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This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education.

The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis.

The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts.

This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.

The purpose of this paper is to examine the relationship between high school students' curricular positions, their perceptions of the quality of their teachers, and school academic process variables on students' growth rates and ending achievement in mathematics and science.

Multilevel latent curve modeling is used to examine students' growth trajectories using the National Longitudinal Educational Study data.

Within schools, both student curricular positions and perceptions of teacher quality affect growth and achievement. More positive student perceptions of their teachers ascending across course profiles are found. The effects of perceived teacher quality on growth rates and ending achievement, however, are more consequential for students in weaker academic profiles than in stronger profiles. Between schools, academic process variables also influence outcomes. For example, individuals in schools where students collectively pursue more math and science have significantly higher growth rates than individuals in schools where lower percentages of students take these courses.

The paper's measures of teacher quality and curricular differentiation only serve as proxy measures for more thorough information that can be collected about within‐school teacher and curricular processes.

The results imply that efforts to increase student achievement will have to attack individual (e.g. poverty; early educational experiences; and course taking) and organizational (i.e. school structural redesign, curricular, and instructional processes) fronts simultaneously.

This paper extends the discussion of how internal curricular differentiation and student perceptions about teacher quality may intersect to influence student growth trajectories within and between schools.

Why do academic spin-offs (ASOs) have different growth performance? What makes ASOs grow better? Based on the perspective of academic entrepreneurs, this study systematically studies the influence mechanism of the growth of Chinese ASOs and establishes an analytical framework for the influence of academic entrepreneurs on the growth of ASOs.

This study takes ASOs of Chinese Academy of Sciences as a sample. On the basis of literature analysis, the questionnaire is designed to collect the measurement items of variables and amended after interviewing the well-known scholars and experienced enterprise managers. The entrepreneur capital theory and the triple helix (TH) model are used to formulate the research model. Ordinary least squares (OLS) regression analysis was used to analyze the relationship between academic entrepreneurs' social capital, human capital and enterprise growth. Data processing, reliability and validity analysis, hypothesis testing and so on are all carried out by Statistical Product and Service Solutions (SPSS), which is a common method of first-hand data processing.

According to findings, capital of academic entrepreneurs exerted a positive impact on ASOs growth. First of all, ASOs growth is positively affected by external connections and human capital of academic entrepreneurs. Second, the institutional environment and location environment play a regulation role. However, regulation role of the industrial environment is not proved. Third, the research has shown academic entrepreneurs' capital and ASOs growth is regulated by both path guidance and resources support ways. Finally, according to further test, ASOs growth is positively affected by both business contacts and political contacts of academic entrepreneurs, and the role of political contacts is greater.

Inevitably, this research has limitations, to some extent, which need to be further improved and supplemented in future studies. First, samples are special. Due to the difficulty of data acquisition, this research only obtains data from ASOs of the Chinese Academy of Sciences system. Second, there should be diverse methods to measure the growth of ASOs.

Based on composition-based view and triple helix model, this study constructs an analytical framework of the influence of academic entrepreneur capital on ASOs growth and verifies the influence and mechanism of academic entrepreneur social capital and human capital on enterprise growth. The conclusion of this study provides empirical support for the development of composition-based view and also proves the effectiveness of this theory in studying ASOs related issues in China. In addition, the research conclusion is also the practical application of triple helix model, which proves the effectiveness of triple helix model in analyzing the growth mechanism of ASOs.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

Drawing on institutional theory and knowledge spillover, the study aims to examine whether there is a causality relationship between macroeconomic factors and research productivity.

The study uses fixed-effects (FE) panel regression analysis, utilizing 1,614 country–year observations and 541,732 citable publications between 1996 and 2017, to explore the relationship between macroeconomic factors, research and development (R&D) expenditure and research productivity in economics and finance.

The results highlight a two-way relationship between R&D expenditure and economic development and research productivity. However, research productivity has no relationship with foreign direct investment (FDI), trade and financial development. In terms of remaining macroeconomic factors, financial development, trade and FDI have insignificant associations with research productivity in both directions of causality. In line with institutional theory, the findings support the notion that economically more developed countries and countries dedicating greater R&D funds have more potential to support research activities. On the other hand, in line with knowledge spillover, the research output of nations contributes to the economic development and expansion of R&D budgets. The results are robust to alternative methodology, endogeneity concerns, additional control variables, alternative sampling and alternative research productivity proxy.

The study suggests practical implications for nations to formulate macro-policies and a better research environment for academicians and to establish links between academic research and macroeconomic factors.

First, as there is limited research focusing on the bidirectional causality between the macroeconomic environment and academic research activity, the study adds to the understanding of the causality relationship between these two constructs. Second, it examines the bidirectional relationship between macroeconomic factors and research output at a global scale, while prior studies mostly focus on a single country, or a certain region or continent. Further, it is one of the few attempts particularly focusing on economics and finance research's bidirectional relation with the macroeconomic environment.

Terrorism is as old as humanity itself, but its new form in the twenty-first century is adversely affecting the performance of businesses in both developing and developed countries. The purpose of this study is to identify and analyse the evolution and diffusion of academic knowledge on the topic of terrorism in business-related literature.

Data was gathered from two databases, namely, the Scopus and Web of Science over 30 years (1990–2019). The search terms related to terrorism in titles, abstracts and authors’ keywords, which resulted in a total of 1,097 articles. Bibliometric methods, including a thematic and content analysis identifying main themes and using Gephi and VOSviewer software, were used to analyse the data.

The results reveal the productivity of the main actors, current thematic choices and future research opportunities. The main thematic areas of the research arising from the bibliometric analysis included the impact of terrorism on economic growth, Foreign Direct Investment, tourism, stock market reforms, security of multinational corporations as a result of terrorism and finally, the impact of political instability and terrorism on business. This study’s findings may guide the research of future academics and assist policy stakeholders in their strategic choices related to future business development.

The study has certain limitations that are inherent to the bibliometric methods or to the choices related to data collection and processing.

This study recognised evolution and trends regarding the influence of terrorism on businesses, which is crucial information for the development of business and policy strategies in the future. These strategies should enhance the ability of businesses to cope with the negative effects of terrorism and make these effects less devastating. For academics, this study provides relevant insights on recent research trends in the field of terrorism in business and emerging future academic thematic opportunities.

The findings of the study indicate that issues of terrorism in business have broader social implications, which both academia and policy stakeholders can attend with their work.

This bibliometric review offers new insights into terrorism from the business lens by identifying the common streams of research in the field, along with the key journals, articles, countries, institutions, authors, data sources and networks in this field. The future research directions in this field of knowledge are also articulated in the study.

This study describes the evaluation of a first‐year experience course which emphasised the “appreciative advising” theoretical model – a strength‐based, relational approach to student development that aims to enhance students’ self‐efficacy and academic self‐perception. In order to measure the effectiveness of the course and its impact on student academic achievement, an outcome‐based evaluation was conducted. The evaluation focused on the impact of the course on students’ attitudes and perceptions towards their academic ability, their actual academic achievement and student retention. Using a number of comprehensive measures, including the tracking of academic outcomes, and assessment of students’ attitudes and behaviours, the evaluation evidenced the positive impact of the course.

In this chapter we show how consultancy activities are essential in the learning processes of academic start-ups. Drawing on opportunity identification literature, prior experience and experiential learning, we develop a better understanding of the contribution of consultancy activities to manufacturing-oriented academic spin-offs. Two cases are investigated which show that, often undervalued, consultancy activities were central to the learning process of academic spin-offs and directly contributed to the identification of the entrepreneurial opportunity. We conclude with a consideration of the theoretical and managerial implications.

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

In Britain, university libraries encountered a decline in funding later than in the US, but had never enjoyed support sufficient to permit ambitious acquisitions schemes designed to extend the national information resource which together academic library collections constitute. Hitherto new technology, so far from reducing the output of literature in conventional formats, has merely enlarged the number of the claimants for limited funds: snared cataloguing networks, while offering economies, threaten to erode the position of the scholar‐cataloguer, so posing a threat to parity with academic staff. Never, Ratcliffe argues, has the need been greater for the combined expertise of library staff and faculty in collection‐building for the future.