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Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development.

Following a qualitative methodological strategy, this paper identifies the potentialities and challenges of this perspective from the point of view of the technical staff of the cooperation units of seven Spanish universities.

Results show a strong intention to incorporate gender principles, in accordance with the SDGs framework. However, the findings also point to certain divergences in the forms of understanding and implementing gender equality in practice. Finally, this paper uncovers a variety of strategies to navigate the resistances, still existing in the university community.

Spain is orienting the legal framework of its cooperation and international relations towards the ambitious horizon of a feminist foreign policy. Universities are key actors in international development cooperation and the implementation of the SDGs. This is an issue that has received little research attention, particularly from a gender perspective.

The purpose of this study is to critically review consumer knowledge in marketing and propose a future research agenda. Despite the many works that have examined this variable, given its strong influence on behaviour, it has generally been studied in association with other constructs, and no studies have focused on it in a specific way. Its definition, measurement and approaches to its role and usefulness are superficial and underdeveloped. After structuring and analysing the existing literature, the authors establish, (I) which aspects are of little use to the discipline, and (II) which research lines have the most potential and should be developed and studied in greater depth, to advance and complete the existing consumer knowledge framework.

A search was undertaken for documents in the main databases in which the term “consumer knowledge” appears in a marketing or consumer context, and a critical and reflexive approach was taken to analyse the main contributions and to structure them by content blocks.

Five main content blocks were identified. A set of research gaps were detected, mainly related to the lax conceptualisation of the topic, measurement problems and the scarcity of more useful works connected with business management, and several research lines are proposed that complement the existing framework to make it more complete and operational.

This paper offers a critical review and proposes a research agenda for one of the most used but little studied variables in the field of marketing, which may help academics and professionals in the discipline to continue developing useful theories and models.

El objetivo de este trabajo es revisar críticamente el conocimiento del consumidor en marketing y proponer una agenda de investigación futura. A pesar de los numerosos trabajos que han examinado esta variable, dada su fuerte influencia en el comportamiento, generalmente se ha estudiado en asociación con otros constructos, y ningún estudio se ha centrado en ella de manera específica. Su definición, medición y aproximaciones sobre su papel y utilidad son superficiales y poco desarrollados. Después de estructurar y analizar la literatura existente, establecemos (I) qué aspectos tienen poco uso para la disciplina y (II) qué líneas de investigación tienen más potencial y deben ser desarrolladas y estudiadas con mayor profundidad; para avanzar y completar el marco existente sobre conocimiento del consumidor.

Se realizó una búsqueda de documentos en las principales bases de datos en las que aparece el término “conocimiento del consumidor” en un contexto de marketing o consumo, y se adoptó un enfoque crítico y reflexivo para analizar las principales contribuciones y estructurarlas por bloques de contenido.

Se identificaron cinco bloques principales de contenido. Se detectó un conjunto de huecos de investigación, principalmente relacionados con la laxa conceptualización del tema, problemas de medición y la escasez de trabajos más útiles conectados con la gestión empresarial; y se proponen varias líneas de investigación que complementan el marco existente para hacerlo más completo y operativo.

Este documento ofrece una revisión crítica y propone una agenda de investigación para una de las variables más utilizadas pero poco estudiadas en el campo del marketing, lo que puede ayudar a académicos y profesionales en la disciplina a continuar desarrollando teorías y modelos útiles.

本文旨在对市场营销中的消费者知识进行批判性审视, 并提出未来的研究议程。虽然已有许多研究检验了该变量, 但由于其对行为产生强大影响, 通常会与其他结构变量一起研究, 而没有以特定方式专注于该变量。对其定义、测量以及其作用和用途的方法仍旧存在研究空白。通过对现有文献进行结构化分析后, 确定了以下两个方面：（I）哪些方面对该学科意义不大, （II）哪些研究方向最具研究潜力, 并且应该进一步深入发展和研究, 以推进和完善现有的消费者知识框架。

通过主要数据库检索市场营销或消费者背景下涉及“消费者知识”一词的文献, 采取批判性和反思性方法来分析其主要贡献, 并通过内容块对其进行结构化。

识别了五个主要内容块, 并发现存在一定程度的研究空白, 主要涉及该主题的概念松散化、测量问题以及与商业管理相关的有效研究的稀缺性。此外, 本文提出了几个研究线索, 这些线索为现有框架补充了信息, 使其更加完整且具备更强的操作性。

本文对市场营销领域中广泛使用但研究较少的变量进行了批判性评述, 并提出了相关研究议程。这一工作有助于学术界和专业人士继续发展实用的理论和模型。

Despite a growing awareness of the gap between professional expectations and competence, there has been no comprehensive appraisal of sustainable food systems (SFS) education within dietetics and nutrition programs to date. Dietitians and nutritionists play important roles in promoting sustainability yet many perceive themselves to be inadequately trained. The purpose of this study was to explore how, and to what degree, SFS education is incorporated into accredited nutrition and dietetics programs in the United Kingdom, Australia and Canada.

A content analysis of course descriptions from program websites was conducted between 2021 and 2022. Courses were reviewed, analyzed and evaluated using a novel sustainability metric.

SFS is integrated into the education environment of some, but not all, dietetics and nutrition programs to varying degrees (no, partial and full). Partial and full integration was present in a small percentage of courses, with a larger percentage in nutrition programs. SFS education was offered more often through a single unit than a dedicated course. Twelve best practice examples of courses dedicated to SFS were identified. In the UK, their focus was nutrition and diet, contrasting food and food systems in Australia and Canada.

These findings provide insight into SFS education for professional societies, instructors and program directors. Through intentional curricular design considerations supported by this study, program leads can take small conscious reorganizational steps to integrate SFS. This study offers a sound methodology to initiate and benchmark further assessment and a novel approach for other professions looking to equip their future workforce through SFS education.

This paper seeks to explore the influence of generative artificial intelligence (GenAI) on employee performance in the workplace, viewed from a managerial perspective. It concentrates on key elements such as employee engagement, trust in GenAI and attitudes toward its implementation. This exploration is motivated by the ongoing evolution of GenAI, which presents managers with the crucial task of understanding and integrating this technology into their strategic frameworks.

We collected 251 responses from managers and senior managers representing companies that have embraced GenAI in Spain. A hierarchical regression analysis was employed to examine the hypotheses. Subsequently, mediating effects and moderated mediation effects were scrutinized using the bias-corrected bootstrapping method.

The data analysis suggests a significant enhancement in employee engagement and performance from a managerial perspective, attributed to improved attitudes and trust toward the adoption of GenAI. This conclusion is drawn from our research conducted with samples collected in Spain. Notably, our findings indicate that while positive attitudes toward GenAI correlate with enhanced engagement and performance, there exists a weakening effect on the significant positive impact of GenAI adoption in the workplace. This suggests that GenAI is still in its early stages of adoption within these companies, necessitating additional time for managers to develop greater confidence in its efficacy.

This study represents one of the pioneering investigations centered on the implementation of GenAI within the workplace context. It contributes significantly to the existing body of literature concerning the stimulus-organism-response (S-O-R) model in technology innovation adoption within work environments.

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.

To address the challenges of the agricultural sector, innovation is necessary. This study aims to focus on knowledge circulation as a basis to facilitate innovation in viticulture in the context of climate change.

We have conducted interviews with viticulture stakeholders in Central Spain (Madrid region) on their perceptions and concerns about climate change, knowledge on practices to mitigate its effects on this crop and their relationship with each other for knowledge exchange. A map showing the knowledge nodes and their relationships with other stakeholders has been drawn based on the answers obtained.

Winegrowers have already noticed the effects of climate change, and they are changing some agricultural practices. Drip irrigation was the most frequently mentioned option to minimize these effects. The map of knowledge identifies the main nodes in the information flow. Results also highlight different approaches to climate change and interesting nuances in the maps of knowledge among winegrowers with and without winery.

This paper is focused on the Madrid region, a territory that is still consolidating its wine sector at the economic and marketing levels. We understand that regions with more consolidated or stronger sectors involve maps of knowledge more complex than that obtained in this study.

Showing the nodes of knowledge, as well as the weaknesses and strengths of the information circuit in the wine sector in the Madrid region, is very relevant to developing strategies aimed at supporting innovation in this sector. From a practical point of view, strategies for knowledge generation and circulation are only one part of the innovation process – policies for financial and technical support are key complementary measures.

Identification of key agents in the innovation process in the wine sector is essential to foster innovation processes. Ultimately, this will lead to more efficient adaptation to new challenges in the sector.

The Agriculture Knowledge and Innovation Systems (AKIS) approach has a consolidated theoretical framework that pays great attention to knowledge flows, but specific studies are needed to capture the reality of AKIS by sector and by region.

This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration.

A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved.

Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university.

Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research.

Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.

This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.

Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

This study aims to investigate the impact of brain drain on government AI readiness in EU member countries, considering the distinctive governance characteristics, macroeconomic conditions and varying levels of ICT specialists.

The research employs a dynamic panel data model using the System Generalized Method of Moments (GMM) to analyze the relationship between brain drain and government AI readiness from 2018 to 2022. The study incorporates various control variables such as GDP per capita growth, government expenditure growth, employed ICT specialists and several governance indicators.

The results indicate that brain drain negatively affects government AI readiness. Additionally, the presence of ICT specialists, robust governance structures and positive macroeconomic indicators such as GDP per capita growth and government expenditure growth positively influence AI readiness.

Major limitations include the focus on a specific region of countries and the relatively short period analyzed. Future research could extend the analysis with more comprehensive datasets and consider additional variables that might influence AI readiness, such as the integration of AI with emerging quantum computing technologies and the impact of governance reforms and international collaborations on AI readiness.

The theoretical value of this study lies in providing a nuanced understanding of how brain drain impacts government AI readiness, emphasizing the critical roles of skilled human capital, effective governance and macroeconomic factors in enhancing AI capabilities, thereby filling a significant gap in the existing literature.

This research fills a significant gap in the existing literature by providing a comprehensive analysis of the interaction between brain drain and government AI readiness. It uses control variables such as ICT specialists, governance structures and macroeconomic factors within the context of the European Union. It offers novel insights for policymakers to enhance AI readiness through targeted interventions addressing brain drain and fostering a supportive environment for AI innovation.