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This article addresses the relationship of universities to their changing regulatory environments internationally.

This article updates analysis published in 2004 exploring the contrasting modes of, and key trends in, regulation of higher education across eight OECD (Organisation for Economic Co-operation and Development) states. The article offers a wider analysis of the changing patterns of regulation rooted in mutuality, oversight, competition and design, and the implications for the management of higher education institutions.

Since 2004, higher education has seen more growth in oversight-based and competition-based regulation, but also some decentralization of regulation as an increasing cast of actors, many international and transnational in character, have asserted themselves in key aspects of the regulatory environment. This article explores the implications of these changes in the regulatory mix over higher education for the ways that universities manage their regulatory environment, arguing first, that there is significant evidence of meta-regulatory approaches to regulating universities, and second, that such a meta-regulatory approach is consistent with an emphasis on university autonomy, raising a challenge for universities in how to use the autonomy (variable by country) they do have to manage their environment.

This article offers an original analysis of how universities might most appropriately respond, deploying their autonomy, however variable, to address their external regulatory environment. The author suggests we might increasingly see the external regulatory environment as meta-regulatory in character and universities making more use of reflexive governance processes.

Critiques of elites define populism, which conceives of power relations as a unified, conspiring elite exploiting the good people. Yet, populism itself is inherently elitist, calling for a strong leader to take power and channel the will of the people. Elite theory, surprisingly overlooked in scholarship on populism, can clarify this apparent paradox and elucidate the dimensions of populism and its risk of authoritarianism in new ways. In contrast to populist ideological conceptions of power relations in society, elite theory points to the possibility that several elites with diverging voices and interests exist. Furthermore, elite theorists argue that such elite pluralism is a necessary component of a well-functioning democracy. Much scholarship on populism, often aiming to understand its causes and focussing on Western Europe and North America, points to the similarities of populist movements. The focus on similarities strengthens the understanding of populism as a uniform phenomenon and populist elite critiques as homogeneous. However, broader comparative studies show that different populist movements target a range of various elite groups. Indeed, the empirical reality of populist elite critiques targeting diverse elite groups is more in line with elite theory than populist ideological conceptions of power relations in society. A key to grasping the democratic challenges posed by the power relations between elites and masses in both populist critiques and populist solutions is an understanding of the institutional conditions for elite integration versus elite pluralism. This central discussion in both classical and modern elite theory is applied to analyse populism in this contribution.

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

In the UK, food poverty has increased in the last 15 years and the food aid supply chain that has emerged to tackle it is now roughly 10 years old. In this time, we have seen the food aid supply chain grow at a rate that has astounded many. Recently that growth has been aided by a grant of £20m from a large supermarket chain. It appears institutionalisation is just around the corner, if not already here. It also appears that there is far greater emphasis on dealing with the symptoms as opposed to solving the root causes of the problem. As an opinion piece, this paper reflects on some of the prevalent issues, and suggests some ways forward.

During the pandemic, two types of fear were identified that occur significantly in all groups or profiles of people. The aim of this paper is to determine which of the two types of fears exist in certain psychological groups, and which of the fears strongly influence the decision to travel.

The VALS 2 method and standardized questionnaire were used for the segmentation of the tourist market or for the determination of the psychographic profiles of the consumers, and three additional questions were joined to it as they were vital for the research of the type of fear and its impact on the decision for traveling. When the reliability of the questionnaire and the validity of the sample were determined, the data were further processed using a computer program package IMB AMOS SPSS 21.00, and then, based on the theoretical suppositions and hypotheses, the SEM structural model was created.

The paper indicates the existence of established types of fears in humans, when it comes to pandemics and similar crisis situations. People are most afraid of infection during travel, and lack of funds and job loss during the critical period of the pandemic. The research conducted confirms that all groups of people, who are determined by the psychological technique VALS 2, react with a certain dose of fear and make decisions under the pressure of fears.

The research had limitations in terms of contact with people and conducting live surveys. The measures during the pandemic, which were carried out by the state, included social distance and limited movement of people.

The work can contribute to the community, along with similar research. The results of the research will be available, and it will be possible to see the behavior of people during crisis situations, and the impact of fears on making decisions, both travel decisions and decisions related to other areas of life.

The paper provides research results on a large sample of respondents, and can serve as a basis for further research in the field of tourism, psychology and similar fields. It is crucial to consider the type of fears, and the strength of the impact of these fears on the decision to travel, during crisis situations.

Total factor productivity (TFP) has become a prominent concept in agriculture economics and policy over the last three decades. The main aim of this paper is to obtain a detailed picture of the field via bibliometric analysis to identify research streams and future research agenda.

The data sample consists of 472 papers in several bibliometric exercises. Citation and collaboration structure analyses are employed to identify most important authors and journals and track the interconnections between main authors and institutions. Next, content analysis based on bibliographic coupling is conducted to identify main research streams in TFP.

Three research streams in agricultural TFP research were distinguished: TFP growth in developing countries in the context of policy reforms (1), TFP in the context of new challenges in agriculture (2) and finally, non-parametric TFP decomposition based on secondary data (3).

This research indicates agenda of future TFP research, in particular broadening the concept of TFP to the problems of policy, environment and technology in emerging countries. It provides description of the current state of the art in the agricultural TFP literature and can serve as a “guide” to the field.

The present study aims to examine the scope and contribution of behavioural investigative advice (BIA) reports from the National Crime Agency (NCA).

The 77 BIA reports reviewed were written between 2016 and 2021. They were evaluated using Toulmin’s (1958) strategy for structuring pertinent arguments, current compliance with professional standards, the grounds and backing provided for the claims made and the potential utility of the recommendations provided.

Consistent with previous research, most of the reports involved murder and sexual offences. The BIA reports met professional standards with extremely high frequency. The 77 reports contained a total of 1,308 claims of which 99% were based on stated grounds. A warrant and/or backing was provided for 73% of the claims. Most of the claims in the BIA reports involved a behavioural evaluation of the crime scene and offender characteristics. The potential utility of the reports was judged to be 95% for informative behavioural crime scene analysis and 40% for potential new lines of enquiry.

The reports should serve as a model for the work of behavioural investigative advisers internationally.

To the best of the authors’ knowledge, this is the first study to systematically evaluate BIA reports commissioned by the NCA; it adds to previous similar studies by evaluating the largest number of BIA reports ever reviewed, and uniquely provides judgement of overall utility.

The purpose of this study is to apply a corpus-assisted analysis of keywords and their collocations in the US presidential discourse from Clinton to Trump to discover the meanings of these words and the collocates they have. Keywords are salient words in a corpus whose frequency is unusually high (positive keywords) or low (negative keywords) in comparison with a reference corpus. Collocation is the co-occurrence of words.

To achieve this purpose, the investigation of keywords and collocations is generated by AntConc, a corpus processing software.

This analysis leads to shed light on the similarities and/or differences amongst the past four American presidents concerning their key topics. Keyword analysis through keyness makes it evident that Clinton and Obama, being Democrats, demonstrate a clear tendency to improve Americans’ life inside their social sphere. Obama surpasses Clinton as regard foreign affairs. Clinton and Obama’s infrequent subjects have to do with terrorism and immigration. This complies with their condensed focus on social and economic improvements. Bush, a republican, concentrates only on external issues. This is proven by his keywords signifying war against terrorism. Bush’s negative use of words marking cooperative actions conforms to his positive use of words indicating external war. Trump’s positive keywords are about exaggerated descriptions without a defined target. He also shows an unusual frequency in referring to his name and position. His words used with negative keyness refer to reforming programs and external issues. Collocations around each top content keyword clarify the word and harmonize with the presidential orientation negotiated by the keywords.

Limitations have to do with the issue of the accurate representation of the samples.

This research is original in its methodology of applying corpus linguistics tools in the analysis of presidential discourses.