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Drawing on an institutional perspective, the purpose of this paper is to shed light on mobility patterns and assignment situations in 15 German non-profit organizations (NPOs) in the public diplomacy and international aid sectors. Its aim is to explore how differing field logics are related to international staffing practices in the different sectors.

A multiple case study approach was employed, based on 51 expert interviews and corresponding document analysis.

The findings display similarities between NPOs of the same sector but differences between the sectors with regard to numbers of “expensive” expatriates and the assignment situation; this is a result of the intersection of different institutional pressures in the respective fields.

The article is based on a limited number of cases in the German context and does not allow for generalization. The results may be NPO specific; further research is necessary to compare the institutional embeddedness of staffing decisions in MNCs, other NPO sectors and country contexts.

Organizations in both fields find different answers to similar external pressures, which may encourage mutual learning.

This article highlights the neglected research topic of expatriation in non-corporate assignment settings and offers an alternative view on staffing decisions than the previously predominant rational one.

This paper aims to fill the gaps by conducting the first large n study examining the role of third parties in the emergence of river agreements in Asia and Africa during the time period 1948-2007. There is a growing literature on what explains agreements in river disputes. However, beyond individual case analysis, little systematic study has been done on the role of third parties in settling river disputes through agreement, in particular on the regions that are mostly affected by the global climate change.

Through utilising new data on the role of third parties in river disputes, this study shows that third party involvement in the conflict management of river disputes increases the likelihood of reaching river agreements.

The findings suggest that third parties use both diplomatic and economic means to increase the likelihood of emergence of river agreements, and both strategies are equally important to induce formalised cooperation.

Yet the present study covers only two regions, and it does not delve into a discussion of the conditions under which third party interventions are successful. Rather, these are aspects that need to be explored in the future.

Given the current uncertainty around security challenges resulting from climate change, and with predictions of future water wars, this research contributes to the understanding how to peacefully manage current and potential conflicts around transboundary waters.

This study is the first large n study examining the role of third parties in the emergence of river agreements in Asia and Africa.

The purpose of this article is to describe the organization of workplace learning in Finnish polytechnics, the models that have been developed for this purpose, and the challenges presented.

First, the models for embedding workplace learning in the curriculum are described and analysed. Second, the conflicting factors encountered in building the network of expertise to support students' workplace learning in the cooperation of polytechnics and working life are investigated. Third, suggestions are made regarding some of the questions raised by the introduction of connectivity that might be explored to better understand the similarities and differences between workplace learning and learning at school (polytechnics). The study was carried out in five Finnish polytechnics in 2002‐2006. It focused on the bachelor' s degree programmes in the fields of social services, business administration and engineering. Data were collected through thematic interviews conducted with teachers supervising and organising workplace learning. The different models utilized in the five polytechnics with respect to the three educational fields are incorporated into a single holistic model on the basis of a theory‐led content analysis of the interviews. Further analysis of the interviews indicates the institutional barriers and obstacles that exist to the development of placements.

Placements in working life by Finnish polytechnics exhibit considerable variety. In addition the cultural practices that guide and limit the organising of placements are presented. These include the location of placement in the curriculum, negotiation of students' contracts, guidance in the workplace and practices, assessment including self‐assessment, student remuneration, and rewards for employers. The development of quality in workplace learning is heavily dependent on local initiative, as introducing connectivity is a practical process that has to be implemented and reflected on by networks of expertise. The debate on similarities and differences of workplace learning and learning in education could be enhanced by a more detailed exploration of the questions on what is learned and where.

The description given here of the organisation of placements can be utilized by higher education institutes and polytechnics as a tool in reflecting on their own models. Furthermore, the questions presented here within a framework grounded in a socio‐cultural approach may be used by teachers and developers of education as stimuli in developing quality assurance tools and in analysing the strengths and weaknesses of their placement systems.

This study initiated an investigation of how the Macau–Zhuhai tourism cooperated and discussed how Macau and Zhuhai could join hands to develop tourism in the region. The study demonstrated an approach for destination marketing organizations to explore online tourist-generated content and to understand tourists' perceptions of the destination image (DI).

A total of 1,291,057 reviews (535,317 for Macau and 755,740 for Zhuhai) were collected, analyzed and examined to determine how the DI s of Macau and Zhuhai changed during the period of 2015–2019 based on tourist-generated content on travel websites (TripAdvisor, Ctrip.com and Qyer.com) through a text-mining approach.

The result revealed that Macau and Zhuhai were in a hybrid of competition and collaboration on tourism DI s. First, Macau and Zhuhai competed in hotel and catering industry. Macau was appealing to international tourists and provided high-end and prestigious offerings; while Zhuhai was impressed by cost-effective accommodation and food. Second, Macau diversified industrial structure with diverse “Tourism, Leisure and Recreation” and “Culture, History and Art” more than Zhuhai did. Meanwhile, Macau should balance the different demands of international and Chinese tourists. Third, complementary potentials were found in natural resources, urbanization technology and tourism innovation and related projects.

The research provides valuable insights for policymakers and industrial managers on their endeavors to develop DIs. Policymakers should be able to develop supportive mechanisms and tourism facilitators to promote industrial collaboration and mutual DIs. Managers could refer to the components in the changing DIs and identify the developmental gaps and cooperation potentials in their targeted areas.

The research fulfills the gap in regional tourism studies on Macau, in which the evaluation on synergetic influence and neighbor effect from Zhuhai has been underexplored. Facilitated by up-to-date data mining techniques, the study contributes to both DI and coopetition literature in tourism marketing; and this should inspire further studies on the antecedences of DI changes, resolutions to the competing interests and DIs of different stakeholders in different forms of strategic cooperation in regional tourism. The employment of DIs is an explicit demonstration of tourists' immersion and values attached to the destination, providing effective cues on the status of coopetition.

The purpose of this paper is to examine the relationships between education and competencies from a comparative view, while controlling for background characteristics (e.g. parental education), home features (e.g. income) and country fixed effect.

This paper utilises an international data sets of 12 Belt and Road (B&R) countries participating in the PIAAC survey. Data are examined using regression models with “REPSET” Stata code. The focus on B&R countries is interesting as this recent economic and strategic development alliance might transform the contemporary global balance of power. Therefore, examining its educational development is important.

Findings reveal the higher the level of education, the higher the competency level in numeracy and literacy. Age was found to be negatively related to competencies, and gender was found to be dually significant. Among the examined B&R countries, Slovenia, Russia and Israel contribute the most to the numeracy, literacy and problem solving competencies (respectively) compared with other countries. The findings might contribute to the design of education for development policies aimed at increasing the level of state competitiveness while accounting for social cohesiveness.

The paper provides a comparative study into educational development of the B&R alliance, and therefore offers an insight of the developmental cooperation as it emerges. The focus on the B&R initiative is important as it is a strategic development alliance which might transform the contemporary global balance of power. Therefore, the examination of the above-mentioned relationships with the focus on B&R countries might advance the strategic design of this cooperation.

This paper aims to investigate the relationship between official development assistance (ODA) and human and educational development in countries in Southeast Asia.

In the study described here, empirical evidence was used to investigate the relationship between ODA provided between 1990 and 2004 and its impact on the human and educational development of countries in Southeast Asia.

A review of efforts made over the past 15 years in providing developmental aid reveals that there still remain gaps in the human development dimensions – income, education, and health – within and between countries. Second, real gross domestic product and foreign direct investment have significant associations with human and educational development, while, at the aggregate level, ODA has a significant positive association only with human development. Third, ODA that is targeted to support socio‐economic development has a significant relationship with human development. Fourth, ODA allocated to unspecified levels of education, or post‐secondary education, shows a significant association with human development, while ODA provided for basic education, secondary education and post‐secondary education has a significant relationship with educational development.

The study focuses on countries that have a medium level of human development, namely Cambodia, Indonesia, Malaysia, Myanmar, Thailand, Philippines, Laos and Vietnam.

The findings and results are useful guidelines for major stakeholders, including donors and the governments of recipient countries, for designing aid systems and effectiveness.

This paper draws the attention of donors and the governments of recipients to the effectiveness of aid and its targets.

To highlight that, for higher education (HE) to fulfil its role and provide societies with the required knowledge and competencies that will enable a sustainable future, through research, education and campus operations, it needs to cooperate and promote interdisciplinarity within the sector and with society at large.

This study is a follow-up on the author´s presentation, as President for the International Association of Universities (IAU), at the IAUP triennial conference 2021. It is not presenting outcomes of a specific research project but rather a personal experience and reflections on challenges and opportunities debated at global HE conferences, national and international seminars, IAU publications and global surveys.

There are many publications on challenges and opportunities when it comes to developing and capitalizing on the social responsibility of HE for a sustainable development. However, there is a lack of discussion on internal institutional responsibilities and support for the societal value of HE beyond the sector.

This is the personal view of the author and builds on a long experience as scientist and academic leader.

Banks in the South Asian region are the fulcrum of economic growth and development as they provide means to development credit and working capital, trade and infrastructure finance and are seen as custodians of the trust in the financial system. This paper aims to study the nature of banking sector linkages for the region.

The dependence structure between deposits and lending rates individually for the banks of the South Asian countries are studied using time invariant and time varying family of copula functions. The degree of connectedness is further studied by Diebold and Yilmaz methodology.

Results indicate poor levels of banking integration in the region as the dependence parameter for both deposits and lending rates was around 0 for the sample countries, thereby confirming poor banking sector integration in the region.

Policymakers of the region are interested in the co-movements of the interest rates to understand the cross-sector risk management and any systemic risk pressures for the regional economies. Corporates in these countries are scouting out for competitive borrowing rates to lower their cost of capital.

Rationale for examining the banking sector linkages is that the South Asian countries are at different stages of economic growth and development and this region in particular is the fastest growing region in the world and has largely increased its trade integration with the world albeit having lowest levels of intra-regional trade integration.

This is a first of a kind of studies to examine the banking sector linkages in South Asia.

The aim of this article is to present the development‐oriented Master's curriculum “Global Studies” (GS) at the University of Graz, Austria, as an example of interdisciplinary academic training with the purpose of fostering inter‐“cultural” understanding. It aims to show that scientific disciplines can be understood as “cultures of cognition” producing own views of realities.

Based on a decade of previous experiences, the communication and assessment functions of e‐learning platforms and e‐journals are used to facilitate stepwise approximations among the various “cultures of understanding”.

Despite severe financial limitations, peer‐oriented planning and lecturing efforts since 2004 have resulted in a bundle of electives and in a new Master's curriculum elaborated cooperatively by the faculties of the legal, economic, historic, cultural, natural and communication sciences at Karl‐Franzens‐University Graz. Both the bundle of electives and the Master's curriculum appear to offer a truly “m:n type” interdisciplinary and intercultural design which assumes various stakeholder‐dependent perspectives of multi‐faceted realities.

The wealth of interdisciplinary and intercultural thought and practice can be best “proceduralised” through dialogue‐oriented educational technologies.

In practical terms, hundreds of students may follow these web‐enhanced curricula that are based on the materialised results of their founders' ethical systems.

This is the first paper that outlines the Global Studies curriculum at Graz University.