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This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics.

The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education.

The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts.

The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era.

This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.

The practical demonstrations and research which led to the preparation of this paper involved a combination of stakeholder engagement, policy debate and the practical demonstration and testing of autonomous vehicles. By adhering to a design approach which in centred on participation and human-centred engagement, the advent of autonomous vehicles might avoid many of the problems encountered in relation to conventional transport.

The research explored how a new and potentially disruptive technology might be incorporated in urban settings, through the lens of participation and problem-based design. The research critically reviews key strands in the literature (autonomous vehicles, social research and participatory design), with allusion to current case study experiments.

Although there are numerous examples of autonomous vehicles (AV) research concentrating on technical aspects alone, this paper finds that such an approach appears to be an unusual starting point for the design of innovative technology. That is, AVs would appear to hold the potential to be genuinely disruptive in terms of innovation, yet the way that disruption takes place should surely be guided by design principles and by issues and problems encountered by potential users.

The research carries significant implications for practice in that it advocates locating those socio-contextual issues at the heart of the problem definition and design process and ahead of technical solutions.

What sets this research apart from other studies concerning AVs was that the starting point for investigation was the framing of AVs within contexts and scenarios leading to the emergence of wicked problems. This begins with a research position where the potential uses for AVs are considered in a social context, within which the problems and issues to be solved become the starting point for design at a fundamental level.

This research aims to scrutinize the dwelling of digital nomads in postmodernism’s social, cultural and political context and to illuminate their post-tourist characteristics.

Using a conceptual approach and sociological considerations, the study closely investigates the characteristics of digital nomads and offers a postmodernist ontological, epistemological and methodological stance.

The study highlights the ambiguity of the concepts of digital nomadism and tourism. Furthermore, since every digital nomad is a potential tourist with a work-leisure balance, it points out the need to grasp tourism and work from a different perspective than the dichotomy of modernism.

The postmodernist perspective offers a fruitful approach to illuminate the social conditions in which digital nomads dwell and concomitantly encompasses the tourist and nomad by rejecting dichotomies. The study also points out the need to place the agency of digital nomads in a broader context and analyze these mobilities from local and global interactions in addition to the nomads' point of view.

This study provides a new perspective on the relationship between digital nomads, postmodern conditions and their role as post-tourists.

Scholarship on America’s K-12 economics curriculum reveals an inattention to many harmful economic realities, specifically wealth inequality. Critics of the present curriculum posit that its emphasis on out-dated concepts and models ignores crucial elements of reality that impact economic interaction and identities. In response to the dominant economic paradigm and methods, this practitioner-focused paper discusses an economically pluralist, pedagogically critical approach to interrogating destructive economic realities. It details how three social studies classroom simulations based on the board game Monopoly may be integrated with certain informational texts to explore economic factors that contribute to America’s unique form of wealth inequality.

This paper describes wealth inequality in America and rationalizes the need to make this social problem a focus of study in the secondary social studies classroom. First, I survey the present curricular apparatus of K-12 economics education and then argue for a pluralist approach that expands the curriculum’s dominant neoclassical paradigm. Connecting economic pluralism to critical citizen education, I draw upon emerging critical economic citizen education scholarship to explain attendant pedagogical and instructional approaches. The described lesson builds upon a tradition of Monopoly simulations, is rooted in critical citizen education pedagogy and aligns with Soroko’s (2023) critical economic literacy framework.

This paper progresses the curricular movement of economic pluralism through its critique of America’s current K-12 economics curriculum that does not focus on immediate, lived social problems. It further defines critical economics, citizenship and pedagogy, then details an instructional practice that employs critical disciplinary tools to investigate contributing factors of American wealth inequality.

This paper contributes to the growing field of pluralist economic perspectives and pedagogies. Specifically, it enriches understanding of critical economics citizenship education by further defining attendant pedagogy and explaining Monopoly as an instructional tool for critical economics citizen education. Previous works have discussed Monopoly’s utility for teaching various concepts within the social studies disciplines. This simulation lesson is unique in its instructional approach that merges simulation experiences with certain informational texts to cultivate critical economic knowledge of American wealth inequality and critical economic skills for critiquing and transforming oppressive economic realities.

The purpose of this paper is to analyze the incorporation, prioritization and depth of equity, diversity and inclusion (EDI) initiatives in tourism industry restart policies of Canadian provinces and territories. This study investigates how the detailing of EDI in policies determine the priority in emancipating tourism workers from the inequities exacerbated during the pandemic. Such investigation enables a better understanding of the complexities, tendencies and rationale of involving EDI in the tourism industry’s recovery.

The research investigated the presence and prioritization of equity, diversity, and inclusion using systematic text analytics of 38 publicly available restart plans and statements from 52 government and non-government agencies. Using web-based software Voyant Tools to assist in text analytics, a hybrid deductive-inductive coding approach was conducted.

Key outcomes from the analysis revealed scarce to no full and dedicated content on EDI as a holistic initiative necessary for tourism industry relaunch. This lack of EDI content was a result of the greater impetus to prioritize economic generation and limited data due to practical and ideological issues. Results also suggested the tokenizing of EDI in some policies.

Difficulties in data used for research include the lack and availability of restart policies specifically for tourism; most policies were generalized and referred to economic recovery as a whole. Studies of tourism-specific EDI issues were also limited.

The research is revelatory for investigating EDI prioritizations in restart policies even among well-developed and worker-diverse tourism industries such as in Canada, where inequities and injustices to women, Black, Indigenous, gender-diverse, and newcomer tourism workers among others have been withstanding.

Skilled migrant (SM) women play a key role in developed countries especially in healthcare and education in easing staffing shortages and migrate expecting to gain qualification-matched employment (QME). The aim of this review is to assess whether SM women gain the anticipated QME, equitably compared to their skilled counterparts and to examine why and how they do so.

I conducted a systematic literature review to derive empirical studies to assess if, why and how SM women achieve QME (1) using SM women-only samples and comparative samples including SM women, and (2) examining whether they gain QME directly on or soon after migration or indirectly over time through undertaking alternative, contingent paths.

Only a minority of SM women achieve the anticipated QME directly soon after migration and less often than their skilled counterparts. Explaining the mechanism for achieving QME, other women, especially due to having young families, indirectly undertake alternative, lower-level contingent paths enabling them to ascend later to QME.

The SM literature gains new knowledge from revealing how SM women can gain positions post-migration comparable to their pre-migration qualifications through undertaking the alternative, contingent paths of steppingstone jobs and academic study, especially as part of agreed familial strategies. This review results in a theoretical mechanism (mediation by a developmental contingency path) to provide an alternative mechanism by which SM women achieve QME.

Digital labor platforms (DLPs) are transforming the nature of the work for an increasing number of workers, especially through extensively employing automated algorithms for performing managerial functions. In this novel working setting – characterized by algorithmic governance, and automatic matching, rewarding and punishing mechanisms – gig-workers play an essential role in providing on-demand services for final customers. Since gig-workers’ continued participation is crucial for sustainable service delivery in platform contexts, this study aims to identify and examine the antecedents of their working outcomes, including burnout and engagement.

We suggested a theoretical framework, grounded in the job demands-resources heuristic model to investigate how the interplay of job demands and resources, resulting from working in DLPs, explains gig-workers’ engagement and burnout. We further empirically tested the proposed model to understand how DLPs' working conditions, in particular their algorithmic management, impact gig-working outcomes.

Our findings indicate that job resources – algorithmic compensation, work autonomy and information sharing– have significant positive effects on gig-workers’ engagement. Furthermore, our results demonstrate that job insecurity, unsupportive algorithmic interaction (UAI) and algorithmic injustice significantly contribute to gig-workers’ burnout. Notably, we found that job resources substantially, but differently, moderate the relationship between job demands and gig-workers’ burnout.

This study contributes a theoretically accurate and empirically grounded understanding of two clusters of conditions – job demands and resources– as a result of algorithmic management practice in DLPs. We developed nuanced insights into how such conditions are evaluated by gig-workers and shape their engagement or burnout in DLP emerging work settings. We further uncovered that in gig-working context, resources do not similarly buffer against the negative effects of job demands.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

This article aims to examine the role of boundaryless career orientation in influencing Internet professionals' strategies toward workplace problems in China's Internet companies, which feature prominent problems including excessive overwork. It addresses one question: how do Chinese Internet professionals make grievance strategies?

This article draws on qualitative data based on semi-structured, in-depth interviews with 134 employees from 6 representative Chinese Internet companies. The data were collected during 2018-2021 and analyzed with a grounded theory approach.

This article highlights the role of boundaryless career orientation in explaining Chinese Internet professionals' strategies toward workplace grievances. The author develops a comprehensive model to illustrate how boundaryless career orientation influences four grievance strategies namely, strategic compliance, exit, dissent expression and resistance that correspond to four different motives to advance the professionals' boundaryless career: learning, transferring, relieving and resolving. Internet professionals choose different grievance strategies based on how each option can benefit their boundaryless career goals.

This article is one of the first to bring in boundaryless career orientation as a key factor in explaining Chinese Internet professionals' grievance strategies. It provides a fuller picture than previous studies by showing wide varieties of professionals' grievance behaviors. The finding of high-level boundaryless career orientation among Internet professionals offers insights on how companies can improve employment relations by improving career management practices.

This paper offers a unique perspective on the urbanisation process in developing cities, with a particular focus on the region of the Gulf States. Beyond economic considerations, the analysis sheds light on the complex interplay of socio-cultural factors, gender dynamics and urban development. Based on the calls for human-centred approaches to rethinking urban design and management of cities require the integration of these cities’ inhabitants’ lived experiences, that impact residents’ daily lives. The focus is on the importance of women’s perspectives in the development process.

The paper uses a systematic literature review that builds on existing knowledge relating to urbanisation, modernisation, sustainable cities, gender and the Arabian Gulf. It uses Lefebvre’s 'right to the city' theory to understand the evolution of the Gulf Cities which is a novel approach. This adaptation offers a unique perspective on the transformations and challenges that these urban spaces face. Furthermore, it offers a firm foundation for developing advanced knowledge on the interdisciplinary nature of the topic discussed and assists in integrating empirical findings and perspectives from different resources.

The extreme levels of transformation in urbanisation in the Gulf States built cities that are no longer solely places for settlement, production and services but operate as significant influencers on the social, economic and political relations that produced design and cultural challenges. These cities became epicentres of power and politics that shaped the national visions and influenced policy. The process of inclusive and considerate urban development that the Arabian Gulf region is aiming to embark on is not a new exclusive strategy. But a process that has been implemented and tested in other urbanised areas globally.

Very little historical urban research on the Arabian Gulf countries exists, hence, the difficulty in researching the Gulf urbanisation process or providing historical encounters of the change.

This paper delves into the gendered aspects of urban planning, an aspect that is frequently overlooked. It contributes to the discourse on gender inclusivity in urban spaces by focussing on Khaleeji women’s experiences, offering insights that go beyond economic considerations. The use of Lefebvre’s “right to the city” theory to understand the evolution of the Gulf Cities is a unique approach. It investigates the interaction of various factors such as economic, cultural and political influences on Gulf urban development. This adaptation offers a distinctive perspective on the transformations and challenges that these urban spaces face.