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This study evaluates the economic effectiveness of higher education in Lithuania by measuring returns to investment in higher education for both individual university graduates and the state, particularly aiming to discover how higher education investments impact economic returns at both micro (individual) and macro (national) levels.

A dual methodological approach has been applied, utilizing both the Mincer earnings equation and the full discounting method, to draw a clear distinction between the returns enjoyed by individuals and those accrued to the country. Calculations for individual economic returns are done using the most recent available Lithuanian Department of Statistics data on the wage structure, while national return on education was based on the State Tax Inspectorate and Lithuanian Public Finance databases.

The research confirms that Lithuanian investments in education positively influence both individual earnings and society at large, mainly due to the low cost of education and the high returns. For individuals, net present value varies from €126,000 to €224,000, and the internal rate of return is from 7% to 46%, with the highest return being for males working in companies of 50–249 employees and holding a bachelor’s degree. It is also noteworthy that one additional year spent in education increases earnings on average by 4.1%. The financing of first cycle studies costs the state two times less than second and third cycle studies. For this reason, the net present value (NPV) and internal rate of return (IRR) of first cycle studies are higher than those of second and third cycle studies.

While higher education is generally and globally seen as a way to ensure financial stability and career advancement at the individual level and socioeconomic development at the national one, the question of cost versus benefits at both levels is principal and diachronic. Our research quantifies the NPV and IRR of education investments and highlights the differential economic returns of various education levels, where policymakers can utilize these insights to inform strategic decisions regarding education funding and resource allocation. This study, therefore, provides explicit quantitative answers and presents individuals and policymakers with tangible results and practicable direction in their decision-making. The findings are applicable to the specific country-focus, but also constitute an applicable case study in the international context, particularly for European and other countries of comparable economic structure and developmental stage.

This study aims to explore the relationships between GDP growth, education spending, central bank transparency (CBT) and accountability on the corruption perception index within the G20 countries, emphasizing their combined effects and interdependencies.

Using the central bank transparency index (CBTI) introduced by Dinçer et al. (2019), an analysis spanning from 2002 to 2019 was conducted on selected G20 countries, further refining the results by excluding EU members. Data sources included World Bank statistics and CBTI data. The research deployed the heteroskedastic and contemporaneously correlated panel-corrected standard error model to detail the effects of the aforementioned factors on the corruption index.

The study revealed no statistical evidence that economic growth had an effect on reducing corruption. Education spending emerged as a potent tool in curbing corruption, especially in EU nations. A strong correlation was identified between CBT and reduced corruption, consistent across G20 countries, regardless of EU affiliation. The insights emphasize the importance of enhancing education spending and CBT in combating corruption. For effective anti-corruption measures, countries are encouraged to invest more in education, amplify internal checks and adopt transparent central bank policies. Further research could delve into cultural, historical and political variables to understand corruption dynamics comprehensively.

This study aspires to address the existing gaps in the literature and provide a substantial contribution to the ongoing discourse and efforts to understand and mitigate corruption within the G20 countries and globally.

This paper addresses the under-explored collateral damage of economic sanctions, shedding light on the disproportionate harm endured by the most vulnerable segments of societies, which at the same time lack political influence to effect the ruling government into change. The primary objective is to review the literature on humanitarian repercussions associated with sanctions, concluding if they really are a comparably human way of international interference.

Employing a systematic literature review, adhering to the PRISMA approach, and incorporating key term definitions and clear selection criteria, this review analyses 52 studies sourced from Scopus and EconBiz.

The surveyed literature reveals profound adverse impacts of sanctions on health, economic well-being, inequality, and education. Critical gaps in the literature such as disproportional focus on extreme cases like Iran and Iraq, scarce literature on effects on education and inequality, and predominantly inadequate control groups are identified, limiting the generalizability of existing findings.

This paper is the first systematic and replicable review of the literature on the effects of sanctions using a capabilistic approach to define poverty. Highlighting gaps in the current research landscape underscores the limited generalizability of reviewed results. Providing a well-structured summary of existing literature, this work serves as a foundation for future research.

This chapter highlights the key areas for the leadership and innovation research agenda in 2035. This agenda will direct researchers’ focus to the core transversal skills that individuals must have amidst the shift toward a greener and digitalized economy. Such skills include leadership, management, creativity, communication, and adaptability. The role of macro governmental policies and micro organizational policies is of great significance to ensure the implementation (if any) of these changes and of core to the research agenda. This chapter will also guide researchers to the challenges at the higher education level that need to be addressed to ensure the balance between the skills and knowledge acquired by workers through education and the needs of businesses in order to increase productivity and innovation.

While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions.

This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions.

Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act.

Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.

The aims of the current study were twofold: first, to rank the world’s emerging economies based on a novel National Intellectual Capital Index (NICI) and its components; and second, to examine the impact of NICI and its components on economic growth, measured in terms of real GDP per capita.

We employed principal component analysis (PCA) to construct the novel NICI based on five key socio-economic indicators including (1) national human capital, (2) national structural capital, (3) national relational capital, (4) national informational capital and (5) national innovational capital. These indicators are publicly available for many countries. The index was generated by considering the most appropriate socio-economic indicators as precise measures of NIC from the Penn world table (version 10.0), the World Bank’s database of world governance and development indicators and the KOF globalization across the selected emerging economies.

The empirical findings revealed that national human capital is a significant driver of NIC, corresponding to higher economic growth. This is followed by national informational capital, national relational capital, national innovation capital and national structural capital. Furthermore, results indicate that the contribution of national structural capital is marginal compared to other critical strands of NIC.

NIC is generally considered the most valuable strategic resource for driving knowledge economies, especially in the Industry 5.0 revolution. Ranking emerging economies based on the NICI sheds light on the accumulated stock of NIC and how it contributes to and improves the economic growth of these economies. The stock of NIC is considered a critical success factor for measuring both current and future economic prosperity. Therefore, using the socio-economic indicators of KOFGI as accurate measures of NICI will assist policymakers in formulating and implementing relevant policies to enhance the accumulation of knowledge-based capital, which are critical components of NIC.

To the best of the authors' knowledge, this is the first study of its kind, both theoretically and empirically, to measure the National Intellectual Capital Index (NICI) using the most nascent socio-economic indicators of NIC. Moving forward, this study evaluates the impact of NICI and its components on economic growth, which is a relatively sparse area of research in the context of emerging knowledge economies.

Vocational education in Hong Kong suffers from an image problem. Stakeholders often perceive it as a second-best option for those who fail to advance in academic education. In 2016, to promote vocational education, the Hong Kong government launched a publicity campaign and rebranded vocational education and training (VET) as vocational and professional education and training (VPET). This study critically analyzes the new discourse crafted by this campaign and assesses its potential to change VPET’s status.

This study applies critical discourse analysis to the set of television public service advertisements produced as part of the government publicity campaign.

The messaging of the publicity campaign consists of two major discursive strategies. One stresses the ability to find self-fulfillment through VPET. The other stresses the academic ability and middle-class status of VPET students as well as the non-manual and high-end career opportunities for graduates. While the first strategy offers a new basis on which to value VPET, the second recreates assumptions about the value of academic achievement and what constitutes respectable employment, even as it attempts to challenge stereotypes. It reinforces that the ultimate goal of education is financial gain and social status. It overlooks other values of education and the potential value of VPET in enhancing individual choice and agency.

Discourse analysis does not provide information about audience perceptions and interpretations.

The government could consider reframing their messaging in terms of the diverse values and experiences of VPET students. Highlighting the values that VPET students themselves see in their education provides alternative discourses that can better challenge hegemonic ideas.

To the best of our knowledge, this is the first discourse analysis of the government’s publicity campaign to promote VPET.

This study aims to examine the role of Islamic economic and social institutions during Covid-19 and try to propose a model that highlights Islamic economics and social institutions’ role in providing community economic, social and health recovery support.

This research uses a qualitative approach with a multicase method. Interviews with the institutions including the Amil Zakat, Islamic Banks, Micro Waqf Banks and Islamic Cooperative (Baitul Maal wat Tamwil) were conducted in order to develop a model about how the integration between each institution in handling the effect of COVID-19.

The model shows the interaction roles of each Islamic institution and implementation in the long term and short term in handling the impact of Covid-19, particularly in the economic, social and health sectors. These institutions will assist the government in establishing community economic independence in the face of COVID-19, which has caused economic sluggishness or recession.

This study proposes the model of synergy using a qualitative approach. Future studies can develop the synergy model by employing a statistical and quantitative method, such as by employing analytical network process method.

This study adds the literature about empirical evidence on the role of each Islamic economic and social institution and develops new scenario model about integration of those institutions in overcoming economic and social problems during the COVID-19 pandemic. These interactions play a role in shaping the community’s economic independence in dealing with the economic downturn due to COVID-19.

This paper aims to address two fundamental questions: (1) How has Bahrain's industrial policy evolved during the 21st century? and (2) what factors contribute to this evolution?

Utilizing secondary data, this paper identifies key decision-makers responsible for economic policy in Bahrain and delineates the evolution of Bahrain's industrial policy throughout the 21st century. Subsequently, it employs a series of interviews with elite civil servants engaged in the formulation and implementation of Bahrain's economic policies to understand the reasons behind the observed changes.

Since assuming the role of Crown Prince in 1999, Sh. Salman bin Hamad Al Khalifa has been the key economic decision-maker in Bahrain. During the 21st century, Bahrain has shifted away from decisions closely aligned with the Washington Consensus towards those more in line with classical industrial policy. Interviews reveal that the private sector's underperformance in job creation, coupled with fiscal pressures, has driven this departure from the Washington Consensus. Moreover, the early successes of the interventionist Saudi Vision 2030 and Bahrain's own success in technocratically managing the COVID-19 pandemic have accelerated this transition.

Insights into the determinants of Bahrain's industrial policy can guide policymakers in refining future strategies. Recognizing the positive role of intellectual developments in academic economics literature becomes crucial for informed decision-making.

This paper fills a gap in the existing literature by providing answers to its research questions, particularly considering the significant changes witnessed in Bahrain's industrial policy post-pandemic.