attract international talent. Grounded in the international adjustment framework and the ability, motivation and opportunity (AMO) framework, it addresses the underexplored management of ASIEs within TNHE contexts, identifying factors that enhance their adjustment, motivation and performance.Design/methodology/approachUsing a qualitative research approach, the study employed predefined theoretical frameworks to conduct 22 in-depth interviews with both host institution managers and ASIEs in 11 TNHE programmes across Vietnam.FindingsThe study reveals significant gender imbalances among ASIEs, with most originating from non-English-speaking countries. Visa and work permit acquisition challenges are prominent for both ASIEs and host institutions. Although ASIEs' qualifications are highly valued, adaptability proves to be a more decisive criterion for selection. Most participants reported job satisfaction; however, notable differences emerged regarding motivations, salary expectations, retention preferences, performance management and determinants of success in expatriate roles.Originality/valueThis study contributes to TNHE literature by providing tailored recommendations for sustaining ASIEs' management practices. By extending the AMO framework to TNHE, this research offers actionable insights into the role of culturally tailored motivation- and opportunity-enhancing practices that can help mitigate ASIEs' adaptation challenges. The findings underscore the need for targeted human resource management (HRM) policies that address the specific needs of ASIEs, aiming to strengthen ASIEs' retention and institutional alignment.
- Wellness tourism: a systematic literature reviewPublication . Fernandes Martins, Patrícia Raquel; Neves de Jesus, Saúl; Pocinho, Margarida; Pinto, Patricia ISWellness tourism is a proactive process where people travel to maintain or enhance their well-being. The main goal of this study is to analyse the publications on wellness tourism as a subcategory of health tourism over the last five years and contribute to a better understanding of this field. Specifically, the objectives are: (a) to identify the theoretical models and methodological frameworks involving wellness tourism, (b) to identify prominent and emerging themes, and (c) to provide directions for future investigations. A systematic literature review based on the PRISMA guidelines was carried out through Web Science and Scopus databases in December 2023. After applying the inclusion and exclusion criteria, 72 peer-reviewed empirical articles published between 2019 and 2023 in English-language academic journals were selected. The review identified and assessed the selected studies’ theoretical and methodological frameworks. Additionally, the thematic analysis revealed 66 distinct variables related to wellness tourism, highlighting emerging research trends. Finally, the study outlines potential avenues for future research. This systematic review provides theoretical insights and practical contributions to the growing field of wellness tourism.
- Shuttling communicative competence to the 21st CenturyPublication . Constantino Correia, RúbenThis paper examines English’s linguistic imperialism and the resulting widespread use of the language among speakers of various linguistic backgrounds. It challenges the mistaken belief that native speakers (NS) are inherently better at speaking English simply due to their birthplace. Despite the growing number of non-native speakers (NNSs), English is still taught, learned, and marketed as if primarily used for communication with NSs, on account of being based on the concept of communicative competence and deeply rooted in native-speakerism. The paper argues that it is inappropriate to project this model to NNSs and advocates a redefinition of communicative competence, in favor of language proficiency and intelligibility. The purpose of this paper is to propose a new framework for assessing spoken mastery in social and pedagogical contexts, challenging traditional views on language ownership and teaching practices. The paper will explore the implications of this new approach and provide practical recommendations for practicing teachers.