Search results

This paper attempts to study the relationship between the level of urban innovation and subjective well-being (SWB). The following questions are discussed: (1) Does improving the level of innovation in cities affect the SWB of residents? (2) If urban innovation levels affect residents' SWB, can improving urban innovation level improve residents' SWB? (2) If urban innovation level improves residents' SWB, what is the possible mechanism? (3) Is there any difference in the effect of urban innovation level on the SWB of different groups?

This paper chooses the ordinary least squares (OLS) regression method for baseline regression with robust standard errors, and the regression results of Oprobit will be presented in detail in the robustness test section. The model is constructed by matching the micro data and the macro data. Meanwhile, the instrumental variable (IV) method is also used to deal with the possible endogeneity problem.

This paper finds that urban innovation has significantly improved the SWB of residents. This finding still holds after considering the endogeneity issue and conducting a series of robustness tests. Moreover, the level of innovation positively influences residents' SWB mainly through the paths of increasing income levels, improving environmental quality and promoting convenience in life. What's more, urban innovation has a more significant effect on the SWB of low-income groups and those with low education levels. Finally, based on the findings, this paper also proposes some policy recommendations to further improve the SWB of residents.

Given the limitations of the data, the above study deals with China. In the future, international data can be further used to further explore the impact of the innovation level of international cities on the SWB of residents and then the research conclusions can be applied to the international community to provide theoretical basis and empirical support for policy makers of various countries, which will help improve the SWB of residents of various countries and enrich the theoretical and empirical research on the impact of innovation on the SWB of residents.

Well-being is a goal constantly pursued by human beings. This paper shows that urban innovation has significantly improved the SWB of residents. The findings provide guides to improve the SWB of residents and provide a certain theoretical basis and empirical reference for policy makers.

The possible innovations or contributions of this paper include: (1) based on the China Household Income Survey (CHIP) and the “Report on Innovation of Chinese Cities and Industries”, this paper studies the impact of urban innovation levels on residents' SWB, supplementing the gaps in existing literature; (2) through group analysis, the heterogeneity of the impact of urban innovation level on groups with different incomes and education levels was discussed and (3) the mechanism of urban innovation level on residents' SWB was identified. These studies and discussions provide a basis for more effective improvement of residents' SWB and provide a valuable reference for promoting people's pursuit of a better life.

In the era of the digital economy, higher demands are placed on versatile talents, and the cultivation of students with innovative and entrepreneurial abilities has become an important issue for the further development of higher education, thus leading to extensive and in-depth research by many scholars. The study summarizes the characteristics and patterns of dual-innovation education at different stages of development, hoping to provide a systematic model for the development of dual-innovation education in China and make up for the shortcomings.

This paper uses Citespace software to visualize and analyze the relevant literature in CNKI and Web of Science databases from a bibliometric perspective, focusing on quantitative analysis in terms of article trends, topic clustering, keyword co-linear networks and topic time evolution, etc., to summarize and sort out the development of innovation and entrepreneurship education research at home and abroad.

The study found that the external characteristics of the literature published in the field of bi-innovation education in China and abroad are slightly different, mainly in that foreign publishers are more closely connected and have formed a more stable ecosystem. In terms of research hotspots, China is still in a critical period of reforming its curriculum and teaching model, and research on the integration of specialization and creative education is in full swing, while foreign countries focus more on the cultivation of students' entrepreneurial awareness and the enhancement of individual effectiveness. In terms of cutting-edge analysis, the main research directions in China are “creative education”, “new engineering”, “integration of industry and education” and “rural revitalization”.

Innovation and entrepreneurship education in China is still in its infancy, and most of the studies lack an overall overview and comparison of foreign studies. Based on the econometric analysis of domestic and foreign literature, this paper proposes a path for domestic innovation and entrepreneurship education reform that can make China's future education reform more effective.

Educational policies, integrated practices, obliged strategies and notable benchmarks are always required by the higher educational institutions (HEIs) for operating business ventures into competent boundaries and to preside toward the overall new business density. The same are needed to be evaluated based on student's concerns for road-mapping sustainability. Accordingly, authors conducted present study to identify crucial quality characteristics (measures) under the origins of HEIs based on student's concerns using qualitative medium under Indian economy. The study is presenting critical dimensions and quality characteristics, which are seeking by the students for selecting HEIs for their studies.

Kano integrated-Grey-VIKOR approach is utilized in present study for road-mapping sustainability based on the determination of priority index and ranking. The study utilized three segments of methodology, where in the first segment, Kano technique is implicated to define priority index of quality characteristics. In the second segment, grey sets theory is implicated to capture the perceptions of the respondents. In the third segment, VIKOR technique is implicate to rank the HEIs.

The findings of the study will assist administrators in planning the prominent strategies that can embrace performance traits under HEI, which in turn will participate in growth and development of an economy. The findings have revealed “PPCS, ICMC, TSTR, PICM, AFEP, IMIS as Attractive performance characteristics,” “IEAF, OIAR, INET as One dimensional performance characteristics,” “QTCS, PORE, SIRD as Must-be performance characteristics” and “PQPE, PCTM as Indifferent performance characteristics.” Additionally, “Professional and placement characteristics of institute” is found as the most significant measure inspiring students for admiring engineering institutes. It is found that “Observance of institutional affiliation and recognition” and “Infrastructure, classroom management and control methods” are found as the second significant measures. “Patterns of question papers and evaluation medium” and “Personal characteristics of teacher and management” are found as the least competent characteristics admiring stakeholders for selecting HEI.

The present study can assist administrators in drafting refined policies and strategies for practising quality outputs by HEI. The study suggested critical quality characteristics, which in respond will aid in attracting more number of students toward educational institutes. A study under Indian context is demonstrated for presenting critical facts and attaining higher student's enrolment rates.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the multiple streams framework, the paper outlines these actions through various streams (problems, policy and political) and perspectives (defining problems, articulating options and mobilizing responses).

The primary sources of data collected for this study were US federal government policies from March 2020 through May 2021. Policies were examined through introduction, implementation and alteration (when possible) within the specific time period of the study. The policies outlined in this paper were connected to the US Department of Education, and to a lesser extent, the National Institutes of Health, the National Science Foundation and other federal agencies. Data analysis was a two-fold process. First, the individual policy was considered as a single case and second, a cross-case comparison occurred across the multiple cases.

Analysing the study’s data in the problem stream provides a strong indicator of how the pandemic was perceived as a challenge for US graduate education. The pandemic served as a focusing event and illuminated the connections of graduate education to key institutional functions, including research and teaching. Broadly, US federal policy actions in this area focused on giving institutions resources and flexibility to support graduate students and allow them to continue their academic work while also seeding funding and incentives to continue the movement of knowledge, activities and people in the research pipeline. Actions in the policy stream aligned with the decentralized nature of the US higher education system and allowed for choice by academic institutions within the parameters of options.

This paper extends extant literature related to policy-making and graduate education to consider policy-making during a time of crisis. The paper offers methodological and conceptual ideas for consideration in future research.

The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.

While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.

This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).

Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.

Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.

This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.

The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.

This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

While the monetary returns to education are well documented in the economics literature, the studies on non-monetary returns to education are scarce. The purpose of this study is to provide new insights into the non-market outcomes by exploring how education influences the food consumption choices of households and how these effects vary across different socio-economic groups using household-level calorie consumption data from Sri Lanka.

This study uses two waves of Household Income and Expenditure Surveys – 2006/2007 and 2016. The methods adopted in analysing the data were descriptive statistics and the OLS regression model.

The empirical results show that educated poor households pay less per calorie compared to non-educated poor households, highlighting the role of education in improving the ability to make better food choices and manage household budgets more economically.

This study informs policy-makers of the importance of education for formulating food and nutritional policies, which aim to raise the standard of living of resource-poor and vulnerable households in Sri Lanka as well as other developing countries with similar socio-economic conditions.

To the best of the authors' knowledge, this study is the first to explore the impact of education on the calorie consumption behaviour of people in the Sri Lankan context using nationwide household surveys.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-01-2022-0007

The global research evidences indicate that the technology adoption in case of agribusiness has a potential to enhance the performance and bring operational efficiency. India is the world’s largest producer as well as consumer of milk but struggles with yield per cattle, overall productivity, low rate of technology acceptance and adoption, health detection of milching units, animal data recording and presence of dairy products in the global market. The purpose of this study is to focus on identifying the challenges of technology adoption in dairy farms and constructing a hierarchical model using soft systems methodology.

This study uses nominal group technique-based discussion with domain experts and personal interviews with dairy farm owners/managers for the identification of challenges, fuzzy interpretative structural modeling as well as FMICMAC to develop a hierarchical model of challenging elements and to divide the identified elements into four categories based on the dominance of driving-dependence power.

This research has developed a list of 12 challenges affecting the technology adoption in a dairy farm business unit, identified through the personal interviews with 60 dairy farms across three highest milk-producing states of India in terms of annual milk output – Haryana, Punjab and Uttar Pradesh. Lack of government support followed by lack of educational opportunities in dairy-based education were found as the most crucial and high driving challenges, whereas high cost, huge investment and low acceptance of decision-maker were found as the most dependent challenges of technology adoption.

This research is one step ahead of interpretive structural modeling that considers the fuzzy-based dominance in the model to showcase the degree of relationship along with its existence, but it lacks to statistically validate the findings using techniques like SEM.

This paper has developed a list of challenges in adoption of technology along with their inter-relationships to highlight the required focus challenge that drives or is dependent on the other challenges. The goal is to bring performance improvement and assist Indian dairy farm business stakeholders or decision-makers in formulating strategic and action plans and help policy planners to make favorable policies based on the understanding of contextual relationship between challenges.

In Indian context, dairy is an important part of agriculture sector, and milk is an essential item that facilitates income generation to small and rural households and a source item for several other businesses and activities. The results of this research suggested the policy planners and government to ensure subsidized and insured technologies, training support and facilities, educational opportunities and efforts for promotion of technology adoption among dairy farmers. The suggestions are purely on the basis of the relevance of challenges in the hierarchy and can play a significant role in improving the level of technology adoption and can ultimately uplift the social and economic well-being from micro-level of farmers to macro-stage concerning economic development of India.

To the best of the authors’ knowledge, this study is purely original and outcome of the research conducted by authors.

The purpose of this study is to examine households’ behavior towards dirty cooking energy utilisation in an environment where relatively higher accessibility to clean energy is noted. Although the low utilisation rate of clean energy can partly be attributed to utility gains anticipated in dirty energy mixes (DEMs) arising out of accessibility constraints, affordances and enablers, it is still unclear on the extend at which each of these contributes towards DEMs manifestation among the seemingly well-to-do households with higher levels of clean energy mixes (CEM) access. This study, therefore, hinges on scrutinising on this lower utilisation patterns despite a seemingly higher accessibility of CEMs, specifically liquified petroleum gases (LPG).

The study is based on a household’s survey that was carried out in 2018, reaching a sample of 393 households using questionnaires in four wards of the Kigamboni district in Tanzania. Subsequent analyses were descriptive as well as inferential based on binary logistic regression analysis where utilisation of DEMs was predicted for both the high and low social economic status (SES) households by incorporating accessibility constraints, affordances and enablers.

The results show, first, if one assumes energy stacking is not an issue, as households become more constrained towards CEMs utilisation, they shift towards DEMs suggesting that the overall effect is a substitution, and second, the complementarity effect ultimately outweighs the substitution effect as households do not shift from DEMs to CEMs rather stack multiple energy. DEMs flourish in this case study area because those with high income are among those in the lowest SES, and some of those with the highest SES are from among the lowest income category, and all of them end up with more DEMs because shifting towards CEMs require income to complement SES.

Policy-wise, removing hurdles in accessing CEMs such as LPG subsidy programme, gas stove provision to the poor, and enhanced LPG awareness will most likely benefits only those who do not stack energy in cooking while strategies targeting those at the lowest SES such as higher education attainment, empower women as a family decision maker, encourage co-occupancy to enlarge the household size and contain urban growth within certain perimeter will have a significant impact only if they raise both incomes and SES.

Despite of the dominance of DEMs for cooking such as charcoal and firewood in Tanzania, CEMs such as LPG, have emerged as complements or alternatives in the household energy basket. The utilisation of such CEMs is, however, still very low despite the accessibility, cost, environmental and health advantages they offer. Accessibility is not the only factor fuelling CEMs; a complementarity must exist between SES and income for the positive transition towards CEMs to be realised.