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Educational tourism in agriculture is attracting growing attention. It is expected that educational activities can create a new social role for agriculture. However, farmers need to refine their identity to embark on this emerging activity. On the basis of a questionnaire survey, the present study has statistically clarified how a farmer’s identity determines their attitude toward educational tourism by focusing on mainly family-run Educational Dairy Farms in Japan. The results show that those farmers who have a wider perspective on the activity domain conduct educational tourism more positively than those who do not. The findings also indicate how the next-generation farm successors view the educational activity; that is, whether they consider themselves to be simply conventional milk producers or rather farm resource managers with a wider scope of new social demand that is connected to farmers’ identity. The latter redefinition will be increasingly necessary when farm successors conduct tourism-related activity.

The main aim of this study is to investigate the role of fathers and mothers in the intergenerational educational persistence for sons and daughters under two dimensions that characterize the clusters of countries: redistributive policy and governance.

Data from the Global Database of Intergenerational Mobility (GDIM), hierarchical cluster analysis on principal components and panel regression are used in this study to estimate intergenerational educational correlation and to investigate its determinants related to the parents’ and descendants’ education variables in 93 countries grouped in four clusters. The empirical analysis is differentiated by gender combinations of parents and descendants.

In the clusters of countries characterized by high inequalities and poor governance, our findings show that the role of the fathers is stronger than that of the mothers in educational transmission; fathers and mothers are more influential for the daughters rather than for the sons; parental educational privilege is the main driver of intergenerational educational persistence; there is an inverse U-curve in the association between educational inequality of the parents and educational correlation for the sons. Differently, in the countries characterized by high income, low redistributive conflict and better governance, the role of the mothers is stronger and education mobility for the daughters is higher than that for the sons.

The authors’ results remark on the importance of social welfare policies aimed to expand a meritocratic public education system including schooling transfers for lower social class students and narrowing the gender gap in educational mobility between daughters and sons. Social welfare policies should also be oriented to spread high quality child care systems that help to foster greater women equality in the labor market, because the strength of educational persistence depends on the position of the mother in the economic hierarchy.

The distinctiveness of the paper can be found in the fact that this study investigates the parental role differentiating by gender and coupling hierarchical cluster analysis on principal components with panel regression models. This allows us to have a sample of 93 countries aggregated in four groups defined in two dimensions: redistributive policy and governance. Amongst the determinants of educational transmission, we consider not only education’s years of the parents but also other determinants, such as educational inequality and privilege of the parents. We also identify the effects of investment in human capital and educational inequalities for the descendants on education mobility.

This paper aims to examine how the diversity of educational levels within bank boards influences the efficiency and stability of banks operating in the Middle East and North Africa (MENA) region. Unlike previous studies, this analysis also investigates the role of board gender diversity in moderating the relationship between board educational level diversity and bank efficiency and financial stability in MENA.

In this study, a sample of 77 banks in the MENA region spanning the years 2011 to 2018 is used. The relationship between the presence of highly educated directors on the board, bank efficiency and stability is assessed using the ordinary least squares method. Additionally, the authors use the Generalized Method of Moments technique to correct endogeneity problem.

This study establishes a positive association between the presence of directors with advanced educational backgrounds on bank boards and bank efficiency and stability. Furthermore, the inclusion of women on the board strengthens this relationship.

These findings have important implications for policymakers and regulators in the MENA region, suggesting that promoting diversity policies that encourage the participation of highly educated directors on bank boards can contribute to enhanced efficiency and financial stability. Policymakers may also consider implementing quotas or guidelines to improve gender diversity in board appointments, thereby fostering bank performance in the region.

This study stands out for its innovation and distinctiveness, as it delves into the connection between board educational level diversity and bank efficiency in the MENA region. Notably, it surpasses previous research by investigating the moderating role of board gender diversity, thus offering valuable insights into the complex interplay between these two facets of board diversity. This contribution enriches the existing literature by providing novel perspectives on board composition dynamics and its influence on bank efficiency and stability.

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

The second International Intervisitation Program held in Australia in August, 1970, must now be considered a milestone in the development of the study and practice of educational administration. From the second Program emerged the establishment of the Commonwealth Council for Educational Administration. Membership of the Council, which is determined on an individual rather than an institutional basis, is open to all interested in the administration of education. The Commonwealth Council for Educational Administration has a seven point programme of objectives: 1. To foster close links between those concerned with the improvement of educational administration in Commonwealth countries. 2. To foster a high standard in the practice and study of educational administration at all levels. 3. To hold Commonwealth‐wide and regional conferences on various aspects of educational administration. 4. To facilitate the dissemination of knowledge about research and practice in educational administration. 5. To foster high standards in the preparation of administrators. 6. To facilitate the exchange between member countries of teachers, students and practitioners of educational administration. 7. To encourage the establishment in Commonwealth countries of national associations of those concerned with the improvement of educational administration. Financial support for the Council was provided initially by the second International Intervisitation Program and “The Journal of Educational Administration”. Further generous and significant assistance has been given by the University of New England and the Commonwealth Foundation.

The purpose of this paper is to study the possibilities and potential barriers on the path of internationalization of the educational services market through development of the system of remote education.

In order to determine the influence of development of the system of remote education on the process of internationalization of the educational services market, the authors use the method of regression analysis. A regression curve is built, containing the model of paired linear regression and the value of determination coefficient. The research object is the market of higher educational services – as it is subject to internationalization and distribution of remote education. The research is performed based on the 2017 data by the example of countries from various regions of the world that show different rates and levels of socio-economic development but that achieved the largest success in development of the system of remote education – the USA, the UK, Brazil, China, South Korea, Italy, Germany, India, Malaysia, Australia, South Africa and Russia. Due to the absence of the official international statistics on the issue of internationalization of the educational services market, the proprietary method is used for determining its level.

It is concluded that remote education has a slight influence on the process of internationalization of the educational services market in the countries of the world, though it has large potential in the sphere of stimulation of internationalization of the educational services market, as it allows providing educational services of equal quality and equal cost for domestic and foreign students.

The developed and presented model of managing the development of the remote education system of a modern university in the interests of stimulating internationalization of the educational services market allows overcoming these barriers and opening the existing potential of remote education in the sphere of stimulation of internationalization of the educational services market.

The purpose of this paper is to determine the perspectives of increase of effectiveness of university education, related to the use of private educational resources.

In order to determine the dependence of effectiveness of university education on the use of private educational resources, this work uses the instrumentarium of economic analysis – in particular, the method of correlation analysis – for finding the value of the coefficient of correlation and regression analysis for compiling the model of paired linear regression. Using them, the authors determine the dependence of the quality of human resources in the country on the number of private organizations with their own educational resources and on the volume of private investments in education on the basis of the 2010-2014 data. In order to ensure comprehensiveness of research, it was conducted following the example of various countries – USA, India, France, Germany, and Russia.

The authors define the notion and determine the specifics of private educational resources, study their structure and sources, and substantiate the increase of effectiveness of university education as a result of the use of private educational resources with the help of economic and mathematical instrumentarium.

Practical significance of the research consists in the fact that proprietary conclusions, related to the use of private educational resources, are recommended for use in modern universities for increase of effectiveness of the system of university education.

The theoretical value of the conducted research is determined by its contribution to the development of the concept of human resources, through substantiation of necessity for use of new methods of their formation by means of use of private educational resources in the system of university education, as well as by its development of the concept of economic effectiveness, through determination of a new factor of effectiveness of university education – the use of private educational resources.

Educational research today operates within the context of existing educational institutions, rarely breaking through conceptual and practical barriers to systemic change. But new educational needs, resources and technology demand change in organization and policy. In order to provide adequate educational services we need a new breed of researcher, comparable to the early operational research group, who will contribute multi‐disciplinary skills to systemic analysis and management of education as a whole. From this perspective they may formulate a metasystemic model of education containing a hierarchy of subsystems arranged according to where education occurs. An Educational Development Directorate, by providing continuous analysis of such a model, will feed back to all educational planners the probable effects of their decisions and provide them with alternatives. Such an information system should lead to optimization of resources and genuine alternatives in education.

Actuality of this subject is predetermined by the fact that global competitiveness and expansion of exchange of knowledge made employers not only increase requirements to factual results of the study at all levels of education but also announce the necessity of formation of new qualities with graduates. The purpose of this paper is to develop a complex of recommendations for employers’ participation in the formation of educational programs for preparing specialists in the service sphere, aimed at improving education quality and the demand for graduates in the labor market.

A method which leads to the study of this problem is desk methods of research. For an evaluation of the results of realization of educational programs and use of educational resources for training of specialists in the service sphere, the authors conducted a survey of employers (representatives of service sphere); the selection constituted 300 people.

The paper determines scientifically substantiated directions of activities for the participation of employers in the formation of educational programs and resources for training of specialists in the service sphere. The authors developed a model of interconnection of purposes and results of employers’ participation in the realization of educational programs, formation, and use of educational resources.

The practical significance of this research consists in the fact that received results and offers could be used by educational establishments, employers, and professional associations.

Can the journal impact factors regularly published in the Journal Citation Reports (JCR) be shaped by a self‐fulfilling prophecy? This question was investigated by reference to a journal for which incorrect impact factors had been published in the JCR for almost 20 years: Educational Research. In order to investigate whether the propagation of exaggerated impact factors had resulted in an increase in the actual impact of the journal, the correct impact factors were calculated. A self‐fulfilling prophecy effect was not observed. However, shows that the impact factors for Educational Research published in the JCR were based on calculations that erroneously included citations of a journal with a similar title, Educational Researcher, which is not included in the JCR. Concludes that published impact factors should be used with caution.