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Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

This paper aims to stimulate the nascent research agenda on the environmental sustainability of the ongoing mushrooming of international student mobility (ISM). The higher education (HE) system in the UK and elsewhere is increasingly predicated upon the hosting of international students. Whilst this drive towards internationalisation undoubtably has multiple benefits, little attention thus far has been paid to its potentially very considerable environmental impact. The drive for internationalisation within HE thus potentially sits at odds with ambitions and strategies to promote sustainability within the sector and beyond.

In-depth interviews with 21 students and representatives of 14 university international offices offer insights into how the environment features in the decisions that young people and HE institutions make with regards to partaking in and promoting education-related mobility.

The results find that students take environmental considerations into account when undertaking education-related mobility, but these aspirations are often secondary to logistical issues concerning the financial cost and longer travel times associated with greener travel options. At the institutional scale, vociferously championed university sustainability agendas have yet to be reconciled with the financial imperative to recruit evermore international students.

This paper identifies a thus far neglected contradiction within HE whereby the sustainability agenda that it so rightly espouses is potentially undermined by the drive towards internationalisation. The paper uses the anthropause concept to consider the future environmental sustainability of ISM.

This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.

The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.

The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.

This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

Covid-19 is a serious threat to the dietary quality of vulnerable communities in developing countries with limited economic resources. This study explored the implications of COVID-19 on daily dietary behavior and food consumption patterns of perishable and nonperishable food commodities based on the gender of household headship in Pakistan.

The data was collected through an online survey using the snowball sampling technique. A mixed design ANOVA, an independent t-test and a multivariate probit model were used to look at the data from 417 female-headed households and 1,131 male-headed households that were surveyed in the study.

Female-headed households experienced a greater decrease in their daily intake of perishable and nonperishable food commodities compared to male-headed households during COVID-19. The decrease in consumption of perishable food commodities was greater than the decrease in nonperishable food commodities for both female-headed and male-headed households. Female-headed households witnessed the largest decrease in daily intake of animal-derived foods, while male-headed households observed the highest diminution in consumption of fruits. Female-headed households and male-headed households reduced their consumption of perishable food commodities by more than one-third and one-fifth, respectively. Households with lower socioeconomic status reported higher reductions in their daily intakes of food commodities compared to households with higher socioeconomic status.

The cross-sectional nature of the collected data does not allow the development of a causal relationship between COVID-19 implications and food consumption changes in daily dietary patterns.

Dietary and consumption patterns of populations are changing worldwide due to COVID-19. There is no study to assist policymakers in determining how COVID-19 is affecting the daily food consumption patterns of perishable and non-perishable food commodities of households based on gender in the developing world.

Small farmers in India are collectivized and legalized as Farmer Producer Companies (FPCs) to progress in agri-food value chains as small agribusiness enterprises. FPCs are dependent on timely information for their sustainability and profitability. Mobile apps are a cost-effective form of information and communication technology. Hence, the purpose of this study is to explore the major determinants of mobile apps adoption by FPCs.

Quantitative and qualitative data are collected by administering a semi-structured questionnaire and conducting in-depth interviews with board members of 115 FPCs, with a total membership of 30,405 farmers operating in 14 districts of the state of Kerala, India. The logit model is used for quantitative analysis, while dialog mapping is used for qualitative analysis, based on an integrated technology acceptance model and technology organization environment framework.

Logistic regression results evidence that amongst FPC characteristics, while company size and age are significantly impacting apps adoption, there is no significant association between board size, education level, multiple commodities business or export intention of companies on apps adoption. Digital literacy and technical hands-on training for FPC board members are quintessential to facilitate mobile apps adoption.

The findings are pertinent to policymakers to earmark funds for technical handholding and digital upskilling of FPCs. The need for developing comprehensive, location-centric, farmer-friendly apps by agritech companies is evidenced.

To the best of the authors’ knowledge, this is a pioneering work in the domain of mobile apps adoption from a farmers’ agribusiness enterprise perspective in an emerging market economy using a mixed-methods approach.

The coronavirus disease (COVID-19) pandemic continues to impact economic systems, with devastating consequences on livelihoods. Anecdotal evidence has predicted the adverse effects of COVID-19 on the livelihood of food system actors. Uganda experienced two lockdowns in March 2020 and June 2021 with varying government containment measures. During the first lockdown, fresh food market vending was deemed essential to meet urban food demand, and was consequently exempted from a total shutdown despite the ban on public and private transport. Thus, this study sought to examine the effect of COVID-19 containment measures on fresh food market vending businesses in Uganda.

Using primary data collected from fresh food market vendors, this study applied a pooled time-series estimation to examine the effect of the first lockdown COVID-19 containment measures on fresh food vendors' welfare.

The study revealed that COVID-19 had a significant negative impact on the income of fresh food vendors, with female vendors being the most affected. COVID-19 containment measures reduced the diversity of buyers, individual customers and the number of commodities traded in causing a greater impact on vendors' income.

The unavailability of data for vendors who did not return to the market at the time of data collection limits the scope of the study. Additionally, the absence of data for the second lockdown limited the analysis to only March 2020 lockdown period.

The empirical analysis highlights how vulnerabilities of different gender categories could be exacerbated by crises. The study provides empirical evidence of various market distortions caused by the COVID-19 pandemic and the disproportionate impact on women and men market vendors which calls for the need to integrate women's perspectives in future planning for market systems as well as advocating for gender-sensitive recovery responses.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

In this paper we explore potential barriers for commodification of academic research in emerging countries.

We carried out an exploratory study employing a mixed-method sequential exploratory design. Initially, qualitative interviews were performed to identify cognitive, structural, and ideological barriers associated with commodification. Subsequently, we administered a survey at three universities in Kazakhstan to gather quantitative data. The quantitative insights served to complement our qualitative findings and facilitate the interpretation of the observed patterns within the broader population.

We found that a too rapid shift toward commercialization exacerbated concerns among faculty members and created obstacles to commodification. The obstacles identified through inductive clustering of themes from exploratory qualitative interviews were grouped into three intentionally broad categories: cognitive, structural, and ideological barriers. We argue that in emerging economies, the path to commodifying academic research should start with developing local infrastructure to address identified structural, cognitive, and ideological barriers. This, in turn, will lead to more successful commercialization and redefine the role of academics in society.

Our study has several limitations related to its empirical scope. We concentrated solely on one country, Kazakhstan. For future research, it is crucial to broaden the investigation to include more studies from the Central Asia region and other emerging economies. We believe that while there may be some minor institutional differences, the findings are generalizable to all post-socialist countries. However, incorporating a diverse range of institutions, particularly those with foreign ownership or private capital, would enhance the comprehensiveness of the findings. Furthermore, collecting a more extensive and balanced sample of responses from industry partners, academics, and students would have provided more valuable insights. By including a broader representation of stakeholders, we could have gained a more nuanced understanding of the complexities surrounding commodification in higher education. Given the exploratory nature of this study, it is essential to regard the findings as a source of inspiration rather than empirical confirmation.

Our research has practical implications for managing universities in emerging markets, as well as important policy implications, both for international actors and local governmental bodies.

Our findings carry implications for policymakers. The focus that international institutions place on the matter of commodification and commercialization of knowledge is a positive step. Challenges emerge when this matter is approached with a narrow perspective. Drawing on the empirical context of the Republic of Kazakhstan, a country often overlooked in the literature on emerging markets, we find evidence that knowledge has indeed transformed into a commodity. The rapid shift toward commercialization, driven by substantial institutional pressures, may have occurred too precipitously in this particular context. In light of these findings, we advocate for a more balanced and contextually nuanced discourse concerning both the commodification and commercialization of knowledge.

This study represents one of the few endeavors into exploring commodification within the context of emerging economies. In recent decades, universities have faced substantial pressures to commodify academic research. While there has been a significant volume of research discussing and documenting the success of commodification in developed country universities, those in emerging economies have faced similar pressures without achieving comparable success. This paper delves into the reasons why.