Aimed at assisting doctoral candidates and early-career researchers and their supervisors globally, this book is the first of its type to address the challenges faced by students when proposing new programs of research in the disciplines of gender, race, identity, indigeneity, and diversity within management and business. The problems researchers face derive from a lack of familiarity with the needed alignment of the methodology, conceptual framework, and the nature of epistemologies used in creating a coherent proposal. This results in project delays and unnecessary time in review as doctoral students and committees attempt to provide the required alignment. Essential reading for students and faculty engaged in these fields of study, the book provides a practical guide on how to navigate through these challenges and to arrive at a workable proposal that meets the requirements of the academy. To assist doctoral students in conducting their research, the book provides narratives that illustrate the complexities of researching gender, race, identity, indigeneity, and diversity in broad terms. It explains the importance of such research in creating positive social change and helping students identify the appropriate conceptual framework, align the problem statement with a purpose, construct the research question and the nature of the study, and identify the correct method to conduct the research. An essential guide for students and doctoral researchers, this book explains the dominant and marginalized epistemological orientations to acquaint doctoral researchers with the effects of their selections on the outcomes of their research. It provides guidance as to the appropriateness of quantitative or qualitative methods based on the selected epistemology and the problem statement.

Crises and scandals in the world of international management have brought a new spotlight onto how the subject is taught, studied and understood. There has been a plethora of literature on international management, but a lack of focus on how international management education (IME) can be shaped to respond to existing and future global business challenges.

The Routledge Companion to International Management Education gathers together contributors from academia, industry and university administration involved in IME, to: introduce the domain of IME; describe the emerging state in new geographical areas; discuss the major issues and debates revolving around IME; explore the linkage of technology and international management, and shed light on the future of IME. The diverse background of the contributors provides a global perspective that challenges the dominant Anglo-American view, with up-to-date specific insights originating from their indigenous view points, which has often been neglected and inadequately covered. The volume answers important questions, such as:

• Do we need a vision in IME?
• What is the current state of IME?
• How has IME grown in emerging market segments?
• What roles does technology play in its recent development?

The volume provides thought-provoking reading for educators, administrators, policy makers, human resources professionals and researchers. It will also give future international management students a glimpse of IME from a global inside-out perspective.

Aimed at assisting doctoral candidates and early-career researchers and their supervisors globally, this book is the first of its type to address the challenges faced by students when proposing new programs of research in the disciplines of gender, race, identity, indigeneity, and diversity within management and business. The problems researchers face derive from a lack of familiarity with the needed alignment of the methodology, conceptual framework, and the nature of epistemologies used in creating a coherent proposal. This results in project delays and unnecessary time in review as doctoral students and committees attempt to provide the required alignment. Essential reading for students and faculty engaged in these fields of study, the book provides a practical guide on how to navigate through these challenges and to arrive at a workable proposal that meets the requirements of the academy. To assist doctoral students in conducting their research, the book provides narratives that illustrate the complexities of researching gender, race, identity, indigeneity, and diversity in broad terms. It explains the importance of such research in creating positive social change and helping students identify the appropriate conceptual framework, align the problem statement with a purpose, construct the research question and the nature of the study, and identify the correct method to conduct the research. An essential guide for students and doctoral researchers, this book explains the dominant and marginalized epistemological orientations to acquaint doctoral researchers with the effects of their selections on the outcomes of their research. It provides guidance as to the appropriateness of quantitative or qualitative methods based on the selected epistemology and the problem statement.

Untangling the tentacles of colonialism is not an easy task, theoretically or in practice. Presenting a holistic view of Decoloniality, its genetic makeup, and its complexities, this book examines how colonialism has become embedded in power, language, culture, institutions, and social structures across the globe, as well as what it might take to relinquish postcolonial thinking in search of a decolonized future. Incorporating perspectives from both the Global North and the Global South, this book dismantles colonial ways of thinking, clearing the way for indigenous and marginalized groups to share their knowledge and expertise in fighting global issues such as climate change. Encouraging intersectional frameworks to open up to to new possibilities for inclusion, author Hamid H. Kazeroony also explores colonization as a gendered process tied to global capitalism and what this might mean for feminist activism and scholarship. To achieve a decolonized future, we must first understand our colonial past, keeping those lessons close as we seek to reconsider and restructure the ontology of epistemic inquiries.