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College support and career development are two significant challenges international students encountered during the pandemic, and these two factors have an enormous impact on the internationalization of higher education. The data for this study came from the 2020 to 2021 administrations of the National Survey of Student Engagement (NSSE) that includes over 500 international students enrolled at over 120 four-year colleges and universities in the United States. These students specifically responded to an open-ended item asking them what they think institutions should do better to assist their academic achievement and career goals. This study takes an in-depth look at international students’ qualitative responses about ways that institutions could better support their preparation for future careers. Using theories of cultural wealth and ecological systems to understand the unique experiences of international students during the pandemic offers an opportunity to help students not just in times of crisis but more holistically as they continue to pursue their higher education experiences in the United States. Ultimately, the authors provide recommendations for higher education professionals working with international students to better support their students’ career development and overall college experience.

This paper presents a case study for the pilot of a peer-led service model that is centered on fostering student leadership, collaboration and advocacy. The authors, who serve as advisors to the program, discuss the Library's transition to this peer-led model for reference support, outreach, programming and campus engagement.

This case study examines the development and implementation of a new peer-led service at a mid-size public university aimed at centering student success, belonging and empowerment. Authors share practices, strategies and goals for training, onboarding and professional development with emphasis on student advocacy, leadership and retention in the program.

The authors found that developing the structures and opportunities to foster student-led initiatives and efforts for student success, belonging and engagement has helped the library better connect and engage with diverse student communities on campus.

Findings of this study may be limited at the time this case study is written due to it being a new and developing library student program for reference, outreach and programming.

The peer-led service model for reference and student engagement presented in this article serves as a case study that may be applicable for those who wish to imagine and develop a student-centered library program at their institution.

This case study may provide an alternative approach useful to those who wish to reimagine and innovate library student programs at their institutions.

Although there are many peer-led initiatives in academic libraries for outreach and programming, this program explores the approach of fostering student leadership and advocacy within library student roles to lead and facilitate library efforts for campus engagement with structured guidance and support from librarian advisors.

The American agricultural economist Marion Clawson advised the Israeli government during 1953–1955. Clawson, a protégé of John D. Black and Mordecai Ezekiel, criticized the government for ignoring economic considerations, and stated that Israel’s national goals – defense, Negev Desert irrigation, immigrant absorption via new agricultural settlements, and economic independence – were mutually contradictory. His major recommendations were to improve the realism of Israel’s agricultural plan; end expensive Negev irrigation; enlarge irrigated farms eightfold; freeze new settlements until the number of semi-developed settlements falls from 300 to 100; and limit new Negev settlements to 10 over 5–7 years. Thus, Clawson ignored political feasibility and made value judgments. Minister of Finance Levi Eshkol and Minister of Agriculture Peretz Naphtali rejected Clawson’s recommendations because they ignored Israel’s national goals. By September 1954, Clawson shifted towards greater pragmatism: He acknowledged that foreign advisors should not question the national goals or make value judgments, and sought common ground with the Ministry of Agriculture. At his initiative, he wrote Israel Agriculture 1953/54 in collaboration with the Ministry of Agriculture. Israel Agriculture was a consensus document: Clawson eschewed recommendations and accepted that the government might prioritize non-economic goals. In proposing Israel Agriculture, Clawson made a pragmatic decision to relinquish some independence for (potentially) greater influence. Ultimately, Clawson was largely unsuccessful as an advisor. Clawson’s failure was part of a general pattern: Over 1950–1985, the Israeli government always rejected foreign advisors’ recommendations unless it was facing a severe crisis.

This study aims to develop an original conceptual framework to guide research into knowledge transmission between professional external knowledge providers and their business clientele. As such, the framework aims to bridge a gap between theory and practice by explicating the processes which affect knowledge transmission and the conversion of knowledge for business application (i.e. knowledge transference).

Key concepts from disciplines of knowledge management, information management, communications, services marketing and business advice are reviewed and integrated into the development of this framework. Underpinned by a critical realist philosophical lens, it provides a robust research guide for examining business advisor knowledge actions in a changing open environment.

This study identifies that the process of knowledge transmission from a source external to a business is more complex than internal knowledge sharing. It addresses this complexity through a knowledge transmission framework, in a research design that is applicable to any methodological paradigm. Real-world application is identified in its applicability for evaluating mechanisms to facilitate knowledge transmission practices of external advisors to small business in regionally isolated communities.

The critical realist research methodology allows for causality in knowledge transmission to emerge; however, no assertion is made that the conceptual framework developed needs any particular philosophical paradigm for its application. Instead, what is asserted is that the research framework developed in this paper is specifically suited to the characteristics of external knowledge providers, their tacit knowledge and the businesses they service.

This study reconceptualises various theoretical perspectives and develops a sequential process for addressing a research lacuna by specifically examining the processes (or connections) between external business advisor’s knowledge and their advisory actions. With these processes clearly established, the role of external knowledge providers, as knowledge transmitters, deepens the understanding of knowledge transference that up until now has focused typically on internal organisation aspects.

This chapter explores the concept of identity-conscious advising and coaching to support the development of First-Generation Black Male College Students during their undergraduate experience. Advising and coaching represent foundational practices colleges and universities use to support student success. Much like other aspects of education, institutions implement advising and coaching practices without consideration for how the identity of the student or the professional delivering the service influences student outcomes. First-Generation Black Male College Students' interactions within the college context are often framed by their visible, racial, and gender identities as opposed to their first-generation experience. First-Generation Black Male College Students experience microaggressions, discrimination, deficit perspectives, or negative stereotypes. By exploring an identity-conscious approach to relevant advising theories and coaching approaches, the chapter highlights the importance of building trusting, affirming relationships that lean into the lived experiences of First-Generation Black Male College Students without subjecting them to false, harmful stereotypes. This approach requires self-awareness on the part of educators and an understanding of the racialized dynamics that are inherent in the experience. Without addressing anti-Blackness, the impact of advising and coaching on First-Generation Black Male College Students is likely to have diminished or limited effects for this vital student population.

The study aims to critically review the Shariah governance framework for Islamic banking prevailing in Pakistan and provide a comparison with Accounting and Auditing Organization for Islamic Financial Institutions (AAOIFI).

It analyzes 16 circulars issued by the State Bank of Pakistan (SBP) since 2002, including three Shariah governance frameworks in 2014, 2015 and 2018. Additionally, the study compares the SBP and AAOIFI Shariah governance standards to evaluate the soundness of the SBP framework against international benchmarks.

Pakistan’s Shariah governance model is centralized, with the SBP’s Shariah board having ultimate authority. The SBP has provided a comprehensive Shariah framework, which includes among others, the criteria for the qualifications and conflict of interests of Shariah members. Both AAOIFI and SBP Shariah governance frameworks have similarities and differences in terms of the tenure of Shariah Supervisory Board (SSB) members, reporting line of SSB, number of SSB meetings, minimum experience of SSB members, primary duties of Shariah board, code of ethics and conduct for SSB and management and requirement of publication of SSB report in the annual report of Islamic banks. The frameworks differ in terms of the delegation of SSB powers, assessment and appraisal of SSB effectiveness and outsourcing of Shariah Compliance Department and Internal Shariah Audit Unit.

The study recommends expanding the qualification criteria for Shariah advisors to include additional degrees and qualifications, upholding stringent criteria for conflict of interests and promoting stakeholder consultation through exposure drafts.

To the best of the authors’ knowledge, this is the first of its kind which critically review and compare the Shariah governance framework prevailing in Pakistan.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

This article aims to analyze how gender and decision-making styles of Chief Executive Officers (CEOs) of Small and Medium Enterprises (SMEs) impact the financial performance of the firms they manage.

Data were obtained for 2017 for 185 SMEs in Chile, an emerging economy, including firm information, CEO's sociodemographic characteristics and CEOs' decision-making styles. Generalized Least Squares (GLS) models were estimated to explain the influence of gender and decision-making styles on firm performance, controlling for a series of covariates. To test whether gender moderates the effect of decision-making styles on firm performance, interaction terms were included. Furthermore, models were subject to several robustness procedures, with no significant differences in results.

The authors find evidence of significant relationships for both gender and the avoidant style. Likewise, the authors find evidence of interaction effects between gender and decision-making styles, particularly between gender and the dependent style.

Findings contribute to prior research by analyzing the relationship between CEO gender and SME performance in the context of a Latin American emerging economy; by providing evidence of the impact of decision-making styles on the financial performance of SMEs; and by examining how a specific decision-making style, namely the dependent style, operates differently according to CEO gender, shedding some light on its ambiguous character as described by prior research. For policymakers and authorities, findings indicate the importance of incorporating women to SMEs and supporting their way towards higher management.

Esta investigación analiza cómo el género y los estilos de toma de decisiones de los gerentes generales (CEOs) de las pequeñas y medianas empresas (PYMEs) impactan en el desempeño financiero de las empresas que administran.

Se obtuvieron datos del año 2017 para 185 PYMEs ubicadas en Chile, una economía emergente, incluyendo información de la empresa, así como características sociodemográficas y estilos de toma de decisiones de los gerentes generales. Se estimaron modelos de Mínimos Cuadrados Generalizados (GLS) para explicar la influencia del género y los estilos de toma de decisiones en el rendimiento de la empresa, controlando por una serie de covariables. Para determinar si el género modera el efecto de los estilos de toma de decisiones en el rendimiento de la empresa, se incluyeron términos de interacción. Además, los modelos fueron sometidos a varios procedimientos de robustez, sin encontrar diferencias significativas en los resultados.

Los autores encuentran evidencia de relaciones significativas tanto para el género como para el estilo evitativo. Asimismo, los autores encuentran evidencia de efectos interacción entre el género y estilos de toma de decisiones, particularmente entre el género y el estilo dependiente.

Los hallazgos contribuyen a investigaciones anteriores al analizar la relación entre el género del CEO y el rendimiento de las PYMEs en el contexto de una economía latinoamericana emergente; al proporcionar evidencia del impacto de los estilos de toma de decisiones en el rendimiento financiero de las PYMEs; y al examinar cómo un estilo de toma de decisiones específico, a saber, el estilo dependiente, opera de manera diferente según el género del CEO, esclareciendo su carácter ambiguo tal como ha sido descrito en investigaciones anteriores. Para las autoridades y los responsables de políticas, los hallazgos indican la importancia de incorporar mujeres a las PYMEs y apoyarlas en su ascenso hacia la alta administración.

Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic, pragmatic, ideological and innovative (CPII) in this study. This study compared the leadership qualities of LAs in universities in Nigeria as perceived by students. The purpose of this paper is to compare the leadership qualities of LAs in universities in Nigeria as perceived by students.

A survey-comparative design of a quantitative research approach was used. Two universities were purposively selected and the convenience sampling method was applied to select 207 participants.

Findings revealed that LAs of the private university exhibit a slightly higher level of leadership qualities than those from the public university based on the students' assessment (t (207) = 2.19 and ρ = 0.029 < 0.05).

The study concluded that universities should organise regular workshops for LAs on innovative leadership to stimulate 21st-century learners to achieve their educational objectives.

It is therefore recommended that universities should organise a regular workshop for LAs on an innovative leadership model that promotes 21st century students to achieve their educational objectives.

In practice, the study of this kind is timely, given that academic advisers or advisers are very influential on student achievement and success. Thus, the outcome will educate the academic advisers on the leadership qualities that will enhance their role in the 21st century. In addition, it will add to the literature on university LAs' leadership skills in Nigeria and other nations of Africa. Most literature available in the context is mainly from America.