Abstract: The explosive growth of international strategic alliances as firm’s way to enter markets, as well as a mode to acquire new knowledge has affected the complexity of academic research about international cooperation and knowledge transfer process. Transferring knowledge among organizations involves a wide range of features. According to this statement, empirical evidences fade out both the need to test the validity of the existing theoretical framework on knowledge sharing process and to better understand the impact of different variables on international knowledge transfer. Starting from the role that the typology of context and the tendency to individualism vs collectivism have in affecting the stability of international strategic alliances [Calvelli, 1998], the aim of this paper 1 is to show, through some case studies, to what extent the effectiveness of cross-border knowledge transfer can be influenced by: the role of cultural dimensions, the type of international collaboration (complementary/synergic) as well as the strategic objectives of the relationship. Some hypothesis and suggestions for further research will be formulated on learning capabilities of partners involved in an international strategic alliance.

LSRC reference Post-16 pedagogy and thinking skills: an evaluation Post-16 pedagogy and thinking skills: an evaluation LSRC reference This report examines methods of developing thinking skills for post-16 teaching and learning, and explores the merits and disadvantages of different approaches to teaching thinking skills. It identifies areas in which knowledge is extensive or widely accepted, and areas where knowledge is limited, non-existent or highly contested. LSRC reference Post-16 pedagogy and thinking skills: an evaluation

This paper examines appropriateness of using educational technologies to increase the flexibility of learning in transnational higher education in South East Asia. It considers the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, the same uses of technology may not be as appropriate in South East Asian countries in which education has traditionally been more tightly structured and teacher-directed. This paper examines government policies toward the use of educational technologies in higher education in Singapore, Malaysia and Vietnam, and considers the experiences of five transnational institutions in these countries. The paper concludes that transnational educators are inevitably caught up in tensions between global modernising trends and local traditional practices. It argues that it is important for educators to recognise how their actions relate to local social changes in countries in which their students are located.

the international higher education landscape some theories and working practices Dr Sheila TraharTeaching and learning: the international higher education landscape some theories and working practices