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While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.

Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.

The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.

This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

Bangladesh is one of the most flood-prone countries in the world. A number of research works have identified that the flood scenario will be aggravated with climate change context in Bangladesh. In 2014, Bangladesh had prepared municipal level master plan for 222 municipalities with a view to planned urban development. But climate change-induced flood has not been considered in master plan, which poses a question toward the sustainability of the plan. Ullapara Municipality of Sirajganj district has been selected to conduct the research. This study aims to evaluate how infrastructure in proposed master plan will be exposed to climate change-induced flood.

The methodology of this study follows geographic information system (GIS)-based flood exposure analysis of selected infrastructure. These infrastructures include transport infrastructure, educational infrastructure, health infrastructure and other urban facilities. Climate change-induced flood for the year 2040 has been used for flood exposure analysis.

It is evident from the flood exposure analysis that about 33.99% roads will be exposed to 1.5 m–2 m inundation level; seven primary school, six secondary school and four colleges would be highly exposed to 2.0 m–2.50 m inundation level; four health facilities would be exposed to 1.0 m–2.0 m inundation level because of future climate change. This inundation scenario for long duration will lead to dysfunction of concerned infrastructure and, in turn, undermine the stability of a socioeconomic system of Ullapara Municipality.

As the master plan is not fully implemented till now, there is scope for intervention for considering climate change-induced flood to make the plan sustainable.

Over the past 30 years, China has made dramatic changes and improvements in various educational areas, including the educational technology field. These changes have been supported by policies initiated by the country's central government. This chapter reviews the historical development of China's educational technology policies, paying particular attention to the evolutionary process, and examining policy features that have influenced Chinese educational development. The Chinese education technology framework encourages the use of educational technology to address more ambitious goals for economic and social development and thus serves as an important catalyst for advancing Chinese education.

The paper aims to present what is known from the school principals who participated in the International Successful School Principalship Project (ISSPP) in Mexico. The paper reviews 14 publications (5 articles, 5 conference papers and 4 books) on successful school principals in Mexico that were published between 2009 and 2021 as part of the ISSPP. The papers were analysed using a conceptual framework consisting of perceived qualities of the principal, school organisation, suitability of teachers and principals, educational materials and methods and educational infrastructure.

A scoping study review methodology was used to explore publications and conference proceedings on ISSPP research on Mexican principals and schools in order to answer the question: What do we know about successful school principals in the Mexican context? Conference papers, journal articles, book chapters and books formed the knowledge base for the review.

As a result of the analysis across the five analysis categories it was found that the principals emphasised improving the educational quality of their schools and understood this as the basic criterion to judge their leadership success. Principals were central to school success and a nested model was produced to show how the successful school is built from the core of the principal, as a socio-emotional skills role model, to a culture of continuous improvement. The model included principal socio-emotional skills, school organisation, continuous improvement of teaching and principal practices and having appropriate educational materials, methods and infrastructure.

The ISSPP has produced a large amount of research. The paper is the first review of the substantial contribution from ISSPP research in Mexico. The model produced from the review adds to the several models produced in the ISSPP.

Considers the world‐wide emergence of “educational superhighway” policies: government programmes aiming to connect school systems to the Internet ‐ and explores their relevance to education. By examining the key actors and motives behind educational Internet initiatives the paper argues that such policies are primarily economically not educationally driven. The implications of this are then considered in the light of increasing global information priorities.

This paper aims to review the educational and support infrastructure for UK family firms in order to further raise the profile/challenges and support needs of family firms in the UK.

Secondary data sources relating to family businesses are reviewed in this article with a view to identifying the current infrastructure of support for family firms. These reports are also supplemented with interview material from respondents in family business associations.

This review indicates that awareness of family business public policy issues has increased in recent years in the UK. There is also an emergent support infrastructure dedicated to the needs of family businesses. There is also a growing body of research helping to overcome the (family business) dualist theoretical legacy that has dominated the field. Greater definitional clarity is also helping to inter‐relate the special needs of family firms to issues of resource, ownership, management, size and life cycle and the propagation of new theories and perspectives as seen above are contributing to better understanding about the special needs. There is still some way to go, however, before family businesses are fully acknowledged for their significant role to the national economy.

This paper reconsiders some of the original insights generated from occupational sociology which fully recognises the intertwining (and absorptive) relationships between family and work, and recognises the important and absorptive role that families in business contribute to the economy and society.

This paper signals that the entrepreneurs of today create the family businesses of tomorrow. This means progressing from a single‐heroic view of entrepreneurship and taking forward of a family embedded conceptualisation of entrepreneurship into educational programmes.

Educational policy is crucial to society. Its process is related to political, economic and cultural variables. Nevertheless, there is a paucity of research in the field of applied social sciences, about how educational policies help to achieve societal objectives and welfare. This study aims to assess the concept and features of school education in Egypt during 1990-2017.

Secondary data were collected using governmental reports and educational institutional reports and assessed through specialized focus groups.

Results showed that, despite the multiplicity of strategies to reform the educational system, achievements and outcomes of educational processes are modest, and the developmental status of Egypt is lower than that of other countries. Studying educational outcomes indicated that school-education suffered from the predominance of quantity over quality and a serious inability to meet requirements of new knowledge era.

A novel future-oriented proposal for context, ethos and reforming aspects of educational policy will be suggested.

Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic.

This article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development.

The author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges.

Follett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic.

This paper provides insights about how graduates' career patterns (i.e. academic entrepreneur, self-employed or paid employed) are influenced by entrepreneurial university ecosystems (i.e. incubators and entrepreneurship education programs).

By adopting Douglas and Shepherd's utility-maximising function, the influence of one entrepreneurial university ecosystem on graduates' career choices was tested using a sample of 11,512 graduates from the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico.

Our results show the critical role of entrepreneurial universities ecosystems in facilitating employability options as academic entrepreneurship for ITESM's graduates. The study shows some insights about how graduates' risk aversion and work effort are positively influenced by the university business incubator and entrepreneurship education programs, respectively.

Diverse implications for stakeholders have emerged from our results. These implications are associated with potential benefits of implementing programmes oriented to engage academic entrepreneurship within Latin American universities.

Entrepreneurial universities provide a range of employability alternatives for their students, such as to be self-employed, academic entrepreneurs or paid employees. In this scenario, entrepreneurial universities have configured entrepreneurial ecosystems (educational programmes, business incubators and other infrastructures) to support potential entrepreneurs (students, academics, staff and alumni). Despite the relevance of the environmental conditions on individuals' occupational choices, few studies have explored the role of the entrepreneurial university ecosystems on graduates' employability. In this vein, our study contributes to some academic discussions: (1) the role of context on career choice models (Ilouga et al., 2014; Sieger and Monsen, 2015), (2) the role of incubators and entrepreneurship education on fostering academic entrepreneurship on the graduates' community (Nabi et al., 2017; Good et al., 2019; Guerrero and Urbano, 2019a) and (3) the effectiveness of the entrepreneurial university ecosystems on graduates' employability (Herrera et al., 2018; Wright et al., 2017).

This study aims to examine the spatial distribution and movement patterns of creative talent within the Yangtze River Delta Bay Area (YRDBA) and the factors that contribute to such trends.

The study examines data for the period 2006 to 2018 from the regions that constitute the YRDBA: Shanghai, Jiangsu, Zhejiang and Anhui. Spatial distribution pattern analysis is adopted to interpret the flow tendency both spatially and chronologically and a Lasso regression model is used to investigate variables that influence this tendency.

It is found that creative talents in YRDBA are accumulating steadily in provincial capitals and financially advanced cities. Technology infrastructure, women’s rights, medical care amenities and housing affordability are major determinants of such spatial distribution. The talent spillover effect raises attention in talent saturated areas, while the surrounding regions should prepare to receive and retain the overflow.

Creative talents geography in China and the dynamism of creative talent in YRDBA are rarely discussed. Determinants of creative talents lack systematic pectination, literature that filters multiple determinants of creative talents migration is limited and discussion specific to the Chinese context is scarce. This case can, thus, provide insights into creative talents in developing countries and add to the current literature, bridge the gap of the current understanding of creative talents in YRDBA – the innovation and development center in China and provide a reference for policymakers when making macro decisions.