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This paper aims to operationalize and to test the ARCTIC (A – Advantage, R – Relatedness, C – Complexity of Competence, T – Time of Integration, I – Implementation Plan, C – Cultural Fit) framework to assess the prerequisites of competence-based synergy in the acquisition process. The current research provides new analyses of recent acquisitions in the global beauty industry where the ARCTIC framework was satisfied and where the ARCTIC model was NOT satisfied by decisive factors to get the acquisition's synergies. It allows readers to contrast two case studies and grasp how the framework works in greater detail.

The current research relies on an extensive archival search that included financial statements, annual reports, internal documents, industry publications and CEO statements to get at a micro-level understanding. This boosts research data and the operationalization of the ARCTIC framework.

The research identified four steps for investigating whether core competence transfer in an acquisition process would be a source of competence-based synergies. The incorporation of real options into the synergy valuation measures market value-added arising from M&A deals.

The current paper contributes to theoretical and practical issues of global M&As as part of the existing literature of international business and strategic management. The impact on reciprocal synergies of agency problems, external interaction between CEOs in M&A deals, corporate governance systems and an executive compensation theory are promising areas of future research.

El presente artículo pretende poner en práctica y a prueba el esquema ARCTIC a fin de evaluar los requisitos previos de la sinergia basada en las competencias en el proceso de adquisición. Este estudio ofrece nuevos análisis de las recientes adquisiciones acontecidas en el sector de la belleza a nivel mundial en las que se siguió el esquema ARCTIC y en las que NO se siguió por factores decisivos para conseguir las sinergias de la adquisición. Permite a los lectores contrastar dos casos prácticos y comprender con mayor detalle cómo funciona el esquema.

Para el estudio actual se ha llevado a cabo una amplia búsqueda de archivos entre los que se incluyen balances financieros, informes anuales, documentación interna, publicaciones del sector y declaraciones del director general para obtener una comprensión pormenorizada. De este modo, se potencian los datos de la investigación y la puesta en práctica del esquema ARCTIC.

En el estudio se han identificado cuatro pasos que determinan si la transferencia de competencias básicas en un proceso de adquisición sería el origen de sinergias basadas en las competencias. La incorporación de opciones reales en la evaluación de las sinergias mide el valor añadido del mercado derivado de las operaciones de fusión y adquisición.

Este artículo contribuye a los aspectos teóricos y prácticos de las fusiones y las adquisiciones mundiales como parte de la bibliografía existente sobre comercio internacional y gestión estratégica. El impacto de las sinergias recíprocas de problemas del agente-principal, las interacciones externas entre directores generales en acuerdos de fusiones y adquisiciones, los sistemas de gobernanza empresarial y una teoría de la compensación ejecutiva son campos prometedores para futuras investigaciones.

The purpose of this paper is to develop a critical analysis of the policy of moral and civic education in the non-tertiary education system in Macao and to examine the kinds of citizens it prepares.

It is a qualitative research design informed by the Foucauldian concepts of “governmentality” and “technology of the self” to analyze the moral and civic education policy in Macao.

The governmentality or art of government of the moral and civic education policy in Macao is made possible by three strategies, namely “governmentalisation of the state,” construction of “moral and civic education as a field of actions” and creation of “social harmony as a new form of civic virtue.” Based on the disclosed governmentalities, three approaches adopted by the government are identified, “normalising the school system,” “educating the students” and “disciplining the scapegoats.” Through these approaches, two technologies of the self are identified, namely disciplinary power and bio-politics, which are used to prepare citizens. In Macao, it seems that there is a tension between the discourses of active democratic citizenship and patriotic education.

The type of policy and theoretical analysis the author has adopted in investigating moral and civic education policy illuminates the local and national policy and, in so doing, creates opportunities for building comparative research on similar issues and their implications for education.

This paper can contribute to the local discussion of the possibility of rewriting the meanings of citizenship.

This paper is comprehensive and can therefore provide a ground for further and future research.

The paper aims to present what is known from the school principals who participated in the International Successful School Principalship Project (ISSPP) in Mexico. The paper reviews 14 publications (5 articles, 5 conference papers and 4 books) on successful school principals in Mexico that were published between 2009 and 2021 as part of the ISSPP. The papers were analysed using a conceptual framework consisting of perceived qualities of the principal, school organisation, suitability of teachers and principals, educational materials and methods and educational infrastructure.

A scoping study review methodology was used to explore publications and conference proceedings on ISSPP research on Mexican principals and schools in order to answer the question: What do we know about successful school principals in the Mexican context? Conference papers, journal articles, book chapters and books formed the knowledge base for the review.

As a result of the analysis across the five analysis categories it was found that the principals emphasised improving the educational quality of their schools and understood this as the basic criterion to judge their leadership success. Principals were central to school success and a nested model was produced to show how the successful school is built from the core of the principal, as a socio-emotional skills role model, to a culture of continuous improvement. The model included principal socio-emotional skills, school organisation, continuous improvement of teaching and principal practices and having appropriate educational materials, methods and infrastructure.

The ISSPP has produced a large amount of research. The paper is the first review of the substantial contribution from ISSPP research in Mexico. The model produced from the review adds to the several models produced in the ISSPP.

The purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.

A three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.

There is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.

Research on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

The purpose of this study is to determine the differences and similarities between the terms entrepreneurship and innovation when they are implemented in teaching–learning processes involved in the education field and the main characteristics of entrepreneurial and innovative individuals.

A qualitative methodology was used. A total of 21 Spanish experts in entrepreneurship and/or innovation in education at different levels participated in in-depth structured interviews.

There seems to be some connection between entrepreneurship and innovation, as there are cases in which one involves the other. Although innovation is more related to the improvement of processes, products and services, entrepreneurship is linked to the creation and setting up of businesses. Educational entrepreneurship and innovation could be defined in the same way. Entrepreneurship education, in contrast to innovation education, encompasses innovation but goes beyond it. It includes curricula and long-lasting educational changes that are part of a more comprehensive organisational approach and educational plan, oriented to the accomplishment of teaching–learning outcomes. More characteristics were mentioned for entrepreneurs than for innovators.

This study is an initial attempt to explore ideas from experts in education that could facilitate the work of teachers and educational stakeholders in a crucial area, entrepreneurial and/or innovative education. Having an entrepreneurial attitude is essential for individuals in a globalised society to successfully meet the challenges of the 21st century.

This paper aims to provide a context for Brazilian Portuguese language documentation and its data collection to establish linguistic repositories from a sociolinguistic overview.

The main sociolinguistic projects that have generated collections of Brazilian Portuguese language data are presented.

The comparison with another situation of repositories (seed vaults) and with the accounting concept of assets is evocated to map the challenges to be overcome in proposing a standardized and professional language repository to host the collections of linguistic data arising from the reported projects and others, in the accordance with the principles of the open science movement.

Thinking about the sustainability of projects to build linguistic documentation repositories, partnerships with the information technology area, or even with private companies, could minimize problems of obsolescence and safeguarding of data, by promoting the circulation and automation of analysis through natural language processing algorithms. These planning actions may help to promote the longevity of the linguistic documentation repositories of Brazilian sociolinguistic research.

The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in disciplined, informed reflection on their own practice through shared, narrative productions in a dual spiral which promotes the contrasting of experiences and perspectives in an ongoing manner.

A case study of own practice in a university master’s degree, the aim of which is to develop a training improvement process by following the stages of LLS.

The case study shows the need to reverse the theory-practice sequence and to increase the importance of experience, the relevance of tutoring in the role of teachers, and the significance of cooperation and contrast as learning strategies. The evidence presented shows that LLS can be an extremely useful resource and procedure to reconstruct practical knowledge, facilitating internal contrast between the different espoused theories of the members of the group of teachers, and also between their espoused theories and their practical knowledge, in other words their theories-in-use.

The paper explores the value of LLS to reconstruct the practical knowledge of university teachers.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

This study aims to contribute to the professional competency approach in Education for Sustainability (ES) from the perspective of complexity and to the assessment of these competencies.

A qualitative research process was used, which consisted of two main phases: a documentary analysis of the internationally accepted frameworks about professional competencies in ES and complexity and a case study. The context was the Learning Camp of Cistercian Monasteries (Catalonia, Spain), and two educators participated in this camp.

The main outcomes are: a framework of professional competencies in ES from a complexity perspective, called CESC, and a rubric, as an assessment tool for professional competences in ES.

Based on the results, the author’s can state that this research is a contribution to the ES competency approach and it rectifies the lack of assessment tools in this area. The CESC is a theoretical contribution that facilitates educators’ development of ES competencies based on complexity. The design of the rubric with a high level of applicability and transferability is a methodological contribution which facilitates the assessment of these competencies by educators, as individuals, and educational teams. Related to the case study, several guidelines are proposed regarding the need for educator training to advance in the mobilisation of competencies in ES.

The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research.

The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice.

Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS.

With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.